Penelope Baker is Professor of Mathematics Education at the University of New England. She has worked on various development projects in Pacific Island contexts and is actively involved in research in the areas of primary, secondary and pre-service mathematics education. Penelope's research interests include assessment for learning practices, making the most of available tools in the mathematics classroom to actively engage students, and providing community-focused opportunities for teacher education in remote locations. Rosemary Callingham AM is an Adjunct Associate Professor at the University of Tasmania. She has an extensive background in mathematics education in Australia, at school, system and tertiary levels, including mathematics curriculum development and implementation, large-scale testing and pre-service teacher education. Rosemary's research interests include teachers' pedagogical content knowledge, statistical literacy, mental computation and assessment of mathematics and numeracy. In 2020, she was honoured as Member of the Order of Australia for services to Mathematics Education, Teacher Development and the Community. Tracey Muir is Professor in Education at the Australian Catholic University (Brisbane). Her teaching expertise has been recognised through a number of awards, including an Office for Learning and Teaching Award for Teaching Excellence and a VC Teaching Excellence Award. Tracey is an Executive Member of the Mathematics Association of Tasmania, and a previous editor of Australian Primary Mathematics Education and the Mathematics Teacher Education and Research Journal. Her research interests include effective teaching of numeracy, student engagement, making mathematical thinking visible, and teacher knowledge. Tracey regularly conducts professional learning for teachers and has delivered workshops, presentations and keynote addresses at state, national and international conferences.

• 1. Teaching mathematics today with tomorrow in mind; 2. Exploring early mathematical development; 3. Exploring measurement; 4. Exploring geometry; 5. Exploring whole number computation; 6. Part-whole numbers and proportional reasoning; 7. Exploring patterns and algebra; 8. Exploring data and statistics; 9. Exploring chance and probability; 10. Capitalising on assessment for, of and as learning; 11. Planning for mathematics teaching in the 21st century classroom; 12. Diversity in the primary mathematics classroom; 13. General capabilities and cross-curriculum priorities; 14. STEM in the primary setting; 15. Surviving as an 'out of field' teacher of mathematics; 16. Teaching mathematics beyond the urban areas; 17. Digital technologies in the mathematics classroom; 18. Education support roles; 19. Becoming a teacher of mathematics.