References

REFERENCES

Australian Curriculum. (n.d.). https://www.australiancurriculum.edu.au

Australian Curriculum, Assessment, and Reporting Authority. (n.d.). The Australian Curriculum: Mathematics. Retrieved from https://www.australiancurriculum.edu.au/download?view=f10

Australian Institute for Teaching and School Leadership Limited (AITSL). (2020). https://www.aitsl.edu.au/teach/improve-practice/practical-guides/identifying-professional-learning-needs

Bringula, R., Reguyal, J.J., Tan, D.D (2021). Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environment. 8(22).  https://doi.org/10.1186/s40561-021-00168-5

 

eSafety Commissioner. (2021). Best practice framework for online safety education. https://www.esafety.gov.au/sites/default/files/2021-07/BPF%20Online%20Safety%20Edu%20Fact%20sheet.pdf

Ford, J. (2018). Digital technologies: Igniting or hindering curiosity in mathematics? Australian Primary Mathematics Classroom, 23(4), 27–32.

Guptill, A. (2015). Universal design for online learning. In D. Edyburn (Ed.), Advances in special education technology (Vol 2): Accessible instructional design (pp. 47-75). Emerald Group Publishing Limited. https://doi.org/10.1108/S2056-769320150000002003

Jones, S, A. & Seilhamer, M.F. (2019). Teaching the language of mathematics at three levels of an English-medium primary school, Oxford Review of Education, 45:5, 639-656, DOI: 10.1080/03054985.2019.1591944

Newhouse, C.P. (2017). STEM the Boredom: Engage Students in the Australian Curriculum Using ICT with Problem-Based Learning and Assessment. Journal of Science Education and Technology, 26(1), 44–57. https://doi.org/10.1007/s10956-016-9650-4

Ros, S., Gonzalas, S., Robles, A., Tobarra, L. L., Caminero, A. & Cano, J. (2020). Analyzing students’ self-perception of success and learning effectiveness using gamification in an online cybersecurity course. Institute of Electrical and Electronic Engineers Access, 8, 97718-97728. https://doi.org/10.1109/ACCESS.2020.2996361

Saraji, I. & Taggart, B. (2014). Exploring effective pedagogy in primary schools: Evidence from research. Pearson. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/openideas/ExploringEffectivePedagogy.pdf

Sawatzki, C. M., & Sullivan, P. A. (2017). Teachers’ Perceptions of Financial Literacy and the Implications for Professional Learning. Australian Journal of Teacher Education, 42(5). http://dx.doi.org/10.14221/ajte.2017v42n5.4

Sharples, M. (2019). Practical Pedagogy: 40 New Ways to Teach and Learn. Routledge.

Sheffield, R., Blackley, S., & Moro, P. (2018). A professional learning model supporting teachers to integrate digital technologies. Issues in Educational Research, 28(2), 487–510. https://go.openathens.net/redirector/curtin.edu.au?url=https://search.proquest.com/docview/2393081087?pq-origsite=primo&accountid=10382

Willis, J.(2007) Review of Research: Brain-Based Teaching Strategies for Improving Students' Memory, Learning, and Test-Taking Success, Childhood Education, 83:5, 310-315, DOI: 10.1080/00094056.2007.10522940