2023 Full Proceedings



Generative Teacher Practitioners: Enacting Adaptive Expertise in and Beyond the Classroom

  Colleen Vale



 Collaboration and Partnership; Indigenous Mathematics and Promoting Justice 

Judy-anne Osborn & Michael Donovan

Restor(y)ing Mathematics, Restor(y)ing Ourselves: A Spiritual Turn in Mathematics Education

  Rochelle Gutiérrez

 Merging Mathematics Research and Development: Connecting Communities in an Emerging Network of Local and National Projects 

Mellony Graven 



Throw Away the Script: Examining the Introduction of a Guided Mathematical Inquiry Unit 

   Jill Fielding, Saidat Adeniji & Penelope Baker



Big Ideas in School Mathematics

Yew Hoong Leong, Ban Heng Choy, Mohamed Jahabar Jahangeer, Berinderjeet Kaur, Eng Guan Tay, Tin Lam Toh, Cherng Luen Tong & Joseph B. W. Yeo

Embodied Learning in Early Mathematics 

Jennifer Way & Katherin Cartwright



Tertiary Students’ Understanding of Sampling Distribution 

  Adeola Ajao, Noleine Fitzallen, Helen Chick & Greg Oates

 What Matters With Out-of-field Teaching: A Preliminary Analysis of Middle Years Teachers of Mathematics in South Australia 

Amie Albrecht, Lisa O’Keeffe & Anne Morrison

 Identifying and Assessing Students’ Transition Barriers Between Additive and Multiplicative Thinking

Lei Bao

Increasing Participation of Students from Disadvantaged Backgrounds in Challenging Mathematics Subjects 

  Anne Bennison

Instructional Clarity, Classroom Disorder, and Student Achievement in Mathematics: An Exploratory Analysis of TIMSS 2019 

  Nathan Berger, Kathryn Holmes & Erin Mackenzie

Mapping Teacher Moves when Facilitating Mathematical Modelling 

  Jill P Brown & Gloria A Stillman

The Deeply Engrained Behaviourist Assessment Ideologies Constraining School Mathematics 

  Rebecca Burtenshaw

Changes in Year 11 Students’ Self-Reported Experiences of Emotions Related to CAS and Pen-and-paper 

  Scott Cameron, Lynda Ball & Vicki Steinle

Teacher Reflections on Trialled Embodied Learning Principles 

  Katherin Cartwright & Jennifer Way

Emergent Division Thinking on Entry to School 

  Jill Cheeseman, Ann Downton & Kerryn Driscoll

Use of Card Sorting Methodology to Characterise a Primary Teacher’s Mathematical Knowledge for Teaching 

  Su Ngin Chia & Ban Heng Choy

Design Principles for Raising Students’ Awareness of Implicit Features of Ratio: Creating Opportunities to Make and Catch Mistakes 

  Sze Looi Chin

UDL: An Alternative to Ability Grouping in Mathematics? 

  Lisa Darragh, Fiona Ell, Jude Macarthur & Missy Morton

Reflecting Together: Classroom Video as a Tool for Teacher Learning in Mathematics 

  Raewyn Eden

Mathematics Teachers’ Perceptions of a STEM Approach for Selected Student Outcomes

Emma Every & Lynda Ball

Enjoyable Mathematics Lessons can be Contagious

Maggie Feng, Janette Bobis, Bronwyn Reid O’Connor & Jennifer Way

 Hypothetical Data Analysis and Representation in Year 4

Noleine Fitzallen & Jane Watson

Utilising the Expertise of Specialist Intervention Teachers in Primary Mathematics Classrooms

Ann Gervasoni, Kerry Giumelli, Ann Downton, Linda Flanagan, Anne Roche & Owen Wallis

Investigating Pre-Service Teachers’ Skills in Designing Numeracy Activities Across Curriculum Areas Involving Statistics

