**MERGA CONFERENCE PROCEEDINGS 2018**

**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

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

Determinants of Success in Learning Mathematics: A Study of Post-Secondary Students in New Zealand

Priscilla 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

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

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

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

Sally-Ann Robertson, Mellony Graven

Provision of Private Tutoring While School Teachers Provide Enough Support in Mathematics Education

Daya Weerasinghe