This Chapter discusses ergativity and various kinds of split ergativity, as well as the apparent lack of SVO ergative languages. An analysis of ergativity in terms of inherent Case is proposed, following Sheehan (2017).

Franco prepared the son of the Bourbon pretender to succeed him and officially restored the monarchy in 1969. After Franco died, King Juan Carlos I quietly marshaled support to transform Spain into a true democracy, appointing as prime minister Adolfo Suárez, the former head of Spain’s radio and television networks, a man trusted by the right. While Suárez persuaded the Francoist Cortes to vote itself out of existence, Juan Carlos persuaded his colleagues in the military to allow change to happen. Within two years after Franco’s death, Spain emerged as a full-fledged democracy. Weathering an attempted right-wing coup, terrorism from Basque separatists, and the usual challenges of a modern democracy, Spain joined NATO in 1982 and was admitted to the European Union in 1986. Elected governments have alternated between moderate left and moderate right, and with the new millennium, Spaniards began to deal with the wounds of the past. Juan Carlos abdicated in 2014, and his son ascended the throne as Felipe VI, celebrating the tenth anniversary of his reign in 2024. Meanwhile, the Spanish economy has continued to enjoy impressive growth, fueled by tourism, immigration, and industries such as shipbuilding and automobile construction.

Chapter 16 examines what it means to be a primary mathematics teacher in a professional context. It considers the attributes of effective mathematics educators, the requirements for professional accreditation, and the value of professional learning and engagement with mathematics education networks. You will also reflect on your preparation for the LANTITE and how to continue developing your identity as a confident and capable mathematics educator.

Chapter 13 explores the concept of mathematical identity and how both students and teachers come to see themselves in relation to mathematics. It examines the impact of maths anxiety – particularly in the early years of teaching – and how identity is influenced by community, context, and experience. The chapter highlights the importance of understanding and responding to diverse school settings, including rural, regional, and remote communities. You will also consider how to meaningfully embed the Australian Curriculum cross-curriculum priorities – Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and sustainability – within mathematics lessons.

Chapter 15 explores the foundational practices of planning, assessing, and using data in mathematics education. It unpacks the essential components of effective mathematics lessons and outlines strategies for designing learning sequences that are responsive to student needs. The chapter introduces formative and summative assessment practices, the role of feedback, and how student learning data can be used to inform, adapt, and improve teaching and learning.

Chapter 12 extends students’ understanding of Statistics and introduces foundational concepts in Probability for Years 3 to 6. You will explore how to support students in collecting, organising, and interpreting data, identifying patterns, and predicting outcomes using simple probability language. The chapter also highlights strategies for integrating digital tools, adapting tasks to meet diverse learning needs, and making cross-curricular connections to enhance relevance and engagement.

Chapter 14 focuses on diversity in the primary mathematics classroom and the need to create inclusive and responsive learning environments. It examines strategies to recognise and value students’ diverse cultural, linguistic, and learning needs, and offers practical approaches for differentiation and equitable participation in mathematics. You will explore how inclusive pedagogy supports all learners in developing confidence and capability as mathematical thinkers.

Chapter 5 explores computational thinking and how digital tools and processes – such as decomposition, abstraction, and algorithmic thinking – can support students’ mathematical understanding. You will consider how robotics, apps, and modelling can be used to promote logical reasoning and real-world application.

Chapter 7 introduces the interrelated strands of Number and Algebra (Foundation to Year 2) and explores how young children build informal understandings of number through everyday experiences. The chapter focuses on early numeracy skills such as magnitude, counting, number order, and using numbers in real-world contexts. Thinking and working mathematically is foregrounded through rich tasks that encourage flexible thinking and build foundational knowledge for later learning.

Chapter 9 focuses on how students develop foundational understandings of Measurement and Space in the early years (Foundation to Year 2). It explores how young learners engage with concepts such as length, area, time, and mass through hands-on experiences and everyday contexts. You will consider how to structure learning experiences that build conceptual understanding, support spatial reasoning, and introduce key mathematical vocabulary and thinking processes.