This chapter offers an account of the concept of technē in classical Greek culture, with particular attention to its social, epistemological, and pedagogical dimensions. It draws on literary, documentary, and art historical sources to reconstruct technē as a lifelong, economically embedded profession characterized by specialization, teachability, and use of rationality. Four core aspects are emphasized: (1) the low social status of dēmiourgoi; (2) the close relationship between technē and teaching, including apprenticeship; (3) the necessity of specialization, with practitioners typically mastering only one trade; and (4) the rationality of technē, evidenced through causal reasoning, written protocols, and the use of mathematics. The chapter also explores the contested status of elite practices – such as warfare, poetry, and rhetoric – as technai, and the sophists’ self-presentation as professionals. By situating technē within the lived realities of ancient Greek labor and education, the chapter sets the stage for Plato’s philosophical use of the concept.

Inclusion is a term used frequently, but what does it really mean? Inclusion in its simplest term is ‘the action or state of including or of being included within a group or structure’ (Oxford Dictionary). This is a fundamental right of all people, but unfortunately when diversity exists, this is not a right afforded to everyone. The Oxford Dictionary has an alternate definition which elaborates on this initial one. Inclusion is also defined as ‘the practice or policy or providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those who have physical or intellectual disabilities and members of other minority groups’. As recognised in this definition, inclusion is about opportunities for all, including those with disability, developmental delay, neurodivergence, mental health difficulties, cultural diversity, variations in socio-economic status, LGBTQIA+ people, gender diversity, people experiencing trauma, unique family structures, and Aboriginal and Torres Strait Islanders, just to name a few! While there are differences in what every individual needs to be included, the principles of inclusion and the foundation of everyone having the same rights, should not change.

We trace the evolution of statistics from its origins in the seventeenth century, contrasting twentieth-century data sets and approaches with those seen frequently today. This discussion motivates the approach taken in the book, which focuses on the bias--variance tradeoff as opposed to unbiased estimation, and on finite-sample guarantees as opposed to asymptotics, which can often be misleading in problems whose difficulty is controlled by several parameters. We introduce the decision-theoretic framework that underpins our assessment of the performance of statistical procedures, and discuss the concepts of minimaxity and adaptation. One of our perspectives is to seek to understand the behaviour of methods with respect to as wide a class of data generating mechanisms as possible, and in particular under model misspecification --- where an idealised model that motivates a procedure fails to hold. We discuss the use of the book for teaching and prerequisites for students, concluding with notation used throughout the book.

In today’s evolving educational landscape, collaboration and networking are essential for creating an inclusive and engaging learning environment. This chapter invites you to explore how building strong connections with colleagues, your school community, and wider networks can enhance your teaching and professional growth. By collaborating proactively, you can co-develop plans, adapt strategies, assess student progress, and draw on the strengths of others.

Education policies and frameworks are often structured by evolving political ideologies, public discourse, societal needs, and multifaceted types of media; requiring educators to remain informed about socio-political contexts aligned to education and to navigate the shifting education policy discourse landscape. It is within such a landscape that education policies and frameworks serve to provide information that supports and guides teachers in aligning their teaching and learning practices with national and/or international standards. By incorporating policy and frameworks into daily teaching, teachers make sure legal and ethical responsibilities are met, but also curriculum guidelines, assessment regulations, and inclusion requirements are adapted and applied, to meet all learners’ needs and professional obligations.

This concluding chapter invites educators to pause and reflect deeply on the interconnections between critical reflection, effective teaching, and personal wellbeing. It challenges teachers to view classroom leadership as a practice built on self-awareness, relational responsiveness, and thoughtful decision-making. Central to this interconnectedness is the ability to manage workload, set clear priorities, and self-regulate. These elements form a foundation for teaching that is effective and sustainable over time. Through this lens, wellbeing is not treated as separate from pedagogy or professionalism; rather, it directly shapes how teachers lead with empathy, uphold integrity, and make purposeful choices. By exploring how wellbeing, emotional regulation, and reflection shape the capacity to lead and connect, this chapter encourages teachers to consider how personal and professional growth are closely linked.

