This qualitative-interpretive study investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms with some Victorian primary mathematics classes as "counterpart". Data was gathered from twenty teachers from both countries and fourteen related professionals by interviewing participants and observing eighty mathematics classrooms. Five types of mathematics classrooms were identified: traditional, conventional, transitional, "consortium" type of classroom, and constructivist
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Submitted to the School of Scientific and Developmental Studies in Education of the Faculty of Education, Deakin University
