ABSTRACT
Contemporary mathematics education focuses on thinking and working mathematically so that mathematics becomes a way of seeing and acting in the world, rather than an activity in and of itself. This chapter presents the notion of working mathematically in relation to problem-solving, connecting mathematics beyond the mathematics classroom and communicating mathematics through multiliteracies. Boaler's work shows that there are strong outcomes when the model of teaching moves from direct instruction to one that fosters deep mathematical learning by creating new spaces for working mathematically. Working mathematically is enacted in the Australian Curriculum via four proficiencies that underpin each of the strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability. The use of digital resources in problem-posing has been seen to offer powerful ways for students to consider, identify and evaluate different concepts and processes in the problem-posing.
