Professional Development for Mathematics Education Researchers

Helen J. ForgaszAs mathematics educators, we frequently speak of the professional development needs of mathematics teachers. Many of us run professional development sessions or courses. Others of us conduct research and in our scholarly writings reflect on the implications of our findings on teacher professional development. Less often do we think about our own professional development needs. In my capacity as MERGA Vice-President (Research), I have often thought about how MERGA might assist in promoting the range of skills that mathematics education researchers might need to serve as the providers and nurturers of the next generation of researchers in our discipline, and to function as more effective and fruitful researchers whose findings are widely disseminated, highly acclaimed, and broadly implemented for the betterment of mathematics teaching and learning at all levels. I am proposing this round table session as the means to commence a discussion on what the professional needs of mathematics education researchers might be and what MERGA might do with respect to them. Some of the ideas floating around in my head include: various types of reviewing (conference papers, scholarly articles, book chapters, ARC grants), supervising higher degree students, examining theses, preparing grant applications (large/small/other), developing tenders, writing for different audiences, approaching publishers, learning about new/different research approaches/techniques, using computer software effectively for conducting research and/or analysing data, mentoring others, developing teaching/research portfolios, and promoting interviewing skills (as interviewer and/or interviewee). I’m sure there are other needs. Come and share your concerns and ideas

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.

Professional Development for Mathematics Education Researchers

Professional Development for Mathematics Education Researchers

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