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This article explores diverse ways of experiencing the city through an experimental field-based workshop supported by the Institute of Australian Geographers and this journal. The two-day methods practice workshop attracted 40 participants and aimed to train doctoral students and early career researchers in practices of observing, feeling, listening, mapping and visualizing the city. This paper aims to demonstrate how learning new methods that include Embodied Observation, Qualitative GIS, Locative Media Ethnography and Sonic Methodologies enabled 16 participants to encounter and experience the City of Melbourne in novel ways. The group learning environment and co-authored pieces that assemble diverse reflections demonstrate that the workshop is a form of innovative teaching and learning that has implications for Higher Education in Geography, but is yet to be explored more fully in the pedagogic literature. The experimental workshop has ongoing pedagogical benefits given the leadership, participatory and collaborative skills that unfolded when leading scholars, doctoral students and early career researchers came together to produce lively geographies of the city.

This article reports the fndings from a small-scale study that sought the opinions of both class teachers (CTs) and special education teachers (SETs) on the use of maths textbooks as a teaching tool in 4th, 5th and 6th classes in Irish primary schools, and what inclusive practices are being used by teachers to support pupils with learning diffculties in maths. The majority of teachers in the study agreed with the use of the textbook for teaching maths in the senior classes of primary school and viewed it as an important tool infuencing planning, teaching methods and teaching practices.The study drew attention to how textbooks can focus teachers and pupils on achieving accuracy rather than focusing on the process of maths and can greatly infuence teachers in adopting a traditional teacher-led approach to teaching maths. Also, despite good intentions exclusive rather than inclusive practices are being used by most teachers in the study to support pupils with maths. Emerging from the fndings is the need for textbook analysis and teacher professional development (PD) in order to change and improve the mindset, approaches and teaching of maths for all pupils. [ABSTRACT FROM AUTHOR]