MERGA Conference Proceedings 2019

Full Conference Proceedings 



Investigating What It Takes to Improve the Quality of Mathematics Teaching and Learning on a Large Scale
Paul Cobb

Using Learning Trajectories to Personalise and Improve Math(s) Instruction at Scale
Jere Confrey

From Children’s Thinking to Curriculum to Professional Development to Scale:  Research Impacting Early Maths Practice
Julie Sarama, Douglas Clement

Applying and building on what we know: Issues at the intersection of research and practice (The Clements-Foyster Lecture)
Dianne Siemon



STEM and Digital Technologies in Play Based Environments: A New Approach
Douglas Clement (Chair), Tom Lowrie, Kevin Larkin, Tracy Logan

 A study of school mathematics curriculum enacted by teachers in Singapore secondary schools: Singapore enactment project
Berinderjeet Kaur (Chair), Toh Tin Lam Toh, Leong Yew Hoong, Tong Cherng Luen, Tay Eng Guan, Lee Ngan Hoe, Ng Kit Ee Dawn, Yeo Boon Wooi Joseph, Yeo Kai Kow Joseph, Liyana Safii, Cheng Lu Pien, and Toh Wei Yeng Karen, Quek Khiok Seng

 Research Methods Involving Children’s Drawings in Mathematical Contexts
Joanne Mulligan (Chair), Amy MacDonald, Steven Murphy, Jennifer Way, Jennifer Thom, Kate Quane, Mohan Chinnappan, Sven Trenholm, Jill Cheeseman, Andrea McDonough



Working Towards Equity in Mathematics Education: Is Differentiation the Answer?
Glenda Anthony, Jodie Hunter, Roberta Hunter

Numeracy Across the Curriculum in Initial Teacher Education
Anne Bennison

“The Task is Not the Challenge”: Changing Teachers’ Practices to Support Student Struggle in Mathematics
Janette Bobis, Michelle Tregoning

Does the NAPLAN match the Australian Mathematics Curriculum?
Paul Brown, Kok-Sing Tang

Factors that Influenced Year 11 Students’ Choices to Use CAS for Selected Algebra Problems
Scott Cameron, Lynda Ball

“Because 7 and 8 are always in all of them”: What do Students Write and Say to Demonstrate their Mathematical Fluency?
Katherin Cartwright

How Do Teachers Learn? Different Mechanisms of Teacher In-Class Learning
Man Ching Esther Chan, Anne Roche, David J. Clarke, Doug M. Clarke

Using video-based mathematics lesson analysis to develop pre-service teachers’ reflective practice
Samukeliso Chikiwa, Mellony Graven

Teachers’ Perspectives on the use of Interactive Whiteboards in Mathematics to Support Students’ Learning
Fiona Collins

Mathematics in Initial Teacher Education Programs in Sweden, Germany, and Australia
Audrey Cooke, Lars Jenßen, Eva Norén

Pāsifika Students’ Perspectives and Understandings of Mathematics Embedded Within Their Lives Beyond the Classroom
Libby Cunningham

Re-thinking fraction instruction in primary school: The case for an alternative approach in the early years
Chelsea Cutting

Conceptualising the critical factors that influence teachers’ mathematics planning decisions for student-centred learning
Aylie Davidson

Impact of spiral teaching on quadratics: Action research with Grade 11 students in Mauritius
Ridhwaanah Hanna Dhunny, Khemduth Singh Angateeah

The Impact of Whole School Professional Learning on Students’ Multiplicative Thinking
Ann Downton, Kerry Giumelli, Barbara McHugh, Tammy Roosen, Nadine Meredith, Geraldine Caleta, Melissa King, Kathryn Salkeld, Paul Stenning

The Case of Disappearing and Reappearing Zeros: A Disconnection Between Procedural Knowledge and Conceptual Understanding
Ann Downton, James Russo, Sarah Hopkins

Use it or Lose it: Mathematics for Language Maintenance
Cris Edmonds-Wathen

Multi-Dimensional Instructional Frameworks:  A Promising Form of Domain-Specific Instructional Design
David Ellemor-Collins, Bob Wright

The affective impact of inclusive secondary mathematics for learners with Down syndrome: “I just love it!”
Rhonda Faragher, Kim Beswick, Monica Cuskelly, Karen Nankervis

Introducing Guided Mathematical Inquiry in the Classroom: Complexities of Developing Norms of Evidence
Jill Fielding-Wells, Kym Fry