Seyum Getenet

Challenges to Numeracy Across the Curriculum: Reflections From a Case Study

  Vanessa Gorman, Lisa O'Keeffe, Amie Albrecht & Jarrad McPhee

The Use of Rubrics to Enhance Mathematical Teaching and Learning Practices when Engaging with Challenging Mathematical Tasks

  Alison Hall

Sketching as a Spatial Tool: A Qualitative Study of Grade Three Students' Representation of Reflection

Danielle Harris, Tracy Logan & Tom Lowrie

Preservice Secondary Mathematics Teachers' Perceptions of Teacher Knowledge and its Sources

  Vesife Hatisaru & Julia Collins

High School Learners' Mathematical Dispositions and The Influences of Mathematics Clubs

  Wellington Hokonya

 Students’ Strategies for Addition and Subtraction Within 20

Sarah Hopkins, Karina Wilkie & Anne Roche

 Mathematical Competence Exhibited by Year 2 Students When Learning Through Sequences of Challenging Tasks

Jane Hubbard

Importance and Centrality of Various Beliefs Held by High School Mathematics Teachers

Mairaj Jafri

Making Mathematical Connections to the Order of Operations: Supportive and Problematic Conceptions

Fui Fong Jiew & Lyn English

 Remote Australian Primary School Parents’ Attitudes Towards Their Children’s Learning of Mathematics and the Role of Technology

Garry Jones, Dung Tran, Penny Van Bergen & Matt Bower

Mathematical Connections Evident in Secondary Students’ Concept Maps on Transformations of the Parabola

Winfilda Kapofu, Helen Chick, Vesife Hatisaru & Carol Murphy

High-Stakes Examination Tasks as Impetus for Primary Mathematics Teachers’ Reform in their Instructional Practice

Berinderjeet Kaur

Teachers’ Design of Instructional Materials: Locating Teachers’ Appropriation of Usable Knowledge

Yew Hoong Leong

Planning and Anticipating Early Years Students’ Mathematical Responses

Sharyn Livy, Jane Hubbard & James Russo

Using a Triple Number Line to Represent Multiple Constructs of Fractions: A Task Design Process and Product

Tarryn Lovemore, Sally-Ann Robertson & Mellony Graven

Developing Student Teacher Knowledge of Instructional Strategies for Teaching Proportions: The Important Role of Practicum

Xiaowen Ma

Big Ideas in Mathematics: Exploring the Dimensionality of Big Ideas in School Mathematics

Jahangeer Mohamed Jahabar, Toh Tin Lam, Tay Eng Guan & Tong Cherng Luen

Evidence of Young Students’ Critical Mathematical Thinking

Chrissy Monteleone & Jodie Miller

Achieving Teacher Professional Growth Through a Focus on Making Students’ Mathematical Thinking Visible

Tracey Muir

Peer Collaboration in Early Years Mathematics: A Linguistic Analysis

Carol Murphy, Damon Thomas & Tracey Muir

Data Interpretation and Representation in Middle Primary: Two Case Studies

Gabrielle Oslington & Joanne Mulligan

Managing the Ongoing Impact of Colonialism on Mathematics Education

Kay Owens

Identifying and Evaluating Upper Primary School Students’ Mental Computation Strategies

Tracey Reader, Kevin Larkin & Peter Grootenboer

Mathematics Proficiency in F-6 in Version 9.0 of the Australian Curriculum

Bronwyn Reid O’Connor, Dung Tran & Rebekah Strang

Rethinking the Number Magnitude-Based Progression: An Analysis of Place Value Development in Years 3–6

Angela Rogers

Barriers to Integration: A Case Study of STEM-Learning in Mathematics and Digital Technology

Emily Ross & Margaret Marshman

Examining the Role of Mathematics in Primary School STEM Lessons: Insights from a Professional Development Course in Indonesia

Rumiati & Wahyudi

Gender Differences in How Students Solve the Most Difficult to Retrieve Single-Digit Addition Problems

