Mathematics education has evolved from the traditional instrumentalist view where the emphasis is on the knowledge of mathematical facts, rules and methods as independent concepts , to the more contemporary constructivist approach which focuses on the construction of prior knowledge. and experiments incorporating mathematical facts, rules, and methods to solve problems and study new mathematical concepts. This will allow students to apply the concepts in real-world situations. Thematic teaching is an approach that allows concepts to be applied to real-life situations. Although the benefits and success of the constructivist approach to long-term learning are widely recognized, a teacher's ability to engage and implement this approach to teaching numeracy rests largely about their knowledge, experiences, attitudes and beliefs. Ma (1999) explains that understanding basic mathematical ideas essentially underlies the development of all mathematics. Ma (1999) further suggests that these elementary mathematical concepts provide the basis on which future mathematical thinking is built. Mathematics can often be taught in a discrete and distinct way to cover a specific curriculum. However Richhart (1994) and Nodding (1993) suggest that teachers should not just cover the curriculum but rather discover it. Booker (2010) supports these suggestions by explaining that mathematics should be viewed as a coherent body of knowledge rather than a series of fragmented ideas. It is important for teachers to understand and foster new and evolving productive pedagogies. As we briefly highlighted previously, there has been a shift in how leading theorists view the ideal way to teach students so that students can better...... middle of paper .. .... which are taught by the rote teacher.ReferencesBooker, G. & Bond, D. & Sparrow, L. & Swan, P. (2010) Teaching Primary Mathematics 4th ed. Pearson, French Forest, NSW. Ernest, P. (1988). The impact of beliefs on mathematics teaching. Accessed 08/10/2010, http://www.people.ex.ac.uk/PErnest/impact.htmlHandal, B. & Bobis, J. (2004). Teaching mathematics by theme: teachers' points of view. Vol, 16. No. 1, pages 3-18. Journal of Research in Mathematics Education. Nisbet, S. and Warren, E. (2000). Primary school teachers' beliefs about mathematics, mathematics teaching and assessment, and factors that influence these beliefs. Vol, 2. No, 2. Pp 34-47. Mathematics teacher training and development. Shuck, S. (1999). Teaching mathematics: a brightly wrapped but empty gift box. Vol, 11, No. 2, pages 109-123. Journal of Research in Mathematics Education.