Strategy Use in Mathematics Assessment: Does Spatial Reasoning Matter?
Alex Forndran, Tom Lowrie, Danielle Harris

Undergraduates’ Uses of Examples in Introductory Topology: The Structural Example
Keith Gallagher, Nicole Infante

Designing Individual Goals to Enhance the Numeracy of Adults with Intellectual Disabilities
Lorraine Gaunt, Jana Visnovska, Karen Moni

Insights About the Progress of Grade 1 Children Who Are Mathematically Vulnerable and Participate in a Mathematics Intervention Program
Ann Gervasoni, Anne Roche, Kerry Giumelli, Barbara McHugh

What gendered constructs about mathematics do parents have as their children begin school in Australia?
Rachelle Glynn

Impact of a National Professional Development Program on the Beliefs and Practices of Out-of-Field Teachers of Mathematics
Merrilyn Goos, Máire Ní Ríordáin, Ciara Lane, Fiona Faulkner

Primary Pre-service Teachers’ Noticing of Structural Thinking in Mathematics
Mark Gronow, Michael Cavanagh, Joanne Mulligan

What Australian Students Say They Value Most in Their Mathematics Learning
Cindy Di Han, Wee Tiong Seah

STEM Learning Environments: Perceptions of STEM Education Researchers
Vesife Hatisaru, Kim Beswick, Sharon Fraser

Challenges in assessing mathematical reasoning
Sandra Herbert

Is ‘Capacity’ Volume? Understandings of 11 - 12 year old Children
Angeline Ho, Heather McMaster

Exploring the dynamics of changing teaching
Sally Hughes

Individualism and Collectivism: Examining Student Mathematical Identity in Hierarchal Grouping Arrangements
Jennifer James

Teacher Noticing of Primary Students’ Mathematical Reasoning in a Problem-solving Task
Dan Jazby, Wanty Widjaja

Student re-engagement and valuing of mathematics learning through an intervention program
Penelope Kalogeropoulos, Michele Klooger, James Russo, Peter Sullivan

Exploring 10th Grade Students’ Self-directed Learning in a Mathematics Problem-based Learning Classroom
Napason Kampinkaew, Duanghathai Katwibun

Maths anxiety and poor performance: Targeted tuition to break the vicious cycle
Eugenie Kestel

What can be more challenging than square-rooting from squared things?
Igor’ Kontorovich

Queensland Pre-service Teachers’ Beliefs on the Integration of Children’s Literature in Mathematics Teaching: A Pilot Case Study
Kevin Larkin, Natthapoj Vincent Trakulphadetkrai

Strength Based Grouping: A Call for Change
Generosa Leach

The Mathematics Enrolment Choice Motivation Instrument
Ning Li

The variability effect in high and low guidance instruction: A cognitive load perspective
Vicki Likourezos, Slava Kalyuga

Connecting Mathematics with Science to Enhance Student Achievement- A Position Paper
Jake Little

Enhancing a mathematics leader’s knowledge for teaching through a co-teaching situation
Sharyn Livy, Marie Yanni, Ann Downton, Tracey Muir

What is Mathematics Education for Children under Three? A Snapshot of Findings from a National Survey
Amy MacDonald

Subject Matter Knowledge: It Matters!
Christine Mae

Young children’s movement in outside spaces: could this reveal mathematical awareness?
Catherine McCluskey, Joanne Mulligan, Penny Van Bergen

Describing and Prescribing Classroom Practice: Do We Have a Common Language?
Carmel Mesiti, David Clarke, Jan van Driel

Developing Mathematical Resilience Among Diverse Learners: Preliminary Progress and Problematics
John Griffith Moala, Roberta Hunter

Exploring the role of visual imagery in learning mathematics
Carol Murphy

Practices contributing to Mathematics success in a low socioeconomic rural Victorian school
Steve Murphy

Investigation of 10th Grade Students’ Agency and Authority in a Mathematics Problem-Based Learning Classroom
Phongwasu Naimsamphao, Duanghathai Katwibun

Technology and the Knowledge Quartet
Greg Oates, Rosemary Callingham, Seyum Getenet, Ian Hay, Kim Beswick, Damon Thomas

An Analysis of Teacher Language in Primary Mathematics: A Comparison of Two Differing Approaches
Lisa O’Keeffe

