2021 Conference Proceedings

CLEMENTS FOYSTER LECTURE

“Becoming” a researcher in mathematics education – Vince Geiger

 

KEYNOTE ADRESSES

The devil in details: Mathematics teaching and learning as managing inter-discursive gaps – Anna Sfard

Many pathways towards “Excellence” in Singapore mathematics education – Tin Lam Toh

PLENARY PANEL

Aspects of excellence in mathematics education – Berinderjeet Kaur

Excellence in mathematics education: Influences on the effective use of technology in primary classrooms – Catherine Attard

Excellence in mathematics education: Multiple confluences – Ban Heng Choy

Excellence in mathematics education: Models for teacher education practices – Oh Nam Kwon

A framework for teaching excellence in the context of university mathematics education – Victor Tan

RESEARCH SYMPOSIA

Singapore Enactment Project – Berinderjeet Kaur (Chair), Tin Lam Toh, Joseph Boon Wooi Yeo, Yew Hoong Leong, Lu Pien Cheng

Strengths approaches in early childhood mathematics education – Amy MacDonald (Chair), Fiona Collins, Angela Fenton, Steve Murphy, Matt Sexton, Joce Nuttall, James Russo, Toby Russo

Let’s Count: Success and expansion – Bob Perry (Chair), Ann Gervasoni, Amy MacDonald, Sue Dockett, Anne Roche, Paige Lee

Issues and affordances in studying children’s drawings with a mathematical eye – Jennifer Way (Chair), Jill Cheeseman, Ann Downton, Anne Roche, Sarah Ferguson, Katherin Cartwright, Janette Bobis, Kate Quane, Mohan Chinnappan, Sven Trenholm

RESEARCH PAPERS

Understanding secondary school students’ motivations for mathematics subject choice: First steps in construct validation and correlational analysis – Jacky Tianmi Pei Bell, Jennifer Way, Paul Ginns

Exploring the ‘high’ and ‘low’ points in primary preservice teachers’ mathematics related identity development – Janette Bobis, Janet Nguyen, Heather McMaster

Coding and learning mathematics: How did collaboration help the thinking? – Nigel Calder, Kate Rhodes

Adapting curriculum materials in secondary school mathematics: A case study of a Singapore teacher’s lesson design – Sze Looi Chin, Ban Heng Choy, Yew Hoong Leong

By teaching we learn: Comprehension and transformation in the teaching of long division – Ban Heng Choy, Joseph Boon Wooi Yeo, Jaguthsing Dindyal

Using interviews with non-examples to assess reasoning in F-2 classrooms – Kate Copping

Spatial reasoning and the development of early fraction understanding – Chelsea Cutting

Secondary mathematics teachers’ conceptions of assessment – Hem Dayal

Secondary pre-service teachers’ views on using games in teaching probability: An international collaboration – Hem Dayal, Sashi Sharma

Language games in primary mathematics – Patrick Galvin

Insights into the pedagogical practices of out-of-field, in-field, and upskilled teachers of mathematics – Merrilyn Goos, Aoife Guerin

Noticing structural thinking through the CRIG framework of mathematical structure – Mark Gronow

Spatial ability, skills, reasoning or thinking: What does it mean for mathematics? – Danielle Harris

Contextualising space: Using local knowledge to foster students’ location and transformation skills – Danielle Harris, Tracy Logan, Tom Lowrie

Curriculum development and the use of a digital framework for collaborative design to inform discourse: A case study – Ellen Jameson, Rachael Whitney-Smith, Darren Macey, Will Morony, Anne-Marie Benson-Lidholm, Lynne McClure, David Leigh-Lancaster

The development and efficacy of an undergraduate numeracy assessment tool – Andrea Knowles, Chris Linsell, Boris Baeumer, Megan Anakin

Why should we argue about the process if the outcome is the same? When communicational breaches remain unresolved – Joanne Knox

The metaphor of transition for introducing learners to new sets of numbers – Igor’ Kontorovich, Rina Zazkis, John Mason

Engagement and outdoor learning in mathematics – Alexandra Laird, Peter Grootenboer, Kevin Larkin

Teacher actions for consolidating learning in the early years – Sharyn Livy, Janette Bobis, Ann Downton, Melody McCormick, James Russo, Peter Sullivan

Teaching towards Big Ideas: A review from the horizon – Yi Fong Loh, Ban Heng Choy

The Tattslotto question: Exploring PCK in the senior secondary mathematics classroom – Nicole Maher, Helen Chick, Tracey Muir

Capitalising on student mathematical data: An impetus for changing mathematics teaching approaches – Tracey Muir

The development of predictive reasoning in Grades 3 through 4 – Gabrielle Ruth Oslington, Joanne Mulligan, Penny Van Bergen

Comparative judgement and affect: A case study – Jennifer Palisse, Deborah King, Mark MacLean

A primary education mathematics initiative in an Indigenous community school – Bronwyn Reid O’Connor

Computer based mathematics assessment: Is it the panacea? – Angela Rogers

Why that game? Factors primary school teachers consider when selecting which games to play in their mathematics classrooms – James Russo, Toby Russo, Leicha A. Bragg

