Thinking and Working Mathematically in Australian Primary Classrooms

A Book for Pre-service Teachers and Educators
Erscheinungsjahr 2026
ISBN: 978-1-009-43027-2
Verlag: Cambridge University Press

Buch, Englisch, 770 Seiten

Thinking and Working Mathematically in Australian Primary Classrooms equips pre-service teachers and educators with the knowledge and skills to confidently teach mathematics to children from Foundation to Year 6. Disproving the myth that mathematics must be challenging, the authors present the subject as accessible, engaging and fun. Supporting all educators, including those who may lack confidence in their mathematical ability, the book is rich with images that clarify concepts and is closely aligned with the latest version of the Australian Curriculum. The book connects theory to practice by highlighting the importance of mathematics in real-world contexts, integrating current research with practical activities to support effective classroom teaching. Visually engaging and easy to read, Thinking and Working Mathematically in Australian Primary Classrooms is a practical, contemporary and meaningful resource, designed to support teachers from their studies into professional practice.

Autoren/Hrsg.

Skillen, Maree

Watts, Stephanie

Inhaltsverzeichnis

Module 1. Thinking and working mathematically to build understanding: 1. Thinking and working mathematically in the primary classroom; 2. Technology affordances in the primary mathematics classroom; Module 2. Big Ideas: developing mathematical proficiency: 3. Big Ideas in Mathematics; 4. Mathematical problem-solving and investigations; 5. Incorporating computational thinking into mathematics; 6. Mathematical experiments, models, and simulations; Module 3. Thinking and working mathematically with the strands: 7. Number and Algebra: thinking and working mathematically in Foundation to Year 2; 8. Number and Algebra: thinking and working mathematically in Years 3 to 6; 9. Measurement and Space: thinking and working mathematically in Foundation to Year 2; 10. Measurement and Space: thinking and working mathematically in Years 3 to 6; 11. Statistics: thinking and working mathematically in Foundation to Year 2; 12. Statistics and probability: thinking and working mathematically in Years 3 to 6; Module 4. Developing identity in a mathematical world: 13. Living communities; 14. Diversity in the primary mathematics classroom; 15. Assessing, planning, and using data; 16. Being a primary school mathematics teacher.

Über Autor(innen)

Watts, Stephanie
Stephanie Watts is a Lecturer in Initial Teacher Education at the University of Canberra. She began her career as a primary teacher working in schools across Western Sydney as a classroom teacher, lead literacy teacher and member of wellbeing teams. Stephanie has worked in teacher education for the past 10 years at a number of tertiary institutions where she has facilitated learning in primary and early childhood mathematics, literacy, effective pedagogical practices, professional practice, and HASS. Stephanie is a passionate educator who enjoys sharing her experience and knowledge with pre-service teachers. Stephanie has presented nationally to pre-service teachers and teachers on a range of topics including curiosity and mathematics, engaging with digital resources to support mathematics teaching and pre-service teacher mentoring.

Skillen, Maree
Dr Maree Skillen is a Senior Lecturer in Digital Technologies and Digital Literacy at The University of Notre Dame Australia (Sydney). With extensive K–12 teaching and leadership experience, Maree focuses on preparing pre-service teachers to integrate digital tools and pedagogical approaches that enhance learning across the curriculum. Her significant expertise in mathematics education and teacher preparation complements this work. Previously, she served as Director of Academic Program (Primary) at Western Sydney University, where she also led the Aboriginal and Torres Strait Islander Education program. Maree has overseen the development and renewal of Initial Teacher Education programs, supporting innovative and inclusive teaching practices. Drawing on a background in science, computing, and education, her teaching and research explore how digital technologies can build confidence, creativity, and critical thinking in classrooms. She also serves on the Board of Directors for the Australian Association of Mathematics Teachers (AAMT) as Chair of the Finance and Risk Management (FARM) Committee.