Together with industry partners the EMC3 project was designed to enhance the cognitive and affective experiences of students when learning mathematics by researching teaching approaches that utilise sequences of cognitively challenging tasks.

school change in the way maths is taught in the primary school and special education setting. C3: Exploring the anticipate phase of the Launch, Explore, Summarise instructional model. This session draws on some of the findings from the EMC3 (Exploring Mathematical consequences of Connected, Cumulative and Challenging task) project,

The aim of the Mathematics Sequences of Learning project is to investigate if a new cohort of teachers can develop their pedagogical knowledge for implementing the research designed resources produced from the EMC3 project and how the teachers assess student learning.

The EMC³ project is an Australian Research Council funded project exploring the impact of sequences of connected, cumulative and challenging tasks on a trajectory of consolidated learning. A guide for teachers to develop an effective and productive learning block in Mathematics. This video gives an example of peer feedback in a mathematics lesson.

Drawing on reflections from a PhD study on task-first lesson structures and insights from the EMC3 project, the article addresses two dilemmas: activating student thinking without direct instruction and scaffolding exploration while maintaining student agency.

Building on previous research of challenging tasks (see Sullivan et al., 2015), EMC3 aimed to investigate how the sustained use of challenging tasks and the associated pedagogies supports Foundation to Year 2 students’ mathematics development (Sullivan et al., 2020).

Although the EMC3 project’s ultimate goal is the enhancement of students’ conceptual understanding of mathematics, like TDS, our approach targets particular mathematical knowledge through the creation of a sequence of situations in the classroom in which student learning of that knowledge is enabled.

In fact, the importance of Mathematical Knowledge for Teaching for planning and enacting differentiated instruction is examined by Hubbard and Livy (2021) in the current special issue through Hubbard's lens as a mathematical learning consultant, which included supporting teachers on the EMC3 project.

EMC3 Maths Exploring Mathematical Sequences of Connected, Cumulative and Challenging Tasks in Year 2 This week Sharyn Livy from Monash University has been at SMDP, observing Sarah in Year 2S teach a unit of work on recognising shapes.

Study with Quizlet and memorize flashcards containing terms like average rate of change, instantaneous rate of change, Definition of a Derivative at a Point and more.