Charting a learning progression for reasoning about angle situations – Rebecca Seah, Marj Horne

Conceptualising 3D shapes in New Zealand primary classes – Shweta Sharma

“I think it’s 3D because it’s not 2D”:Construing dimension as a mathematical construct in a New Zealand primary classroom – Shweta Sharma

The development and validation of two new assessment options for multiplicative thinking – Dianne Siemon, Rosemary Callingham, Lorraine Day

Professional development and junior secondary mathematics teachers: Can out-of-field teachers benefit too? – Rebekah Strang

Perspective taking: Spatial reasoning and projective geometry in the early years – Jennifer S. Thom, Lynn M. McGarvey, Nicole D. Lineham

The reification of the array: The case of multi-digit multiplication – Kristen Tripet

Leading mathematics: Doings of primary and secondary school mathematics leaders – Colleen Vale, Anne Roche, Jill Cheeseman, Ann Downton, Ann Gervasoni, Penelope Kalogeropolous, Sharyn Livy, James Russo

What sense do children make of “data” by Year 3? – Jane Watson, Noleine Fitzallen

RESEARCH PRESENTATIONS

Pre-service teachers’ wellbeing balance when learning mathematics and numeracy – Philemon Chigeza

Pre-service teachers on the use of mobile apps for teaching geometry – Shiyama Edirisinghe, Nigel Calder, Sashi Sharma

Digital competences of high school mathematics teacher in Pakistan: A pilot study to validate the online survey – Mairaj Jafri

Analysis of secondary school textbooks on trigonometric identities – Si Ying Lim

Pedagogical and epistemic beliefs of pre-service secondary mathematics teachers: A pilot study – Margaret Marshman, Anne Bennison

Teaching 21st Century Skills in the mathematics classroom – Jennifer Missen

Hands, Head and Heart (3H) Framework: More evidence for self-similarity – Da Yang Tan, Eng Guan Tay, Kok Ming Teo, Paul Maurice Edmund Shutler

A decade of MERGA research papers in mathematics teacher education – Daya Weerasinghe

 SHORT COMMUNICATIONS

Using metaphors to evaluate pre-service teachers’ attitude change over first year mathematics unit – Jonathan Adams, Tracy Logan

The impact of the COVID19 induced primary school closures on the use of engaging mathematics pedagogies – Catherine Attard, Steve Murphy, Lena Danaia, Kathryn Holmes, Jacquie Tinkler, Fiona Collins

Pre-schoolers’ number sense strategies and patterns of strategy use during interactions with multi-touch technology – Chengxue Ge, Stephen I. Tucker, Siyu Huan

What teachers notice about student’s online mathematical thinking – Anita Green

Professional learning using a peer learning circle – Vesife Hatisaru, Sharon Fraser, Carol Murphy, Greg Oates

From modeling perspectives to analyse the mathematics grounding activities in classes: Take the game of adding and subtracting decimal numbers module as an example – Wei-Hung Huang, Wan-Ching Tseng

Disrupting deficit discourses in mathematics education: Documenting the funds of knowledge of young diverse learners – Jodie Hunter

How can novice STEM teachers develop integrated STEM materials: The first step from mathematics textbooks – Takashi Kawakami, Akihiko Saeki

Overcoming issues of status and creating pathways for learning mathematics in one primary school classroom – Generosa Leach

Primary school mathematics teachers’ exploration of integration strategies within a community of practice – Tarryn Lovemore, Sally-Ann Robertson

Investigating the disconnect of theory and practice: Differentiating instruction in secondary mathematics – Andrew Marks, Geoff Woolcott, Christos Markopoulos, Lisa Jacka

Reflecting upon mathematical competency: An appreciative inquiry – Catherine McCluskey

Implementing a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 through 4 – Joanne Mulligan, Geoff Woolcott, Michael Mitchelmore, Susan Busatto, Jennifer Lai, Brent Davis

Connecting calculation strategies through grounding metaphors – Carol Murphy

A scoping review of research into mathematics classroom practices and affect – Steve Murphy, Naomi Ingram

Supporting pre-service teachers of mathematics to ‘notice’ – Lisa O’Keeffe, Bruce White

Collaborative problem-solving: An initial analysis of the role of prompts to support online learners in mathematics – Lisa O’Keeffe, Bruce White, Amie Albrecht, Chelsea Cutting, Bec Neil

Spatial and numeracy skills at the beginning of preschool: A large-scale, nationally representative study – Ilyse Resnick, Tom Lowrie

Assessment-related affect in mathematics: Results from a quasi-experimental study – Kaitlin Riegel, Tanya Evans, Jason Stephens

Tuning-in to non-linguistic resources during collective problem-solving in a second language context – Sally-Ann Robertson, Mellony Graven

From deficiency to strengths: Prospective teachers’ shifting frames in noticing student mathematical thinking – Thorsten Scheiner

Accounting for embodiment via gestural number sense – Stephen I. Tucker

ROUND TABLE

Comparing mathematics curricula across countries: What do they tell us? Jodie Hunter, Ban Heng Choy