Editorial.
Attard, Catherine
Welcome to this year's final issue of Australian Primary
Mathematics Classroom. Although it is late in the year, there are many
ideas in this issue that will inspire your mathematics lessons and
deepen your own pedagogical content knowledge and there is still time to
try out some of the ideas before the holidays. If you've run out of
time, perhaps you might bookmark ideas to try out with your new class
next year.
You will notice that most of the articles in APMC contain a blend
of research and teaching practice rather than simply a presentation of
teaching ideas. The incorporation of research provides a sound
justification and theoretical basis for using the practices and
activities that are promoted in the articles. It also deepens our
understanding of why specific pedagogies work and how we can address the
broad range of student misconceptions. Reading APMC is an easy way to
keep up with your professional development--particularly AITSL Standard
6, "Engage in professional learning".
In this issue we have a range of articles that address different
aspects of the mathematics curriculum. First, in an article by Roche and
Clarke we are provided with an interesting report on work with primary
teachers around the encouraging of students' persistence with
challenging tasks. The article presents some valuable strategies for
teachers to assist in supporting their students.
Bragg's article introduces geocaching as a way to provide
authentic, motivating and engagement mathematical experiences. She also
provides a description of a geocaching program suitable for all levels
of primary school. In the next article, West discusses the difficulties
that arise when teaching the concept of division.
He promotes the development of a deep understanding of division
rather than an approach that relies on memorisation of rules and
provides an example of a student-centred approach.
Wilkie's article on the development of students'
functional thinking with visualisations of growing patterns provides an
in-depth look at students' progression levels and provides a
framework for planning a sequence of lessons. Yearley and Burce's
paper provides insight into some of the challenges faced when teaching
fraction concepts. Although their research was conducted in Canada, the
findings are applicable to our Australian context.
I'm sure you will agree that this issue is packed with great
ideas for teaching and learning. I hope you enjoy the remainder of the
teaching year. Wishing you all a safe and happy holiday season.
Catherine Attard
University of "Western Sydney
<c.attard@uws.edu.au>
