Short Communication (abstract only)

A Survey of Instructional Leaders in Primary Schools: Emerging Patterns in Numeracy Leadership
Joanna Higgins & Linda BonneOne component of an ongoing New Zealand study investigating instructional leadership in numeracy, an online survey, was completed by 44 primary school leaders – numeracy lead teachers, principals, deputy and assistant principals, and syndicate/team leaders. Patterns identified in an analysis of the responses showed that numeracy lead teachers often had a multiplicity of roles, and suggested that numeracy lead teachers who were also a member of the management team had greater influence than those who were not. Implications for the future leadership of numeracy will be discussed.

Aboriginal Independent Community Schools Numeracy Strategy
Daniel Pinchas & Renae Small & Rebecca Youdale & Shirley Riley & Kaye TreacyThe Aboriginal Independent Community Schools (AICS) Numeracy Strategy is a DEEWR funded action research project providing support to independent Indigenous community schools in Western Australia. Over the next two years, the Strategy will work towards making significant improvements in Indigenous students’ understanding and skills in numeracy. The project uses a cycle of discovering what students know, focusing on the mathematics they need to learn and implementing effective pedagogy. Consultants will make regular visits to the schools, working shoulder to shoulder with teachers, Aboriginal Education Workers, and principals. Professional development workshops will be run within schools and at conferences, with resources being developed to support the implementation of the Strategy. Progress will be monitored using standardised assessment and classroom based assessment tasks.

An Alternative Pathway to University Mathematics
Nicholas CrouchThe University of Adelaide’s Maths Learning Service offers a bridging course as an alternative pathway to university. This self-paced course is for some students a form of distance education. The course appears to be unique in Australia because of the self-paced nature, with students able to take as much or little time as they require, and the fact that students are not graded but rather only progress once a certain level of understanding is achieved. This communication will discuss the experience of teaching in this mode and the effectiveness of the individual feedback on learning.

Calculator Technologies and Females’ Mathematics Learning: A Pilot Study
Janelle HillThe relationship between females’ attitudes to calculator technology and their achievement and participation in higher-level secondary school mathematics was investigated in this small pilot study. The sample comprised nine females who had recently completed secondary schooling. Most believed that technologies such as graphics and Computer Algebra System calculators were obstacles to higher-level mathematics learning and did not enable them to gain a better understanding of mathematical concepts. Several indicated that mathematics was not particularly useful or relevant for them except as a vehicle to university entry. More research is needed to determine the representativeness and significance of these findings.

Elementary Students’ Understanding of Variable: The Role of Problem Type and Representation
J. Matt SwitzerResearch has found marked differences in student performance with various algebraic problems (e.g., word problems, word equations, equations) (Koedinger & Nathan, 2004). In addition, research has shown that students’ understanding of variable is fragile (Booth, 1984; Carraher, Schielmann, & Brizuela, 2001; Stacey, 1989). Often, the teacher/researcher’s introduction of literal symbols assumes that students make connections between their informal symbolisations and formal conventional symbolisations (Kaput, 2008). This cross-sectional research project explores the influence of problem type and variable representation for United States Grade 4 & 6 students as they transition from informal representations of variables to formal conventional representations.

Lesson Study as Research and Professional Development for Practitioners
Jodie HunterLesson study is a professional development process whereupon teachers collectively and systematically examine their own practice in order to improve their teaching (Fernandez & Yoshida, 2004; Stigler & Hiebert, 1999). The focus of this report is on how involvement in a lesson study cycle focused on primary mathematics lessons supported teachers to develop reflective practice. It will outline teacher perspectives of their experiences in the project and examine how their reflective skills and investigation into their classroom practices developed. Conclusions will be drawn of the factors which facilitate or inhibit lesson study as a process of professional development and research.

Pre-service Primary Teachers’ Ability to Communicate Mathematics Concepts Effectively
Chua Kwee GekProcess, one of the important components to attain the aim of the Singapore Mathematics curriculum, is often given less emphasis as its mastery seem less tangible in an assessment context. This paper describes a preliminary study to determine Singapore pre-service teachers’ ability to articulate mathematics concepts succinctly. The findings show that they were not able to communicate their teaching ideas and concepts effectively. Effective mathematics communication skills using accurate mathematics language and various strategies were then integrated into their pedagogy module so as to equip them better with the necessary repertoire of knowledge and skills for effective mathematics teaching.

