This book reports the impact a four-year longitudinal study (Representations Oral Language and
Engagement in Mathematics (RoleM)) had on teachers and students from 16 schools in
disadvantaged contexts. It offers theories with regard to the interplay between teaching and
learning mathematics as teachers and students in these contexts implement a mathematics
program. The data are longitudinal drawn from 154 teachers and their students (up to 1738
students) from the first four years of school (Foundation to Year 3). To ascertain the
effectiveness of the RoleM Professional Learning model teachers were interviewed three times a
year and pre and post-tests were administered to students at the beginning and end of each
year. Students' results indicated that all students' understanding of mathematics improved
significantly with the ESL students showing the greatest gains. Their results matched the
norm-referenced expectations for all Australian students of this age. This book shares the
journey of these teachers Indigenous teacher aides and students. It outlines the dimensions of
the research findings that supported teachers to become effective teachers of mathematics and
assisted students in becoming successful learners of mathematics. The book also draws on the
expertise of researchers from both Canada and New Zealand. They share the similarities and the
differences between RoleM findings and their own contexts in order to draw general conclusions
for the effective teaching and learning of mathematics at the margins of society.
