In this article, the authors from Monash University and the University of Sydney have collaborated to present a research-informed model to support the planning and teaching of mathematics, using a student centred structured inquiry approach.

This paper focuses on the time teachers take to adapt to a student-centred inquiry approach to teaching mathematics, the nature of those changes and the reasons for variations in both these aspects among teachers within and across schools. Five numeracy experts, who worked with 200 Foundation to Year 2 teachers to facilitate the implementation of…

The fear of making mistakes and avoidance of risks can create disabling anxiety and limit learning opportunities. However, it is possible to teach mathematics in ways that not only reduce student agency but also have the effect of excluding some students. This article proposes approaches that are intended to both foster student decision making and…

Just as students experience productive struggle or spend time in the 'zone of confusion' when engaging with challenging tasks, teachers also experience similar difficulties and periods of confusion when engaging with new pedagogical approaches. Prior to a 19-week lockdown due to Coronavirus (COVID-19) during 2020, two Foundation teachers…

The authors describe a mathematics lesson designed to allow students to use their own thinking to solve elapsed time problems. Their approach emphasises student-centered structured inquiry, and follows a 'Launch, Explore and Summarise' format.