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Traditionally Australian primary school teachers have been viewed as generalists responsible for instruction across all content areas. Adopting self-determination theory as a lens, the aim of the study was to explore the extent to which generalist primary school teachers are interested in becoming subject matter specialists. Questionnaire data were collected from 104 early years primary school teachers. Findings suggest that two-thirds of these generalist teachers expressed an interest in specialising in either English, mathematics, and to a far lesser extent, science, such that they would be responsible for exclusively teaching this subject. Preferences for specialisation were based on teachers' self-perceived content and pedagogical expertise and/ or their enjoyment of teaching in this content area. By contrast, the one-third of teachers who would choose to remain generalists referred to the value in a variety of teaching experiences, teaching from a whole child perspective and content integration. Implications for educational policy are discussed.

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 implemented a student-centred pedagogical approach when teaching with challenging tasks. While they had some initial success implementing the pedagogical approach and a three-phase lesson structure, they struggled to do so online during the lockdown. It is the experiences of these teachers, in particular their experience of confusion relating to aspects of the pedagogical approach, and how this confusion was overcome, that is reported in this paper. Central to our findings is the importance of teachers reflecting on their own experiences of struggle and the impact this had on their professional learning, as well as the notion that adversity can be a catalyst for change.

In this article, educational and psychological perspectives are used to examine how anxiety and uncertainty in the mathematics classroom can be reframed to benefit mathematical teaching and learning. Links between anxiety and uncertainty are discussed and from this discussion, two methods are proposed for reducing the negative impact of mathematics anxiety on learning. Firstly, it is argued that initiatives designed to teach students to use emotion regulation skills can help to reframe anxiety and improve students' ability to regulate negative emotion. In particular, the skill of reappraisal is discussed. Secondly, it is proposed that pedagogical approaches that encourage students to embrace challenge will help to normalise uncertainty in classrooms and promote more positive affect and engagement with mathematics. These approaches include choosing suitable tasks, differentiating those tasks, orchestrating classroom discussions that include all students and consolidating the learning with further tasks suitably varied. Rather than teachers seeking to remove anxiety, students can be encouraged to manage their anxiety in order to promote more positive mathematical learning and to develop mathematical resilience.

Despite teacher enjoyment of teaching being associated with a range of benefits for teachers and their students, little research exploring the characteristics of teachers who enjoy teaching mathematics exists. Semi-structured interviews were conducted with ten teachers who scored in the top third in terms of their enjoyment of teaching mathematics from a sample of 118 generalist, early-year primary school teachers. Thematic analysis of interview data revealed that negative-to-positive turning point experiences were commonplace amongst high-enjoyment primary teachers, but so too were reports of consistently positive feelings towards mathematics throughout their entire lives. While most articulated a passion for teaching mathematics, all teachers considered instances when students experienced 'light bulb' moments in their mathematical understanding that made a mathematics lesson enjoyable to teach. An important implication of our research is that one need not be a 'maths person' to come to love teaching mathematics. Rather, positive experiences in one's pre-service teacher education, or in-service teacher professional learning, have the potential to transform one's attitude towards teaching mathematics.

This article is based upon Peter Sullivan's (2021) structured inquiry approach to teaching mathematics, in which the authors take a deep dive into the technique of "Spotlighting" in the "Explore" phase of this model to assist in optimal learning experiences for students. Working from the premise that students are best placed to connect with instruction after a powerful and sometimes confusing learning experience, Sullivan et al.'s (2021) model provides three distinct phases to structure a mathematics lesson. They are: (1) The Launch phase--poses the task to students without any further instruction about the strategies required to solve the task; (2) The Explore phase--where collaboration and peer learning is encouraged as a support for students to consider multiple solutions and solution pathways; and (3) The Summarise/Review phase--provides an opportunity for the teacher to orchestrate class discussions by presenting various student solutions that reflect the mathematical focus of the lesson. The authors conclude they have been pleasantly surprised at how particular student explanations, derived from real time spotlight moments, were critical in shaping successful learning opportunities for the rest of the class.

