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The COVID-19 pandemic forced many teachers around the world to make a sudden switch from face-to-face to online teaching. This shift in practice has provided an opportunity to reconsider how technology use in mathematics education can be utilised to improve student engagement. In this study, we explore four case studies of Australian secondary mathematics classrooms conducted prior to the COVID-19 pandemic to examine how teachers are using blended learning approaches and how their students perceive these pedagogical practices. Findings across all four sites indicate that technology use expands student opportunities to engage with mathematics learning through the provision of multiple pathways and methods of access. Specifically, we find evidence supporting the use of blended classroom teaching strategies to provide differentiation and personalised learning approaches; visualisation and dynamic manipulation of mathematics concepts; and alternative methods for teacher-student feedback and communication. We argue that the student learning experience in mathematics can be enhanced through a variety of blended learning approaches by allowing for diverse points of access to learning opportunities which are more closely aligned to individual learning needs and free from the temporal constraints of the classroom.

School systems in Australia, and internationally, are focused on improving classroom teaching and learning to enhance student outcomes. Middle leaders (MLs) are increasingly required to lead school-based development initiatives to improve classroom practices. Informed by previous research on middle-leading and the theory of practice architectures, a survey instrument was created to understand who Australian school MLs are (n = 199) and ascertain their perceptions of the practices central to leading teaching and learning in their school sites. Through descriptive, exploratory, and confirmatory factor analyses, this paper reports on the reported practices of Australian MLs, and, through the analysis, a revised ML practice model is proposed. The results confirm that ML practices are orientated to the people they lead in their school site, who they support, collaborate with, and advocate for, with practising leading upwards to the school principal identified as an important ML practice. [ABSTRACT FROM AUTHOR]

The low levels of student engagement with mathematics has been of significant concern in Australia for some time (Attard, 2013). This is a particularly important issue in mathematics education given the current attention to science, technology, engineering and mathematics (STEM) education to ensure "the continued prosperity of Australia on all fronts--socially, culturally and economically--for all our citizens and for our place in the world" (Office of the Chief Scientist, 2013, p.3). One of the most common reasons for students to disengage with mathematics is the issue of relevance. Many students fail to see how the mathematics they learn in the primary classroom is applied in their day-to-day lives. Financial literacy appears to be a natural solution to this issue because all students have some familiarity with money related matters. This article presents a case study of one class from a Year 6 classroom from Fairfield Public School that successfully addressed this issue through their participation in an action research project that was based around MoneySmart. The Framework for Engagement with Mathematics is described. The aim of the project was to explore if combining financial literacy education and mathematics, through the use of student-centred units of work, could improve engagement with mathematics and provide a foundation of financial literacy to positively impact children's lives (Attard, 2016). The process for developing a new unit of work in financial literacy is explained.

As the use of coastal and offshore environments expands, there is a need to better understand the exposure of marine megafauna to anthropogenic activities that potentially threaten their populations. Individual satellite telemetry studies are often hampered by small sample sizes, providing limited information on spatiotemporal distributions of migratory animals and their relationships to anthropogenic threats. We addressed this issue by synthesising satellite tracking data from 484 individuals of three taxonomic groups and six species; three marine turtle, two whale and one shark. The spatial overlap between taxa distributions and multiple anthropogenic activities was assessed as a proxy for the cumulative exposure of these taxa to anthropogenic threats (coastal modification, vessel strike, underwater noise, oil spill, bycatch, entanglement, and artificial light) across an area totalling 2,205,740 km2 off north-western Australia. Core exposure areas (top 50% of the distribution) encompassed ecologically important sites for all taxa, such as the Ningaloo and Pilbara regions, migratory routes for whales and sharks in offshore waters beyond Ningaloo Reef, and marine turtle nesting beaches at Barrow Island and Cape Lambert. Although areas of high exposure represented <14% of taxa distributions, we showed that no taxa occurred in the absence of threats and that even areas with existing spatial protections are experiencing high levels of exposure. Importantly, we developed a robust approach for documenting the potential exposure of marine species to a range of human activities at appropriate spatial scales to inform conservation management. [ABSTRACT FROM AUTHOR]

Abstract Background Ecosystem engineers facilitate habitat formation and enhance biodiversity, but when they become invasive, they present a critical threat to native communities because they can drastically alter the receiving habitat. Management of such species thus needs to be a priority, but the poorly resolved taxonomy of many ecosystem engineers represents a major obstacle to correctly identifying them as being either native or introduced. We address this dilemma by studying the sea squirt Pyura stolonifera, an important ecosystem engineer that dominates coastal communities particularly in the southern hemisphere. Using DNA sequence data from four independently evolving loci, we aimed to determine levels of cryptic diversity, the invasive or native status of each regional population, and the most appropriate sampling design for identifying the geographic ranges of each evolutionary unit. Results Extensive sampling in Africa, Australasia and South America revealed the existence of "nested" levels of cryptic diversity, in which at least five distinct species can be further subdivided into smaller-scale genetic lineages. The ranges of several evolutionary units are limited by well-documented biogeographic disjunctions. Evidence for both cryptic native diversity and the existence of invasive populations allows us to considerably refine our view of the native versus introduced status of the evolutionary units within Pyura stolonifera in the different coastal communities they dominate. Conclusions This study illustrates the degree of taxonomic complexity that can exist within widespread species for which there is little taxonomic expertise, and it highlights the challenges involved in distinguishing between indigenous and introduced populations. The fact that multiple genetic lineages can be native to a single geographic region indicates that it is imperative to obtain samples from as many different habitat types and biotic zones as possible when attempting to identify the source region of a putative invader. "Nested" cryptic diversity, and the difficulties in correctly identifying invasive species that arise from it, represent a major challenge for managing biodiversity.

Digital natives are now of age and comprise the new generation of early career teachers (ECTs). This is an important change in teacher demographics given that new technologies have been introduced into classrooms with expectations that teachers embed them effectively into the teaching of mathematics. This paper draws on the data of three separate studies and reanalyses it to explore how a small group of four early career primary school teachers use information and communication technologies (ICT) in their teaching of mathematics. Two of the ECTs were observed using interactive whiteboards in their mathematics teaching, and two were observed predominantly using tablets. Two important variables developed from the research presented in this paper suggest that ECT's uses of technology to teach mathematics may not be without complications. First, the teachers appeared to experience "device conflict", in that the type of device and its particular affordances and limitations were the primary factors that influenced their mathematics. This was particularly evident in the uses of fixed and mobile devices. The interactive whiteboard (IWB) did not pose pedagogical challenges to the ECTs as their stable location facilitated the opportunity to still use these devices in traditional teaching ways. However, tablets did pose a problem because of their mobility and the need to reconfigure the organisation and to some extent the roles of teacher and student. The second finding was that the teachers' mathematical knowledge for teaching appeared to be directly related to the ways they used their technology.