Editorial.

Attard, Catherine

Welcome to the first issue of Australian Primary Mathematics Classroom for 2014. This issue was compiled against a backdrop of considerable media attention in relation to mathematics education in Australia. Although much of the attention was aimed at secondary school mathematics and a range of issues, there is still some attention directed at primary schools and primary teachers. The primary classroom is where we, as teachers, are provided with the opportunity to engage our students and get them 'turned on' to mathematics in the hope that this engagement continues and is sustained as they progress to secondary school.

Each of us has the power to influence our students and promote positive attitudes towards mathematics and the articles in this issue of APMC certainly provide many ways in which we can do this. Each of the articles promotes student engagement in one way or another. The first article by Shaleigh Page and Julie Clarke deals directly with the affective domain and mathematics, and investigates the power of reflective journaling to improve students' attitudes in the primary mathematics classroom.

Chris Brough and Nigel Calder present a powerful insight into another important aspect of student engagement: the notion of power and control. They explore the use of student-initiated problem solving and the rich learning that can occur when the curriculum is co-constructed rather than teacher-directed. Following on from this are more engaging ideas from Jennie Marsten, with the presentation of a framework for using picture books to teach mathematical concepts. Jennie gives specific examples of tasks from three picture books that you could use in your primary classroom.

The final two articles focus on specific mathematical content: fractions and multiplicative thinking. Stephen Tucker's article presents a fractions game that incorporates several concepts and builds students' fluency with fractions. Lorraine Jacob and Joanne Mulligan's article discusses the value of using arrays to promote multiplicative thinking and childrens' understanding of the relationship between multiplication and division, with a range of activities for you to try.

As usual, Derek Hurrell has provided some excellent Curriculum Linked Lessons with a specific focus on Number within the Number and Algebra strand. If you or your colleagues have any requests for future Curriculum Linked Lessons we would be pleased to consider them for future issues. I would also like to take this opportunity to again extend an invitation to you, our readers, for feedback, activities and articles for APMC.

Catherine Attard

University of Western Sydney

<c.attard@uws.edu.au>