Welcoming new teachers to the profession provides an important opportunity to build the foundations for professional growth, satisfaction, and positive impacts on students’ lives. Creating a meaningful dialogue and orientation helps new educators transition into their roles with confidence while developing a reflective, adaptive, and student-centred practice.

Entering a teaching position for the first time is a professionally significant milestone; one that requires attentive preparation, strategic planning, and active engagement. With this in mind, a diverse range of strategies in this chapter are explored with the aim of supporting early career teachers in effectively transitioning into a new educational setting. Understanding the teaching role expectations, actively engaging in orientation and/or induction, and undertaking initial classroom setup, are all necessary requirements that early career teachers must tend to in order to be best placed for a successful start.

Teaching is a purposeful profession that brings deep satisfaction through shaping lives and building communities. At the same time, it involves daily challenges, managing time, meeting diverse needs, protecting your well-being, and working with colleagues. Thriving in this complexity requires more than subject knowledge. It calls for intentional strategies that help you stay focused, balanced, and collaborative. In this chapter, you will explore practical skills in self-management, organisation, prioritisation, classroom routines, and communication. These strategies will help you build confidence and create a calm, supportive environment where both you and your student can succeed.

Effective lesson design underpins meaningful and inclusive learning. This chapter builds on principles of clear objectives and active learning, offering practical strategies to design lessons that are engaging, relevant, and responsive to diverse learners. You will explore how to align learning goals with success criteria, apply Universal Design for Learning (UDL) to ensure accessibility, promote higher-order thinking, and connect learning to real-world contexts. The chapter also considers the growing role of artificial intelligence (AI), guiding you to use it ethically while safeguarding critical thinking and teacher agency. Through examples, reflection, and adaptable strategies, you will learn to design lessons that spark curiosity, promote inclusion, and equip learners with future-ready skills.

Educators acknowledge the importance of utilising, implementing, and applying curriculum; a day-to-day engagement in a wide range of educational settings. So often, focus centres upon the curriculum itself; however, this chapter provides strategies for navigating curriculum and provides proven helpful cross-curriculum tools and processes for applying curriculum in effective and efficient time-friendly ways. A wide range of examples are provided to cover many aspects of the Australian Curriculum, importantly inclusive of Aboriginal and Torres Strait Islander Knowledge.

This chapter introduces key assessment principles and practical strategies. You will explore ways to foster evaluative judgement and reflective thinking, design rubrics, and use diagnostic, formative, and summative assessments to gather insights. The chapter also covers inclusive practices, authentic tasks, and the role of data in driving improvement. These strategies are examples to adapt to your own students and teaching context, helping you create a responsive, engaging learning environment that promotes growth for all learners.

Incorporating Indigenous perspectives into the curriculum is crucial for creating an inclusive and respectful educational environment. By integrating Aboriginal and Islander knowledge, histories, and cultural practices, educators can help all students develop a deeper appreciation for Indigenous cultures and contribute to a more equitable society.

The early years of a child’s life represent a critical period of development where identities form, relationships flourish and foundations for lifelong learning are established. Within this formative landscape, inclusion emerges not only as an educational approach but as a fundamental human right and ethical imperative. In Australian early childhood contexts, inclusive practice exists at the intersection of policy, pedagogy and personal commitment. This chapter establishes the conceptual underpinnings of inclusion and inclusive practice and invites the reader to consider inclusion not as an additional responsibility, but as the very essence of quality early childhood education and care. By creating environments where every child experiences belonging, participation and growth, we honour each individual child, while also laying the groundwork for a more equitable society.

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 8 builds on early understandings and examines how students deepen their conceptual grasp of Number and Algebra in the middle and upper primary years (Years 3 to 6). It clarifies key language and concepts and highlights common misconceptions to support diagnostic teaching. You will explore engaging classroom activities and assessment opportunities to consolidate mathematical reasoning and promote accurate, flexible thinking.