James Russo & Sarah Hopkins

A Framework for Designing Green Mathematics Tasks

Soma Salim

Evidencing Relational Trust Within Mathematics Leadership Activity

Matt Sexton & Janeen Lamb

How Children and Their Teacher Use Different Ways of Talking During Whole Class Interactions in a New Zealand Primary Classroom

Shweta Sharma

A Curriculum Comparison of Years 9–10 Measurement and Geometry in Australia and Singapore

Ellen Sugianto, Lisa O’Keeffe, Amie Albrecht & Hannah Soong

A Further Investigation to Introducing the Equal Sign in China

Jiqing Sun & Yifan Gu

Primary Pre-Service Teachers’ Beliefs About Challenging Mathematical Tasks

Tammy Tran & Janette Bobis

Teachers’ Experiences of Developing Ethnomathematical Ideas for Classroom Teaching: A Case Study in the Solomon Islands

Raynier Tutuo, Hem Dayal, Robin Averill & Kay Owens

Conversations About Place Value: A Survey of Literature Across Three International Research Communities

Pamela Vale & Lise Westaway

Learning to Notice Algebraically: The Impact of Designed Instructional Material on Student Thinking

Bridget Wadham, Emily Pearce & Jodie Hunter

Introducing a Structured Problem-Solving Approach Through Lesson Study: A Case Study of One Fijian Teacher’s Professional Learning

Indra Wati

A Tri-Nation Comparative Study of Place Value in Early Years Curricula Documents

Lise Westaway, Silke Ladel, Pamela Vale, Kevin Larkin, Mellony Graven & Ulrich Kortenkamp

Exploring the Impact on Practice of Secondary Teachers’ Beliefs and Attitudes Towards 21st Century Skills and Mathematical Proficiency

Rachael Whitney-Smith & Lorraine Day

Searching for, Sifting Through, and Selecting Curriculum Materials for Mathematics Planning During Practicum

Susanna Wilson



 Gender Diversity and Mathematics: Implications and Directions For Future Gender Research

Helen Forgasz

 Mathematical PlayWorld: A New Practice of Teaching Young Children’s Mathematics in Play

Liang Li & Leigh Disney

 Where have the Very Young Children Gone in Mathematics Education Research?

Laurinda Lomas, Audrey Cooke, Chrissy Monteleone, Belinda Trewartha & Ann Downton

 Technology-Enhanced Mathematics Retraining for Quality Teaching

Elena Prieto-Rodriguez & Sabrina Syed

 Inclusive Mathematics Education: Supporting Students who are Hard of Hearing or Deaf/deaf

Kate Quane, Lorraine Gaunt, Belinda Trewartha & Tom Porta 

Enabling Beginning Secondary Mathematics Teachers to Flourish: Teacher Identity Development During School-Based Placements

  Bronwyn Reid O'Connor, Ben Zunica & Eddie Woo

How Do Primary Pre-Service Teachers Plan and Document Rich Mathematics Learning Experiences using a Zoo?

  Shaileigh Rowtcliff & Timna Garnett



 Exploring Possible Mechanisms Supporting Transfer of Spatial Reasoning Training to Measurement and Geometry Achievement

Jonathan Adams

How Kura Kaupapa Māori Supports Learners to Develop Positive Mathematics Identities

Melina Marama Amos, Tony Trinick & Lisa Darragh

Where is the Mathematics in Teacher Designed STEM Tasks?

Judy Anderson & Kate Wilson

The Nature of Multiplication Constructs, Representations, and Strategies in the South African and Australian Curriculum

Tammy Booysen & Lise Westaway

Digital Technologies in the Australian Curriculum: Mathematics

Jennifer Chalmers, Lisa O’Keeffe, Vitomir Kovanovic & Shane Dawson

Teaching Mathematics Through Problem Solving for Low-Readiness Learners

Ban Heng Choy

Using Barad’s ‘Apparatus’ to Reconceptualise the Young Preverbal Child’s Mathematical Engagement in Their Environment

