Mathematics Education/Research in an Open and Big Data Era

Theodosia Prodromou

Data revolution enables citizens to have access to an enormous amount of complex data sets. These emerging data sets include: 1) large-scale open databases, 2) the growing use of big data, and 3) novel tools and ways of visualising data. The aim of this Round Table is to bring together a community of researchers, who focus on the role of increasingly open data access within mathematics education, the access to “big data”, teaching and learning of mathematics/Statistics, data visualisation in open data contexts, new statistical literacies in a new open data and big data era, the increasing need of research tools that affords opportunities to: 1) study classroom practices in sophisticated ways provided the access to “big data” and the open-access nature of information, and 2) ways of visualising data. I invite those interested in “big data” and the increasingly open-access information to discuss their work or aspects of big data” and the increasingly open-access data in Mathematics/Statistics Education that are in need of research. A few questions are listed below to provoke conversation. Bring your own! 1. What is the role of open-access information (open data) and big data in Australian Mathematics classrooms? 2. What is the role of open-access information (open data) and big data in Mathematics research? 3. How can open-access information (open data) and big data be used in Mathematics (or Statistics) teaching and learning? 4. How do we need to change the way we think in terms of the nature of data and its availability, the ways in which data is displayed and used, and the skills that are required for its interpretation in order to take into account the full complexity of data? 5. What views must be included in a framework for teaching mathematical/Statistical literacy or data literacy in a new open data and big data era? 6. What the instructional and research dilemmas in data revolution era?

Reviewing of research papers

Research papers will be blind reviewed by a panel of peers approved by the conference committee. The main purpose of the refereeing process is to contribute to the growth and development of quality practice in mathematics education research. Thus reviewers are asked to assist authors by providing helpful feedback and to comment on the suitability of papers for presentation at the conference. Accordingly, it will not be assumed that published papers presented at the conference will be as polished as articles in scholarly journals. Referees will be asked to assess papers being reviewed against the accepted norms for scholarly works presented at MERGA conferences, as set out above.

Each conference proceedings’ Editorial Team will exercise discretion over the reviewing process.

Reviewers’ comments will be returned to the authors. Authors whose papers are not accepted for publication may be invited by the editorial panel to present their paper at the conference, with an abstract (only) being published in the proceedings. Papers may be rejected outright, with no opportunity for presentation at the conference in an alternative form.

The MERGA website has detailed advice about criteria for reviewing of MERGA papers, review forms, and examples of strong and poor reviews of different types.

Mathematics Education/Research in an Open and Big Data Era

Mathematics Education/Research in an Open and Big Data Era

Short Communications

Presentation of short communications

Beth Southwell Practical Implications Award

Recent Winners

Applying for entry into the BSPIA

Judging of the BSPIA

History of the Award

Research Papers

Research papers can take two major forms:

i. Empirical investigations

ii. Theoretical or position papers

Originality

Reviewing of research papers

Presentation of research papers

Research Symposia

Early Career Research Award

Recent Winners

Applying for the Award

Early Bird Review Process