Primary mathematics practice : the Victorian position

In order to establish what constitutes current primary practice in Victoria, video and other data were collected from a stratified random sample of ten year 3 and 4 classrooms in Victoria. Three video vignettes, representing the contrasting pedagogical flows captured on the videotapes, were produced to stimulate discussion in three separate Focus Groups of randomly selected teachers, principals, and mathematics teacher educators and consultants. This paper reports on their views of what constitutes current Victorian practice in primary mathematics