This paper outlines a tutoring initiative intended to re-engage students who have become alienated from mathematics class at school. The initiative is focused on priming students for their subsequent mathematics lessons, and is referred to as "Getting Ready in Numeracy" (G.R.I.N.). Following a discussion outlining the principles of G.R.I.N., data from interviews with G.R.I.N. tutors and classroom teachers are presented. Findings suggest that participating in G.R.I.N. enhanced student engagement in mathematics and helped foster a growth mindset. Analysis of interviews also revealed some of the challenges associated with the initiative, in particular, issues relating to communication and coordination, such as: understanding the purpose of G.R.I.N., timetabling, planning and having sufficient students in the target group. In addition, in some instances, tensions between the professional and pedagogical expertise of the G.R.I.N. tutor and classroom teacher required navigation. Recommendations for mitigating these challenges and tensions are put forward, all of which are reliant on strong leadership and support for the program at the school level.

Teaching assistants are not always utilised effectively in mathematics classrooms. Moreover, there is limited research examining instructional models that might more meaningfully incorporate teaching assistants into the teaching and learning of mathematics. To address this gap in the literature, the current study explored three distinct teacher-tutor dyads involved in a particular intervention program, Getting Ready in Numeracy (G.R.I.N.), from a single Australian primary school. All three tutors currently operated as teaching assistants in the classrooms of their G.R.I.N. teacher counterparts. The professional working relationships between G.R.I.N. teachers and their respective tutors were investigated through interviews. We outline common themes between the different dyads' approaches to G.R.I.N., and argue that all three dyads' practices are consistent with principles outlined in the literature around the effective utilisation of teaching assistants. We conclude by synthesising our findings, and presenting an embedded tutor model for the G.R.I.N. program. This model is presented as a prototype of good practice in a context where G.R.I.N. has been implemented successfully, whilst also serving as a more general model for how teaching assistants can be meaningfully incorporated into mathematics intervention programs.

In this article, three of David Clarke's long time collaborators offer perspectives on how David shaped and continued to influence projects in which they were involved, over a 30 year period. The three sections of the article focus on David's contributions to original research on high stakes assessment, research on the development and use of assessment alternatives to traditional pen and paper assessments, and research in three smaller projects involving the use of open-ended questions, the implementation of the "Australian Curriculum: Mathematics," and the complexity of the mathematics classroom, respectively. Through discussion of these various national and international projects, the authors provide examples of David's capacity to synthesise theoretical ideas, to appreciate the implications for classroom practice, and to communicate both perspectives to researchers, teacher educators and teachers. The authors argue that David's capacity to distil crucially important ideas into brief, highly insightful statements, was fundamental to the enactment and effectiveness of both research studies and projects for the teaching profession.

Peter Sullivan and colleagues present a report on an initiative at a Victorian primary school which embraced opportunities offered by purposeful collaborative professional learning communities. They utilised a form of Japanese Lesson Study as part of their approach. There are three parts to the story of this initiative: (1) a description of the approach to professional learning; (2) an explanation of the model of instruction being explored; and (3) a summary of the 'polished' lesson on middle primary mathematics (fractions).

Consumer, economic and financial literacy education at school is central to active and informed citizenship. Over the past decade, the Australian Securities and Investments Commission has led various policy initiatives and influenced curriculum and resource development in this area. However, there remains a paucity of research exploring how Australian teachers make sense of and approach their work as financial literacy educators or their professional learning needs and interests in this interdisciplinary field. This article reports research exploring practising teachers' perceptions of the opportunities for financial literacy teaching and learning. Data were collected from 35 teachers in 16 Victorian primary schools. The findings suggest a need to educate teachers to: reflect upon the knowledge, skills and capabilities required to make informed financial decisions; identify and interpret the possibilities for financial literacy teaching and learning in the Australian Curriculum; and enact sophisticated pedagogical practice.

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.

