Our Mathematics Curriculum is taken directly from the Australian Curriculum and delivered through a range of innovative practices.

Our Numeracy Coaching Team is headed by Eva De Vries.

Our mathematical pedagogy has is based on the following key principles:

  • Support teachers to plan and implement effective mathematical strategies while examining the assessment of students' growth in mathematics (formative and summative);
  • Build a collaborative partnership between teachers, teacher aides and the community, to implement culturally appropriate learning experiences for all students;
  • Build teacher aide  capacity by assisting them  to become key players working with teachers and students in classrooms.

To ensure that we effectively cater for the learning contexts of all students, teachers facilitate differentiation using:  

  • visually and kinaesthetically stimulating resources
  • age appropriate pedagogies and best practice
  • the language of mathematics, and
  •  culturally inclusive teaching and learning

Refereed and Published Papers (Nationally and Internationally)

  1. Warren, E., Quine, J. & DeVries, E. (2012). Supporting teachers' professional learning at a distance: A model for change in at-risks communities. Australian Journal of Teacher Education, 37(6), 11-28. 
  2. McDonald, S., Warren, E., & DeVries, E. (2011). Refocusing on oral language and rich representations to develop the early mathematical understandings of Indigenous students. The Australian Journal of Indigenous Education, 40, 9–17. D 10.1375/ajie.40.9 
  3. Warren, E., Thomas, L., deVries, E. (2011). Engaging Indigenous children in mathematical learning in an early childhood setting. International Journal of Pedagogies and Learning, 6 (2), 97-107. 
  4. Warren, E., & DeVries, E. (2009). Young Australian Indigenous students' engagement with numeracy: Actions that assist to bridge the gap. Australian Journal of Education, 53(2), 159-175. 
  5. Warren, E., DeVries, E., & Cole, A. (2009). Closing the gap: Myths and truths behind subitisation. Australian Journal of Early Childhood, 34(4), 46-53. 
  6. Warren, E., Young, J., & DeVries, E. (2008). The impact of early numeracy engagement on 4 year old Indigenous students. Australian Journal of Early Childhood Education, 33(4), 2-8.   
  7. McDonald, S., Warren, E., & DeVries, E. (2011). Plotting the use of oral language and rich mathematical representations of teachers in the early years of formal schooling. In B. Ubuz (Ed.), Vol. 3. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, (pp. 209-216). Ankara, Turkey: PME.  
  8. Warren, E., McDonald, S., & de Vries, E. (2011). Young Indigenous Australian children's learning of mathematics: The influence of the role of teacher and teacher assistants. Proceedings of the 2011 Annual Meeting of the American Educational Research  
  9. Thomas, L., Warren, E., & deVries, E. (2010). Teaching mathematics and play based learning in an Indigenous early childhood setting: Early childhood teachers' perspectives. Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning. Symposium presented at the 33rd Conference of the Mathematics Education Research Group of Australasia Association  
  10. Warren E., Young, J., & De Vries E. (2008). The role of oral language in assisting young Australian Indigenous students' numeracy  
  11. Warren, E., & Young, J., & De Vries E. (2008). Indigenous students' early engagement with numeracy: The case of Widgy and Caddy. In M. Goos , R. Brown, and K. Maker (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (pp. 531-537). St Lucia: University of Queensland Press. outcomes. AARE publication. AERA), New Orleans, LA. 
  12. Warren, E., DeVries, E., & Young, J. (July, 2008). Young Indigenous student's numeracy learning: The role of oral language. Paper presented at of the 32nd International Group for the Psychology of Mathematics Education Mexico: Cinvestav-UMSN 
  13. Warren, E., & DeVries, E. (5th November 2008). Closing the Gap: Myths and truths about subitisation. Paper presented at the Annual Indigenous Studies Research Network Symposium, QUT.  
  14. Diezmann, Carmel M., Jillan L., deVries, Eva B, Siemon, Dianne E., Investigating the Learning of a Professional Development Team: The Years 1-3 Mathematics Probes Project. Mathematics Teacher Education and Development (MTED), 8, pp. 94-116. ​​​
Last reviewed 27 January 2023
Last updated 27 January 2023