This publication experiences the influence a four-year longitudinal research (Representations, Oral Language and Engagement in arithmetic (RoleM)) had on academics and scholars from sixteen faculties in deprived contexts. It bargains theories with reference to the interaction among educating and studying arithmetic as academics and scholars in those contexts enforce a arithmetic application. the knowledge are longitudinal, drawn from 154 lecturers and their scholars (up to 1738 scholars) from the 1st 4 years of college (Foundation to 12 months 3). to examine the effectiveness of the RoleM expert studying version, lecturers have been interviewed thrice a 12 months and pre and post-tests have been administered to scholars in the beginning and finish of every yr. scholars’ effects indicated that each one scholars’ knowing of arithmetic superior considerably, with the ESL scholars exhibiting the best profits. Their effects matched the norm-referenced expectancies for all Australian scholars of this age. This booklet stocks the adventure of those academics, Indigenous instructor aides and scholars. It outlines the scale of the examine findings that supported lecturers to develop into powerful academics of arithmetic and assisted scholars in turning into profitable novices of arithmetic. The publication additionally attracts at the services of researchers from either Canada and New Zealand. They proportion the similarities and the variations among RoleM findings and their very own contexts, so as to draw basic conclusions for the potent instructing and studying of arithmetic on the margins of society.