MERGA CONFERENCE PROCEEDINGS 2018
Full Proceedings
Contents
KEYNOTES
Examining Historical Pedagogies Towards Opening Spaces for Teaching all Mathematics Learners in Culturally Responsive Ways
Robin Averill
Looking for Structure: Moving Out of the Realm of Computation to Explore the Nature of the Operations .
Deborah Schifter
PRACTICAL IMPLICATIONS AWARD
From Research to Practice: The Case of Mathematical Reasoning
Dianne Siemon, Rosemary Callingham, Lorraine Day, Marj Horne, Rebecca Seah, Max Stephens, Jane Watson
SYMPOSIUM
Stimulating Proportional Reasoning through Engaging Contexts
Shelley Dole, Ann Downton, Jill Cheeseman, Carly Sawatzki, Merrilyn Goos, Annette Hilton, Geoff Hilton, Kerry Giumelli, Barbara McHugh
Multiplicative Thinking: Enhancing the Capacity of Teachers to Teach and Students to Learn
Chris Hurst, Chris Linsell, Marilyn Holmes, Bilinda Offen, Naomi Ingram
CHOOSEMATHS – an Australian Approach to Increasing Participation of Women in Mathematics
Inge Koch, Ning Li, Gilah Leder
Young Children’s Transition to Mathematical Drawing
Jennifer Way, Sarah Ferguson, Joanne Mulligan, Amy MacDonald, Jill Cheeseman, Andrea McDonough, Steve Murphy
RESEARCH PAPERS
Preparedness to teach: The perspective of Saudi female pre-service mathematics teachers
Fatimah Alsaleh, Glenda Anthony
Dialogic Practices in the Mathematics Classroom
Catherine Attard, Christine Edwards-Groves, Peter Grootenboer
The R in the ELR Process: Reflection and the Emotions of Pre-Service Teachers. A Case Study
Taryn Axelsen, Linda Galligan, Geoff Woolcott
Beginning teachers learning to teach mathematics through problem-solving
Judy Bailey
Using Technology in Mathematics: Professional Development for Teachers
Isaac Benning, Chris Linsell, Naomi Ingram
Identifying Practices that Promote Engagement with Mathematics Among Students from Disadvantaged Backgrounds
Anne Bennison, Merrilyn Goos, Dominika Bielinski
Pre-Service Teachers’ Difficulties with Problem Solving
Adrian Berenger
Changes in Students’ Mathematical Discourse When Describing a Square
Adrian Berenger
What can be learned from teachers assessing mathematical reasoning: A case study
Leicha A. Bragg, Sandra Herbert
Conspiracy in senior school mathematics
Paul Brown
Using apps for teaching and learning mathematics: A socio-technological assemblage
Nigel Calder, Carol Murphy
Exploring mathematical fluency: teachers’ conceptions and descriptions of students
Katherin Cartwright
Teachers’ Perceptions of Obstacles to Incorporating a Problem Solving Style of Mathematics into their Teaching
Jill Cheeseman
“Plot 1 is All Spread Out and Plot 2 is All Squished Together”: Exemplifying Statistical Variation with Young Students
Helen Chick, Jane M. Watson, Noleine Fitzallen
Solution of word problems by Malaysian students: Insights from analysis of representations
Mohan Chinnappan, Munirah Ghazali
Orchestrating Mathematics Lessons: Beyond the Use of a Single Rich Task
Ban Heng Choy, Jaguthsing Dindyal
An argument to engage really young children in mathematics
Audrey Cooke
Verification and Validation: What do we mean?
Jennifer Czocher, Gloria Stillman, Jill Brown
Different worlds: Looking deeply at context in the sustainability of PD for collaborative problem-solving mathematics
Lisa Darragh
Fluency with number facts – Responding to the Australian Curriculum: Mathematics
Shelley Dole, Peter Carmichael, Catherine Thiele, Jenny Simpson, Christine O’Toole
Pilot Study on the Impact of In Situ Spaced Professional Learning on Teachers’ Mathematical Knowledge of Multiplicative Thinking
Ann Downton, Kerry Giumelli, Barbara McHugh, Tammy Roosen, Nadine Meredith, Geraldine Caleta, Paul Stenning
Opening classroom practice to challenge: The role of trust in mathematics teachers’ collaborative inquiry involving co-teaching
Raewyn Eden
Senior Secondary Probability Curriculum: What has changed?
