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Urgent needs for reform in mathematics teaching have called for shifts towards using real-life, complex problems to teach mathematics. Pedagogical practices that provide genuine inquiry- based environments are the exception in Australian mathematics classrooms. This mixed-methods study extends longitudinal research on teacher practices in mathematical inquiry to provide teachers with the key tools needed to facilitate the processes of their learning to teach inquiry: inquiry pedagogies, deepening content knowledge, and facilitating classroom culture of inquiry. Outcomes of this project will provide teacher educators, schools, and policymakers with much needed evidence to support teachers' change in practice in mathematics.

Project members