This report has been researched and compiled for the Burnie City Council and for the community of Burnie to evaluate the effectiveness of the Dream Big program, which has been implemented since 2013. Dream Big is a school-based program based in Burnie, situated on the North-West Coast of Tasmania in the state's most westerly city (Burnie City Council, 2010). Dream Big aimed at improving student engagement and encouraging participation in post Year 10 education and training, ultimately leading to better school retention rates, a better overall quality of education, and enhanced employment opportunities within the region. It is a collaboration between the Burnie City Council, industry partners, and education providers designed to engage students in conversations about post Year 10 education, training, business and industry, incorporating site visits for Year 5 students to senior secondary, tertiary educational institutions and to businesses.

The purpose of this research is to provide initial data that will inform future decision-making around the Dream Big program and provide a baseline from which further research can be conducted. The evaluation was undertaken by a team of researchers in the Faculty of Education at the University of Tasmania (UTAS) in 2016. The evaluation of Dream Big was funded by the University of Tasmania's Strategic Funding Project: Creating and Researching a Culture of Educational Attainment in Tasmanian Education (CREATE).

The capacity to use mathematics critically is essential for making decisions and forming judgements about challenges facing society, including those related to the economy, health and the environment. Critical Mathematical Thinking (CMT) involves the use of mathematical techniques and reasoning to address complex real-world problems in a wide range of real-world contexts. CMT also requires the capacity to reflect on the consequences of proposed solutions (e.g., social, ethical) on individuals and society at large. In this paper, we outline a project that aims to generate new insight into teaching practices that can promote or inhibit students' CMT development. This requires attention to what teachers see when students work on CMT tasks and how they respond – teacher noticing. Planned outcomes of the project include new theoretical and practical insights as well as resources designed to promote teaching and learning practices that support students' CMT development.

This working session seeks to address questions that emerged from the Discussion Group ‘Videos in Teacher Professional Development’ at the 13th International Congress on Mathematical Education (Leong, Ho & Evans, ICME13, 24-31 July 2016, Hamburg). The ICME13 Discussion Group considered experiences from a number of international projects using videos to observe teacher practice for professional development (PD) purposes including:

The use of recorded lectures for PD in undergraduate mathematics at the University of Auckland, a collaborative project between research mathematicians and mathematics educators (Barton, Oates, Paterson & Thomas, 2015), based on the theoretical Resources, Orientations and Goals (ROG’s) framework developed by Schoenfeld (2010;  A cross-institutional study using videos to aid tutor reflection by King & Lonsdale in Australia (First Year in Maths project, King & Cattlin, 2017);

The use of a video databank, based on the Japanese Lesson-Study approach, with pre-service teachers in Singapore (Ho, Leong & Ho, 2015);

Using the Mathematical Quality of Instruction (MQI) observational tool with elementary teachers in the Pacific Northwest and New England in the USA, as a lens to discuss mathematics instruction (Hill et al., 2012); Gaps in PD provision identified by the TEMPEST project in Australia, which examines the extent and quality of PD opportunities for mathematics teachers (Reaburn, Kilpatrick, Fraser, Beswick, & Muir, 2016)