Heather Ernst
A Comparison of STEM and non-STEM Teachers’ Confidence in and Attitudes towards Numeracy
Elizabeth Ferme
The explicitness of teaching in guided inquiry
Kym Fry, Judith Hillman
Generating Ideas for Numeracy Tasks across the Curriculum
Vince Geiger
The practice of using NAPLAN numeracy test results: A review of the literature
Seyum Getenet, Melissa Fanshawe
Making Mathematics Accessible for All: A Classroom Inquiry
Bronwyn Gibbs, Roberta Hunter
Zooming-in on Decimals
Amelia Gorman, Jennifer Way
Unexpected Outcomes of a Family Mathematics Story-Time Program
Mellony Graven, Robyn Jorgensen
How do Students Create Algorithms? Exploring a Group’s Attempt to Maximise Happiness
John Griffith Moala
Disciplinary Literacy in the Mathematics Classroom
Gail Hager
Maintaining Productive Patterns of Teacher-Student Interactions in Mathematics Classrooms
Sara Haghighi Siahgorabi
The Distinction Between Mathematics and Spatial Reasoning in Assessment: Do STEM Educators and Cognitive Psychologists Agree?
Danielle Harris, Tom Lowrie
What do Culturally Diverse Students in New Zealand Value Most for their Mathematics Learning?
Julia L Hill
Readiness to Teach Secondary Mathematics: A Study of Pre-Service Mathematics Teachers’ Self-Perceptions
Gregory Hine, Thuan Thai
Free-Response Tasks in Primary Mathematics: A Window on Students’ Thinking
Jodie Hunter, Ian Jones
Using a Contextual Pāsifika Patterning Task to Support Generalisation
Jodie Hunter, Jodie Miller
Preparing for the Final Examination in Abstract Algebra: Student Perspectives and Modus Operandi
Marios Ioannou
The Role of Executive Function and Visual-Spatial Working Memory in the Development of Mathematics Skill
Siti Baizura Jamil, Munirah Ghazali
Improvising in the Primary Mathematics Classroom
Dan Jazby
Speaking Spatially: Implications for Remote Indigenous Learners
Robyn Jorgensen, Tom Lowrie
Effectiveness of Applying Conceptual Change Approaches in Challenging Mathematics Tasks for Low-Performing Students
Tierney Kennedy
Issues of Equity in a Mathematical Inquiry Classroom
Christopher King
What Can We Learn about Students’ Mathematical Understanding from their Writing?
Igor’ Kontorovich
Designing Data Collection Instruments to Research Engagement in Mathematics
Alexandra Laird, Peter Grootenboer
The Five Question Approach: Disrupting the Linear Approach to Mathematics Teaching
John Ley, Catherine Attard, Kathryn Holmes
Insights into a Year 4 Student’s Spatial Reasoning and Conceptual Knowledge of Rectangular Prisms
Sharyn Livy, Ann Downton, Simone Reinhold, Susanne Wöller
Proposed Structural Refinements to the Interconnected Model of Teacher Professional Growth
Laurinda Lomas
Developing a Rubric for Assessing Mathematical Reasoning: A Design-Based Research Study in Primary Classrooms
Esther Loong, Colleen Vale, Wanty Widjaja, Sandra Herbert, Leicha A. Bragg, Aylie Davidson
Variations on a Theme: Pre-service Mathematics Teacher Reflections Using an Affect-based Critical Moment Protocol
Margaret Marshman, Linda Galligan, Taryn Axelsen, Geoff Woolcott, Robert Whannell
The Beliefs about Mathematics, its Teaching and Learning of those Involved in Secondary Mathematics Pre-Service Teacher Education
Margaret Marshman, Merrilyn Goos
Engaging Pre-Service Non-Specialist Teachers in Teaching Mathematics Using Embodied Technology Tools
Sarah Matthews, Marie Boden, Jana Visnovska
Noticing Mathematical Pattern and Structure Embodied in Young Children’s Play
Catherine McCluskey, Joanne Mulligan, Penny Van Bergen
Experimenting with Reform-Orientated Approaches: Difficulties and Advantages Experienced by Primary Mathematics Teachers
Melody McCormick
Principals’ Perceptions and Expectations of Primary Teachers with a Specialisation in Mathematics
Heather McMaster, Jennifer Way, Janette Bobis, Kim Beswick
Defining the Characteristics of Critical Mathematical Thinking
Chrissy Monteleone, Paul White, Vince Geiger
It’s More Than the Videos: Examining the Factors That Impact Upon Students’ Uptake of the Flipped Classroom Approach in a Senior Secondary Mathematics Classroom
Tracey Muir
Determinants of Success in Learning Mathematics: A Study of Post-Secondary Students in New Zealand
Priscilla Murphy
School location and socio-economic status and patterns of participation and achievement in Year 12 enabling mathematics
Steve Murphy
Examining a teacher’s use of multiple representations in the teaching of percentages: A commognitive perspective
Chia Su Ngin
Middle School Pre-Service Teachers’ Mathematics Content Knowledge and Mathematical Pedagogy Content Knowledge: Assessing and Relating
Stephen Norton
Mathematics Anxiety: Year 7 and 8 Student Perceptions
Lisa O’Keeffe, Bruce White, Debra Panizzon, Katrina Elliott, Alex Semmens
Investigating Mathematics Students’ Motivational Beliefs and Perceptions: An Exploratory Study
Claudia Orellana, Tasos Barkatsas
Characteristics of Spatial Visualisation: Perspectives from Area of Composite Shapes
Sitti Patahuddin, Tracy Logan, Ajay Ramful
Diagram Effective or Diagram Dependent?
