Abstract: Bicknell, Brenda; Young-Loveridge, Jenny; Simpson, Jackie Using quotitive division problems to promote A robust understanding of place value is essential. Using a problem-based approach set within meaningful contexts, students' attention may be drawn to the multiplicative structure of place value. By using quotitive division problems through a concrete-representational-abstract lesson structure, this study showed a powerful strengthening of Year 3 students' conceptual understanding of place value.

Abstract: Bragg, Leicha A; Koch, Jessica; Willis, Ashley One way to heighten students' interest in the classroom is by personalising tasks. Through designing Robot Bioglyphs students are able to explore personalised data through a creative and engaging process. By understanding, producing and interpreting data, students are able to develop their statistical literacy, which is an essential skill in today's world.

Abstract: Throndsen, Jennifer; MacDonald, Beth; Hunt, Jessica Building students' understanding of cardinality is fundamental for working with numbers and operations. Without these early mathematical foundations in place, students will fall behind. Consequently, it is imperative to build on students' strengths to address their weaknesses with the notion of cardinality.

Abstract: Russo, James Provide students with opportunities to practise addition strategies whilst enhancing their estimation skills through this highly tactical, absorbing card-based game. Nearest to the Gnarly Number is designed for two players and can be easily modified to allow for participation by primary school students of all ages and abilities (see Differentiating the game). The goal of the game is to be the player who finishes nearest to a designated target number (the 'gnarly number') at the end of the round. The first player to win five rounds wins the overall game.

Abstract: Fitzallen, Noleine; Watson, Jane; Wright, Suzie When working within a meaningful context quite young students are capable of working with sophisticated data. Year 3 students investigate thermal insulation and the transfer of heat in a STEM inquiry, developing skills in measuring temperature by conducting a statistical investigation, and using a stylised graph to interpret their data.

Abstract: Hourigan, Mairead; Leavy, Aisling Working within the context of a contest to find the most beautiful tourist attraction in the world, Year 5 students investigate the most symmetric building from a short-list of three iconic buildings. This involves investigating both line and rotational symmetry in order to make an informed decision about the symmetrical nature of each building.

Abstract: Lovitt, Charles One of the pleasures I get in teaching is to see other teachers finding an idea in a resource book and then deliberately peering through a pedagogy lens to enhance, tweak, adapt and extend the idea into a richer, healthier, well balanced classroom lesson. This can be a very deliberate process. One teacher described it to me as asking a series of "I wonder if'" questions based on their accumulated repertoire of teaching strategies.

Abstract: Russo, James Using a game-based context and concentrating explicitly on language, students in the early years are able to make sense about place value amid the vagaries of the English language in naming numbers. This conceptual approach to understanding place value allows students to further develop number strategies beyond counting by ones.

Abstract: Richardson, Sue Ellen; Koyunkaya, Melike Yigit The use of dynamic geometry environments, such as GeoGebra, can support students' development of geometric concepts. Tasks and investigative ideas for the development of the concept of angle are shared.

Abstract: Jacobbe, Tim; Mitten, Carolyn; Jacobbe, Elizabeth Formative assessment is so important to inform teachers' planning. A discussion of the benefits of using technology to facilitate formative assessment explains how four primary school teachers adopted three different apps to make their formative assessment more meaningful and useful.

Abstract: Vale, Colleen; Bragg, Leicha A; Widjaja, Wanty; Herbert, Sandra; Loong, Esther Yook-Kin Reasoning underpins students' mathematical understanding and promotes creative thinking. It is regarded as a key mathematical proficiency. This article discusses the reasoning actions that primary children employed and teachers noticed for "What else belongs?" a task focused on forming and testing conjectures.

Abstract: Lovitt, Charles Having a nice mathematical task is one challenge for a teacher - another is making it come alive for students in the classroom. And the pathway to the latter is pedagogy - the range of teaching strategies possessed and activated by the teacher.

Abstract: Faulkner, Valerie; Ainslie, Jennifer The importance and usefulness of building on perceptual subitising and the development of conceptual subitising is explained. A guide on how to continue to develop numerical ideas based on subitising is shared.

Abstract: Russo, James; Hopkins, Sarah This paper outlines a seven step process for developing problem-solving tasks informed by cognitive load theory. Through an example of a task developed for Year 2 students, we show how this approach can be used to produce challenging mathematical tasks that aim to optimise cognitive load for each student.

Abstract: Selmer, Sarah; Valentine, Keri; Luna, Melissa; Rummel, Sarah; Rye, James Using Garden Based Learning (GBL) as an integrated mathematics and science unit, this article describes the mathematical journey of students as they work through the process of designing their own garden beds.