Preparing a New Generation of High School Mathematics Teachers
Joanne E. GoodellIn 2005, the National Academy of Sciences and National Academy of Engineering together commissioned the report “Rising Above the Gathering Storm” (Committee on Prospering in the Global Economy of the 21st Century, 2007). The report recommended the UTeach teacher preparation program at the University of Texas at Austin as one that should be scaled up across the nation to address the declining population of high school mathematics teachers. Cleveland State University is now one of 20 universities replicating UTeach, and will accept first year students in August 2010. In this session, I will outline the major differences between this program and traditional programs, and discuss issues I have dealt with during the pre-implementation phase.

Primary Students’ Theories of Intelligence, Mathematics Self-Efficacy and Achievement: Analysis of the Initial Data
Linda BonneIn preparation for the collection of baseline data for doctoral research, two assessment instruments  – one for students, the other for teachers –  were trialled in 2009. At the start of 2010, the final student questionnaire was completed by Year 3 to 6 students in seven schools to gauge their implicit theories of intelligence and their mathematics self-efficacy. Data from a separate assessment of the students’mathematics achievement were also collected (n = 364). The students’ teachers (n = 24) completed a questionnaire to identify their theories of intelligence and self-efficacy for teaching mathematics. Initial findings will be presented.

Singaporean Senior Secondary Students’ Ways of Using Graphics Calculators
Hazel TanThis presentation provides some preliminary findings from a large scale survey of 964 Singaporean Senior Secondary mathematics students regarding the use of graphics calculators. Based on Geiger’s (2005) framework of four metaphors for technology use – Master, Servant, Partner and Extension of Self – an instrument was developed (Tan, 2009). It was administered as part of a PhD study on students’ learning preferences and their ways of learning and using graphics calculators. The findings are compared to those in the pilot study presented at MERGA 32 (Tan, 2009). The relationship between students’ use of calculators and their mathematics self ratings are discussed.

Teaching and Learning in an Interactive Multimedia E-Learning Environment
Sharon London & Mike Mitchelmore & Michael Cavanagh &This project investigated how teachers used the HOTmaths learning system in laptop learning environments. It took place in 8 Year 9 classes at three Catholic secondary metropolitan NSW schools. Each school used laptops in a different configuration, and selected teachers in two schools were provided with extensive professional development. Data on the implementation were collected via classroom observations, interviews with teachers, and pre- and post-testing using the ACER PATMaths test. The results indicated significant improvements in student performance of the intervention groups as compared with the non-intervention groups.

The Effectiveness of a Dynamic Professional Development Model Using an Online Mathematics Learning System
Sharon London & Joanne Mulligan & Michael Cavanagh & Matthew BowerThis study will evaluate the effectiveness of an online professional development model using communication pathways developed for a web-based mathematics learning system. Upper primary teachers from Catholic and government schools in NSW and Victoria will engage in a four-stage online professional development program employing web-conferencing software (Adobe Connect). Professional development will focus on new pedagogies using technology, and promote collaborative reflection and analysis of teaching and learning. Data sources will include digital recordings of a representative sample of lessons, transcripts of PD sessions, data generated by the online mathematics learning system, online surveys completed by students and teachers, and online interviews with teachers.

Values Operating in Effective Mathematics Lessons in Singapore: Reflections from Classroom Observations
Ho Siew YinThis presentation reports on a study that investigated the professional and pedagogical beliefs of effective mathematics lessons that were co-valued by the teacher and students. This study contributed data to an international pilot study that investigated how different interpretations of effectiveness incorporate traditional, cultural or indigenous views of mathematics education. The conceptualisation of this study was stimulated by previous research findings which found that students’ learning of mathematical ideas appeared to be regulated by the teachers’ valuing of professional and pedagogical beliefs (Seah, 2007; Seah & Ho, 2009). Data from photos of “effective learning moments” taken by students during the lesson observations in one primary school will also be presented.

