This paper reports on part of a larger study and examines the changing nature of mathematics teaching and tasks. Two Year 4 classes were compared after mathematicalmodelling tasks were undertaken with and without top-level structuring. The results indicate that mathematical-modelling and top-level structuring tasks can advance mathematical literacy. Where students are guided through information organisation and mathematising through quality teaching, they can make sense of the mathematical world. Also evident was the vital role of the teacher in creating a positive learning environment through facilitating discourse and literacy development in mathematics students. Recommendations for teaching are given. Indications evidenced here warrant further investigation
