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