Improved representation of turbulent processes in numerical models of tropical cyclones (TCs) is expected to improve intensity forecasts. To this end, the authors use a large-eddy simulation (with 31-m horizontal grid spacing) of an idealized category 5 TC to understand the role of turbulent processes in the inner core of TCs and their role on the mean intensity. Azimuthally and temporally averaged budgets of the momentum fields show that TC turbulence acts to weaken the maximum tangential velocity, diminish the strength of radial inflow into the eye, and suppress the magnitude of the mean eyewall updraft. Turbulent flux divergences in both the vertical and radial directions are shown to influence the TC mean wind field, with the vertical being dominant in most of the inflowing boundary layer and the eyewall (analogous to traditional atmospheric boundary layer flows), while the radial becomes important only in the eyewall. The validity of the downgradient eddy viscosity hypothesis is largely confirmed for mean velocity fields, except in narrow regions which generally correspond to weak gradients of the mean fields, as well as a narrow region in the eye. This study also provides guidance for values of effective eddy viscosities and vertical mixing length in the most turbulent regions of intense TCs, which have rarely been measured observationally. A generalized formulation of effective eddy viscosity (including the Reynolds normal stresses) is presented. Significance Statement: This study uses a turbulence-resolving simulation of a category 5 tropical cyclone to understand the role of turbulence in intense storms. Results show that turbulence clearly modulates storm structure and intensity. This study provides guidance for the values of turbulent quantities (which are usually parameterized in comparatively coarse operational TC forecast models) in scarcely observed regions of intense storms. Furthermore, a complete formulation of the effective eddy viscosities is proposed, incorporating contributions from typically ignored Reynolds normal stress terms. [ABSTRACT FROM AUTHOR]

This paper reports on a New Zealand iteration of the Encouraging Persistence, Maintaining Challenge (EPMC) project, which proposes that students learn mathematics best when they build connections between mathematical ideas for themselves. This iteration explores the actions, perceptions and learning of 12 primary teachers and their 281 students during the implementation of a set of challenging tasks related to geometric reasoning. The teachers launched the suggested tasks, ensuring that the challenge was maintained. The students explored these tasks with minimal input from the teacher, and learning was summarised and extended. The teachers were positive about the intervention. The challenging task approach enabled students' thinking became visible and, at times, the teachers' prior perceptions of their students' ability were challenged. A highly significant difference between the students' pre- and post-assessment scores was found. The students were supported to have autonomy in their learning and make mathematical connections themselves. The students became less reliant on their teachers' help and were positive about their involvement in the project.

Australian schools, like schools elsewhere, have been through a period of closure. The closure creates both threats and opportunities for teachers and students. In the context of a project exploring approaches to teaching in early years, we outline some considerations and offer advice to teachers and educators on strategies for welcoming students back to school.

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 a sense of inclusion in classroom learning. It describes some characteristics of classrooms that may go some way to minimising student anxiety without reducing the opportunities for cognitive activation. There are three parts that are discussed: features of tasks posed, pedagogical approaches, and classroom culture.

In this article, the authors emphasise the importance of purposeful mathematical discussion and using sequences of connected, cumulative, and challenging tasks in advancing students' spatial reasoning in the early years of schooling.

This article reports on a project which involved introducing challenging tasks in the early years' classrooms of twenty Victorian primary schools. The obstacles teachers encountered and how they overcame those obstacles are discussed.

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.

This article reports the findings of classroom research exploring the potential of posing challenging mathematical problems situated in real-world financial contexts to activate mathematical knowledge, skills and reasoning. The Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) 2012 mathematical literacy assessment framework (OECD, 2013) provided theoretical framing for the study, which examined the use of a "financial dilemma" titled "Shopping for shoes" in a Year 5/6 composite class in a suburban Australian primary school. The social and mathematical dimensions of the task, together with a particular lesson structure, successfully engaged 10 to 12-year-old students in exploring mathematics through a financial problem-solving experience. The findings reveal that students' notions of friendship and fairness guided the way they "formulated" the problem and "employed" mathematics. Strategies intended to encourage students to "interpret" the alignment and reasonableness of their social and mathematical thinking against the problem context were critical to the lesson.