Catherine Pearn, Max Stephens, Robyn Pierce
The Effects of Mathematics Anxiety on Primary Students
Theodosia Prodromou, Nick Frederiksen
The experiences of homeschooling parents when teaching mathematics
Robyn Reaburn, Janine Roberts
Examining Nondominant Student and Teacher Agency in a U.S. High School Mathematics Classroom
Rachel Restani
Measuring Mental Computational Fluency With Addition: A Novel Approach
James Russo, Sarah Hopkins
Sense-Making in Mathematics: Towards a Dialogical Framing
Thorsten Scheiner
Perceiving and Reasoning about Geometric Objects in the Middle Years
Rebecca Seah, Marj Horne
Contribution to the Development of Self-Regulated Learning Through Merging Music and Mathematics
Carolyn Stevenson-Milln
Preservice Teacher Mathematics Education: Online vs. Blended vs. Face to Face! Is this the whole story?
Rebekah Strang, Kevin Larkin
Aligning Online Mathematical Problem Solving with the Australian Curriculum
Duncan Symons, Robyn Pierce
Participatory Task Science: The reSolve story
Kristen Tripet, Ruqiyah Patel, Steve Thornton, Nadia Walker
The Role of the Story in Enabling Meaningful Mathematical Engagement in the Classroom
Jana Visnovska, Jose Luis Cortina, Pamela Vale, Mellony Graven
SHORT COMMUNICATIONS
Supporting Inquiry-Base Teaching in Qatari Mathematics Classrooms
Nigel Calder, Carol Murphy, Abdullah Abu-Tineh, Nasser Mansour
A Test to Test Test-Readiness – Improving Teacher Education Students’ Numeracy Skills Development
Adelle Colbourn, Kate Hartup, Thuan Thai, Amanda Yeung
Using Mobile Technology Applications (Apps) when Teaching and Learning Geometry in Junior Secondary School Mathematics Education in Sri Lanka.
Meegasdeniya Edirisinghe, Nigel Calder
Analysing Instruction as a Coordination of Dimensions of Mathematical Progression: The Case of Blair
David Ellemor-Collins
Students’ use of Mathematical Evidence in Guided Mathematical Inquiry
Jill Fielding-Wells, Kate Makar
Teaching Measurements in Australian Primary Schools
Berit Follong, Tamara Bucher, Elena Prieto-Rodriguez, Andrew Miller
The Australian General Public’s View of Gender and Mathematics: A Comparison of Findings from Binary and Non-Binary Studies
Jennifer Hall, Limin Jao
Making Maths a HIIT at School: A Whole School Approach
Adam Lloyd, Nick Riley, Narelle Eather, Drew Miller
A Preliminary Illustration of Mathematical Inquiry Norms in a Primary Classroom
Katie Makar, Jill Fielding- Wells
Mathematics Education: What Students Want to Learn and What Lecturers Think Students Need to Learn?
Martha McFaul, Jyoti Jhagroo
Development of a Theoretical Framework: Designing Online Challenging Mathematics tasks for Pre-Service Teacher Education
Jodie Miller, Regina Bruder, Vince Geiger, Ulrike Roder, Jill Fielding-Wells
Designing a Pedagogical Program to Support Spatial Reasoning in the Primary School
Joanne Mulligan, Geoffrey Woolcott, Michael Mitchelmore, Brent Davis
Connecting Research with Outreach
Michael O’Connor
The ‘Art’ of Ratio: the Potential of a Hands-On Ratio Task
Lisa O’Keefe, Bruce White
A Teacher’s Challenge in Developing Mathematics Talk for Sense-Making in and Through a Second Language
Sally-Ann Robertson, Mellony Graven
Provision of Private Tutoring While School Teachers Provide Enough Support in Mathematics Education
Daya Weerasinghe