Recognising Mathematical Giftedness
Linda Parish

A Large-scale PD Intervention for Improvement of Teachers’ Mathematical Knowledge in Disadvantaged Communities
Sitti Patahuddin, Ajay Ramful, Siti Rokhmah

Monitoring and Prompting Emergent Algebraic Reasoning in the Middle Years: Using Reverse Fraction Tasks
Catherine Pearn, Max Stephens, Robyn Pierce

Students’ understanding of randomness after an introductory tertiary statistics course
Robyn Reaburn

Lesson Study: Investigating How Facilitators Support Teacher Noticing
Rachel Restani, Jodie Hunter, Roberta Hunter

Place-based mathematics and Projection Augmented Landscape Models (PALM) on the Tiwi Islands: Building Powerful Aboriginal Hypothetical Learning Trajectory
Joël Rioux, Michael Michie, Michelle Hogue, Rohan Fisher

Learning Progressions for Students working within Level 1 of the New Zealand Mathematics Curriculum
Julie Roberts, Vince Wright

Yes, it is “immersion” of a sort, but not one that conduces to mathematical sense-making
Sally-Ann Robertson, Mellony Graven

The Impact of Teacher Interest-Led Inquiry on the Student Learning Experience
Toby Russo, James Russo

11th Grade Students’ Self-Beliefs in a Mathematics Problem-Based Learning (PBL) Classroom
Supatchana Sangkaew, Duanghathai Katwibun

An exploratory study on students’ reasoning about symmetry
Rebecca Seah, Marj Horne

The Heaviness of Objects and Heaviness of a Material Kind: Some 11 to 12-year-old Children’s Understandings of Mass and Density
Leane Senzamici, Heather McMaster

Assessment for Learning Techniques in the Pacific Island Context: What are Teachers’ Views?
Penelope Serow, Julie Clark

Impact of Teachers’ Participation in Networked Learning Community on Classroom Practices
Cynthia Seto

Object-Motives of Mathematics Leaders’ Professional Learning Leadership During Participation in a Mathematics Project
Matt Sexton

Addressing Language Barriers in Multilingual Statistics Classrooms: A Collaborative Study
Sashi Sharma

Developing an understanding of shapes and their representations in multilingual primary school classes: A systematic literature review
Shweta Sharma

A Teacher’s Approach to Creating Learning Opportunities and Supporting Students to Make Contributions: A Case Study in Iran
Sara Haghighi Siahgorabi, Jana Visnovska

Primary School Teachers’ Experience of Mathematics Education
Sarah Tamburri, Paula Mildenhall, Fiona Budgen

Passing a Proof Message: Student-Teacher Communication Through A Commognitive Lens
Eng Guan Tay, Weng Kin Ho, Lim Seo Hong, Yew Hoong Leong, Teo Kok Ming

Learning from Their Mistakes - An Online Approach to Evaluate Teacher Education Students’ Numeracy Capability
Thuan Thai, Kate Hartup, Adelle Colbourn, Amanda Yeung

Teaching number fact and computational fluency: teachers’ perceptions and impact upon practice
Catherine Thiele, Shelley Dole, Peter Carmichael, Jenny Simpson, Christine O’Toole

Operationalize Mathematical Sophistication in a Collaborative Problem-solving: A Conceptual Paper
Dung Tran, John Munro

Tensions in mathematics home-school partnerships
Bridget Wadham, Lisa Darragh, Fiona Ell

Practicing Statistics in Year 4
Jane Watson, Noleine Fitzallen, Suzie Wright

Preschool Children’s Drawings of ‘Tall and Short’
Jennifer Way

 Striking a Balance between Children’s Need of Support and Parental Roles in Mathematics Homework
Daya Weerasinghe

Learning through critiquing: Investigating students’ responses to others’ graphs of a real-life functional situation
Karina Wilkie, Michal Ayalon

Students’ Ability to Solve Mental Rotation Items: Gender Perspective Within a Disadvantaged Community
Destina Wahyu Winarti, Sitti Maesuri Patahuddin

Academic numeracy and first year undergraduate studies across six regional universities
Geoff Woolcott, Linda Galligan, Robert Whannell, Margaret Marshman, Taryn Axelsen

Studying Student Interactive Positioning in Collaborative Mathematics Problem Solving: The Case of Four Chinese Students
Shu Zhang, Man Ching Esther Chan, Yiming Cao



Learning from Lessons: A Study on Structure and Construction of Mathematics Teacher Knowledge - First Results of German Case Studies
Daniel Barton, Judith Huget