Advances in coastal modeling and computation provide the opportunity to examine non-hydrostatic and compressible fluid effects at very small scales, but the cost of these new capabilities and the accuracy of these models versus trusted non-hydrostatic codes has yet to be determined. Here the Coastal and Regional Ocean COmmunity model (CROCO, v1.2) and the National Center for Atmospheric Research large-eddy simulation (NCAR-LES) model are compared, with a focus on their simulation accuracy and computational efficiency. These models differ significantly in numerics and capabilities, so they are run on common classic problems of surface-forced, boundary-layer turbulence. In terms of accuracy, we compare turbulence statistics, including the effect of the explicit subgrid-scale (SGS) parameterization, the effect of the second (dilatational) viscosity, and the sensitivity to the speed of sound, which is used as part of the CROCO compressible turbulence formulation. To gauge how far CROCO is from the NCAR-LES, we first compare the NCAR-LES with two other non-hydrostatic Boussinesq approximation LES codes (PALM and Oceananigans), defining the notion and magnitude of accuracy for the LES and CROCO comparison. To judge efficiency of CROCO, strong and weak scaling simulation sets vary different problem sizes and workloads per processor, respectively. Additionally, the effects of 2D decomposition of CROCO and NCAR-LES and supercomputer settings are tested. In summary, the accuracy comparison between CROCO and the NCAR-LES is similar to the NCAR-LES compared to other LES codes. However, the additional capabilities of CROCO (e.g., nesting, non-uniform grid, and realism of ocean configuration in general) and its weakly compressible formulation come with roughly an order of magnitude of additional costs, despite efforts to reduce them by adjusting the second viscosity and speed of sound as far as accuracy allows. However, a new variant of the non-hydrostatic CROCO formulation is currently undergoing prototype testing and should enable faster simulations by releasing the stability constrain by the free surface. Overall, when the additional features of CROCO are needed (nesting, complex topography, etc.) additional costs are justified, while in idealized settings (a rectangular domain with periodic boundary conditions) the NCAR-LES is faster in arriving at nearly the same result. [ABSTRACT FROM AUTHOR]

Recent field observations suggest that the air‐sea momentum flux (or the drag coefficient) is significantly reduced when the dominant wind‐forced surface waves are misaligned from local wind. Such conditions may occur under rapidly changing strong winds (such as under tropical cyclones) or in coastal shallow waters where waves are refracted by bottom topography. A recent Large Eddy Simulation (LES) study also shows that the drag coefficient is reduced by a misaligned strongly forced wave train (with a small wave age of 1.37). In order to investigate more realistic field conditions, this study employs LES to examine the effect of a misaligned (up to 90°) surface wave train over a wide range of wave age up to 10.95. For all wave ages examined, the drag coefficient is reduced compared to the flat surface condition when the misalignment angle exceeds around 22.5°–45°. The drag reduction may occur even if the form drag of the wave train is positive. Plain Language Summary: This study uses computer simulations to investigate turbulent wind blowing over ocean surface waves that are misaligned (propagate in different directions) from the wind. The study focuses on frictional wind forcing (wind stress) imparted on the ocean surface, because the wind stress is an important boundary condition for ocean, atmospheric, and surface wave models. Surface waves can be misaligned from wind when the wind field rapidly changes such as during tropical storms or in shallow water where wave directions are modified by varying water depth. When waves propagate slower than wind in the wind direction, the waves increase the wind stress compared to flat surface (no wave) conditions. However, this study finds that the wind stress is reduced, that is, the ocean surface becomes smoother, when the misalignment angle between wind and waves exceeds about 22.5°–45°. Key Points: Large eddy simulations are preformed to study wind over misaligned surface wavesDrag coefficient is reduced due to misaligned surface waves for all wave ages under wind‐driven wave conditionsDrag reduction can occur even when wave form drag is positive [ABSTRACT FROM AUTHOR]