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Enhanced through deeper reflection on Peter Sullivan’s Six Principles for effective classroom mathematics, the ACCR is structured around four “big questions” and sequenced conceptual “rubrics.” It supports hierarchical concept building and connectedness and guides teachers in using engaging, meaningful language while tracking core elements of practical teaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-classroom-mathematics-linking-two-pedagogical-models-for-promoting-student-engagement-and-conceptual-connections-article-3/594000/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-classroom-mathematics-linking-two-pedagogical-models-for-promoting-student-engagement-and-conceptual-connections-article-3/594000.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the Australian Curriculum Conceptual Rubric (ACCR) used for?","Question",{"text":112,"@type":113},"ACCR is used as a conceptual framework for mathematics pedagogy to support effective teaching planning and to encourage hierarchical concept building and connectedness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper use Peter Sullivan’s Six Principles?",{"text":117,"@type":113},"The paper uses Sullivan’s principles to corroborate and enhance the ACCR, helping teachers track important elements of practical, effective classroom teaching and to use engaging language.",{"name":119,"@type":110,"acceptedAnswer":120},"Which four “big questions” structure the ACCR model?",{"text":121,"@type":113},"The ACCR is built around questions about meaningful patterns, required student fluency, relationships and connections, and the practical relevance of mathematics to students’ everyday lives.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594000,1792165391,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 4 | Article 3 |\n| --- | --- |\n| 2021\u003Cbr>Teaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections\u003Cbr>Christine A. Ormond Edith Cowan University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Science and Mathematics Education Commons, and the Secondary Education Commons |  |\n\nRecommended Citation  \nOrmond, C. A. (2021) . Teaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections. Australian Journal of Teacher Education, 46(4) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n4.3](http://dx.doi.org/10.14221/ajte.2021v46n4.3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss4/3](https://ro.ecu.edu.au/ajte/vol46/iss4/3)  \nTeaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections  \nChristine Ormond  \nEdith Cowan University  \nAbstract: This paper explains how an original conceptual framework  \nmodel for mathematics pedagogy, the Australian Curriculum  \nConceptual Rubric (ACCR), has continued to be used successfully by  \nthe author in pre-service and in-service teacher education programs  \nover the past ten years or more. Now further enhanced by a deeper  \nreflection upon Peter Sullivan’s Six Principles (2011) for the effective  \nteaching of classroom mathematics, the ACCR is based on four  \npreparatory “big questions” that the teachers may ask ofthemselves  \nand their students. The model is also a sequenced system of  \nconceptual “rubrics” whose aim is to encourage, in new teachers  \nespecially, a beginning sense of hierarchical mathematics concept  \nbuilding and connectedness. Using Sullivan’s Principles for  \ncorroboration, the ACCR presents some useful ideas for helping  \nteachers to keep track of the important elements ofpractical, effective  \nteaching, and to use engaging and meaningful language in their  \nclassrooms.  \nIntroduction  \nMathematics as a discipline is usually agreed to be some kind of negotiated, organised construct of knowledge – and the exact nature of this construct has been a source of debate and fascination for a very long time. Yet whether the structure of mathematics is primarily envisaged as hierarchically fixed, or as organically evolving, or as something in between, less experienced mathematics teachers often have difficulty in accessing any kind of clear visual representation of a connected mathematics. This paper continues the author’s interrogation of a more practical model for looking at mathematical connectionsfor teaching that is consistent with the Australian Curriculum for mathematics (AC, ACARA, 2013) .  \nThe framework described in this paper, the Australian Curriculum Conceptual Rubric (ACCR), was first introduced five years ago in a paper that explored the usefulness of the mapping resources provided to some pre-service mathematics teachers (Ormond, 2016) . Four“key” questions were developed into a suite of tabular rubrics and maps, which consisted of visual organisers at both macro-and micro-levels, and were based upon four “conceptual areas”. In the ACCR documents provided to students these four questions are consistently colour-coded thus in order to facilitate teachers’ understanding of the associated framework:  \n• What meaningful patterns are there in this maths content?  \n• What sort of fluency do students need in this maths?  \n• What relationships and connections can be seen in this maths?  \n• What practical relevance does this maths have to students’ everyday lives?  \nThe model continues to offer teachers a practical supplementary tool fo","cbCaiiUow9mGOweg","https://ap.wps.com/l/cbCaiiUow9mGOweg","pdf",1630298,29,"English","# Abstract\n# Introduction\n## ACCR framework and its four key questions\n## Supporting effective teaching across curriculum strands\n## Linking to mathematical language in the classroom","[{\"question\":\"What is the Australian Curriculum Conceptual Rubric (ACCR) used for?\",\"answer\":\"ACCR is used as a conceptual framework for mathematics pedagogy to support effective teaching planning and to encourage hierarchical concept building and connectedness.\"},{\"question\":\"How does the paper use Peter Sullivan’s Six Principles?\",\"answer\":\"The paper uses Sullivan’s principles to corroborate and enhance the ACCR, helping teachers track important elements of practical, effective classroom teaching and to use engaging language.\"},{\"question\":\"Which four “big questions” structure the ACCR model?\",\"answer\":\"The ACCR is built around questions about meaningful patterns, required student fluency, relationships and connections, and the practical relevance of mathematics to students’ everyday lives.\"}]","Teaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections - Article 3 | PDF",1792078346,73]