A Comparative Analysis of the Pedagogical Content Knowledge for Teaching Secondary School Mathematics
Brantina Chirinda, Kim Beswick

Teacher and Students’ Experiences in the Oral Assessment
Cho, Hyungmi, Ko, Eun-Sung

Teaching as Professional Learning: towards a more sustainable model for mathematics teacher professional development
Ban Heng Choy, Jaguthsing Dindyal

On-line mathematics instruction: Augmenting or replacing the role of the teacher?
Lisa Darragh 

Preservice Teachers’ Beliefs about Numeracy
Diana Doust

Can teachers adopting a more connectionist approach achieve better student performance in mathematics?
Shyam Drury

Mathematics Identity research: where have we got to and where to from here
Mellony Graven, Einat Heyd-Metzuyanim

Lower Secondary Students’ Perceptions of Mathematics Classroom Environment
Vesife Hatısaru

Narrative mathematical learner identities of high school learners
Wellington Hokonya, Pamela Vale, Mellony Graven

The perspectives of researchers when undertaking work involving cultural contexts in mathematics education
Jodie Hunter, Jodie Miller

Teacher self-efficacy: Impact on pedagogy
Naomi Ingram, David Berg, Mustafa Asil, Jeff Smith

Assessing Conditional Reasoning
Christina W. Lommatsch, Warren W. Esty

Analysing institutional identities authorised for South African foundation year teachers
Roxanne Long

Paradigm Shifts in Mathematics
Terence Mills, Aimé Sacrez

From Arithmetic to Emergent Algebraic Thinking: Case Studies in Three Australian Schools
Joshua Moore, Greg Oates, Bruce White, Rosemary Callingham

Interdisciplinary Mathematics and Science (IMS) Learning in the Primary School
Joanne Mulligan, Russell Tytler

The development of a spatial reasoning assessment interview in the primary grades
Joanne Mulligan, Geoff Woolcott, Michael Mitchelmore, Brent Davis

Changing students' attitudes to mathematics through WebQuests: Evidence from Qatar
Carol Murphy, Nigel Calder, Abdullah Abu-Tineh, Nasser Mansour

Transformation of comprehended ideas: A teacher’s choice of examples
Lay Keow Ng, Jaguthsing Dindyal

Effective Professional Learning: Improving Impact
Michael O’Connor

Teaching for the Conceptual Understanding of Fractions: The Role of the Official Curriculum
Maria Quigley

Relation between Mathematics Achievement, Fraction Magnitude Estimation, and Proportional Reasoning: A Cross-Cultural Study
Ilyse Resnick, Micah B. Goldwater, Nora S. Newcombe

The Mathematical Discourse in Instruction Framework as Knowledge Resource for Teachers
Erlina Ronda

From teacher churn to adaptive practice: Supporting out-of-field mathematics teachers’ transdisciplinary practice
Colleen Vale

Communicating mathematical concepts in diverse languages: Lessons from a cross-continental collaboration
Pamela Vale, Mellony Graven, Jana Visnovska, Jose Luis Cortina

An investigation of the effectiveness of screencast technology as an assessment tool in mathematics learning
Tracey Walls

A Conceptual Framework for Designing Pedagogical Problems to Investigate Mathematics Teachers’ Pedagogical Reasoning
Kai-Lin Yang

Teacher-student relationship and mathematical problem solving ability: Mediating roles of self-efficacy and math anxiety
Da Zhou, Xiaofeng Du


Intermediate Frameworks and Design Tools Emerging from Iterative Process of Designing Data Modelling Activities
Kai-Lin Yang


NAPLAN numeracy, single-sex schools, and SES 
Gilah Leder, Helen Forgasz

Barely functional: students’ misconceptions of functions and related notation
Michael Jennings, Merrilyn Goos, Peter Adams

Developing an equitable opportunity to learn: Does withdrawing students do harm?
Fiona McDiarmid, Heather Lewis

Defining and Measuring Pre-service Teacher Satisfaction with Professional Teaching Experiences
Joanne Goodell

What does pedagogical reasoning imply for teachers of mathematics?
Jaguthsing Dindyal, Ban Heng Choy

Factors that influence teachers of Years 7-10 Mathematics adopting pedagogies that support students' development of STEM capabilities and 21st century skills
Rachael Whitney-Smith, Lorraine Day, Derek Hurrell