Professor Simone Reinhold joins Teacher to discuss inquiry based learning in primary mathematics, including the benefits of students working on a common task with differentiated outcomes, and the role of the educator in finding a balance between explorative and informative learning.

Nan Bahr delivered the closing keynote address at last month’s EPPC. We share highlights from that keynote, titled ‘Personal attributes: Developing the hidden qualities in quality teaching’.

'Targeted teaching is characterised by an unrelenting focus on "big ideas", without which students’ progress in mathematics will be seriously impacted.' Professor Di Siemon discusses how targeted teaching in relation to six ‘big ideas’ in number can lift student achievement in mathematics.

‘The ability to spell is without doubt a literacy skill that does span the entire curriculum.’ Peter Westwood discusses a cross-curricular approach to spelling.

In the second in a series of papers discussing neuroscience, psychology and research Dr Kate Reid explores preschool early numeracy development and how to help foster it.

What is differentiated instruction? What are the main challenges for teachers wishing to use it in their classroom? Peter Westwood discusses in this Teacher Q&A.

Andrew Nicholls discusses how staff professional development supported the implementation of a literacy program at his school, as well as the program’s impact on student learning outcomes.

‘[It] is less about the building and more about understanding what activities are intended to occur in the spaces.’ Peter Lippman discusses transformative learning environments.

How much does student motivation and engagement change over the course of a day, a week, and a month at school? How much does motivation and engagement vary from student to student?

Want to use explicit instruction in the classroom but aren’t sure how to approach it? Teacher asked John Fleming for some tips.