PLENARY
PAPERS
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
“Becoming” a researcher in mathematics education
Vince
Geiger
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
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