Audrey Cooke

Unpacking the ‘M’ in Integrated STEM Tasks: A Systematic Review

Gabi Cooper & Ban Heng Choy

Perfect for Whom? Producing Mathematics Learner Identities Via Online Instructional Platforms

Lisa Darragh

Identifying and Developing Mathematics in Australian Indigenous Languages: A Functional Typological Approach

Cris Edmonds-Wathen

Exploring Primary Teacher Education Students’ Self-perception of Readiness to Teach Mathematics

Kylie-Ann Fitzgerald, Thuan Thai & Gregory Hine

What’s the Problem? Implementing School Mathematics Curriculum Reform

Merrilyn Goos, Margaret Marshman, Anne Bennison & Emily Ross

Capturing Conceptual Changes with Dynamic Digital Representations

Amelia Gorman, Jennifer Way & Janette Bobis

Mathematics Instruction Online: Finding the Right Level of Challenge in Emergency Remote Teaching

Anita Green

Pre-Service Teachers Use of a Pedagogical Framework to Notice Students’ Mathematical Thinking

Mark Gronow, Michael Cavanagh & Joanne Mulligan

 Student Responses to a Cognitive Activation Pedagogical Approach

Ciara Harding, Janette Bobis & Jennifer Way

Exploring Secondary Mathematics Teachers’ Motivation to Attend Voluntary Professional Learning

Gregory Hine & Rachael Whitney-Smith

Building Capability for Prep-12 Teachers in Mathematical Inquiry Pedagogies

Rhonda Horne, Linda Carroll, Paulina Sliedrecht & Rose Wood

Exploring Using the Empty Number Line for Enhancing Pre-Service Teachers’ Mental Computations

Tarryn Lovemore

Mathematical Thinking in Primary School Students: The Relative Contribution of Student and Teacher Characteristics

Erin Mackenzie, Nathan Berger, Matt Thompson & Kathryn Holmes

Differentiating Instruction in Junior Secondary Mathematics: A Resource Perspective

Andrew Marks & Jana Visnovska

Creating Dialogic Spaces: A Comparative Study of Ground Rules

Kevin Martin & Nigel Calder

Maths in the Play World of Kindergarten

Nadine Meredith & Alison Busuttil

Interdisciplinary Mathematics and Science (IMS): Data Modelling of Plant Growth in Grade 2

Joanne Mulligan, Peta White, Russell Tytler & Melinda Kirk

Talking Maths: Analysing Classroom Discourse and Student Talk

Carol Murphy & Tracey Muir

An Autoethnographic Intervention to Improve Own Teaching Practices and Student Learning: An Innovative Approach

Sitti Maesuri Patahuddin

“I Did it in My Head”: Investigating Children’s Mathematical Thinking

Kate Quane & Carolyn Bruhen

Orchestrating Mediational Means in Solving a Mathematical Problem

Sally-Ann Robertson & Mellony Graven

How Do Primary Pre-Service Teachers Use Feedback and Reflection Cycles to Plan Rich Mathematics Learning Experiences?

Shaileigh Rowtcliff & Timna Garnett

A Middle School Student’s Concept of Equivalent Fractions: Misconception or Transitional Conception?

Jaehong Shin & Soo Jin Lee

Is It Merely A ‘Drill’? A Lesson Learnt from Chinese Mathematics ‘Drill Practice’

Jiqing Sun

A Study of the Mathematics Experiences of Students with Down Syndrome in Australian Primary Schools

Matt Thompson, Catherine Attard & Kathryn Holmes

A Conceptual Classification of Mathematical Symbols: Encompassing a Student’s Stroke Order of Mathematical Symbols in Semiotic Resources by Unpacking Written Signs

Daiki Urayama

Teacher-Parent Partnerships in the Post-Covid Context

Pamela Vale & Mellony Graven

Change in Primary Students Algebraic Functional Thinking

Bridget Wadham & Emily Pearce

‘Chalk and Talk’ and the Development of 21st Century Skills in the Secondary Mathematics Classroom

Ben Zunica