Short Communications & Round Tables

The following documents are essential to read and complete when considering submitting a short communication or round table to the MERGA conference (available in the Submission section of this website).

  • MERGA Paper Template – to be used to write the abstracts which are then submitted to the MERGA conference website
  • MERGA Publication Agreement – to be submitted on the MERGA conference website at the time of the abstract submission

Short communications are suitable for reports that do not fully meet the requirements for published papers. These might include works in preliminary stages, reports of pilot projects, initial reviews of literature, ideas or suggestions for future study, and briefer discussions of particular issues. Short communications allow new researchers to obtain feedback on projects in a constructive and supportive environment, and foster the building of links between researchers with similar interests.

Abstracts are required for short communications and round tables. They must be prepared using the conference template. The abstracts will be reviewed by the Editorial Team and, if accepted, will be published in the conference proceedings. Presenters are invited to prepare a paper for distribution at the conference, but these papers will not be included in the proceedings.

Presentation of short communications – Short communications are presented by author(s) only. At least 5 minutes is to be allocated for audience questions and open discussion.

Beth Southwell Practical Implications Award

The Beth Southwell Practical Implications Award (BSPIA) recognises high-quality mathematics education that produces insights for the teaching profession and/or student learning.

The award consists of $500 and a plaque to be presented at the Conference.

Nomination process 

There are two ways a paper can be nominated for the BSPIA:

  • Self-nomination: When you submit your conference paper, check the box that asks if you would like to apply for the BSPIA.
  • Nomination via peer-review: Anyone who submits a Conference paper for peer-review will be considered for nomination by the reviewers. 

Single and co-authored papers are eligible for consideration.

When you write your paper, please ensure that you observe all general paper submission requirements including the maximum page length.

Judging process

Submissions must be deemed eligible for publication in the Conference proceedings by the initial reviewing panel. Submissions accepted for presentation only will be excluded from consideration.

The judging panel will consist of two MERGA members and two AAMT nominees and will be chaired by the VP Development.

The judging criteria are:

  • Identification of a persistent and significant research problem
  • Synthesis of recent research literature and relevant policy initiatives
  • Robust methodology producing valid, reliable findings
  • Insightful discussion of practical implications for the teaching profession and/or student learning
  • Clear, succinct style of academic writing

Winners are notified four weeks prior to the Conference and are invited to present a keynote at the annual conference.

The Beth Southwell Practical Implications Award page on this website provides further information, including the history of the award and recent winners.  

Research Papers

The following documents are essential to read and complete when considering submitting a research paper to the MERGA conference (available in the Submission section of this website).

  • MERGA Paper Template – to be used to write the papers which are then submitted to the MERGA conference website
  • MERGA Publication Agreement – to be submitted on the MERGA conference website at the time of the paper submission

Research papers can take two major forms: 

1. Reports of empirical investigations 

When empirical investigations are reported (such as in an experimental intervention, confirmatory study, or action research, etc.), the paper should also include

  • a statement of rationale for methodologies used in collecting and analysing data;
  • a critical discussion of data findings in the light of the research literature; and
  • in the literature review, prior work in the area should be acknowledged and an explanation of how the work reported in the paper builds on that earlier work should be included.

2. Reports that are not based on empirical research including:

  • a theoretical discussion;
  • a position paper;
  • a report of scholarly enquiry in progress;
  • a literature review, a meta-study;
  • an account of a new initiative;
  • a reflective critique of practice; or
  • any mixture of these or other recognised scholarly forms.

When the work is a theoretical discussion, a position paper, a report of scholarly inquiry in progress, a review of literature, a theoretical study, a meta-study, an account of a new initiative, a reflective critique of practice or any mixture of these or other recognised scholarly forms, the material presented must be discussed critically, and alternative points of view relating to themes presented should be appropriately argued.
It is expected that presenting authors will have 40 minutes to present their work at the conference. At least 10 minutes must be allowed to field questions and comments from the audience.

Structure of research papers – All papers for publication in the conference proceedings should contain the following:

  • a statement of the problem/issue and a discussion of its significance;
  • a critical analysis of the research literature as it relates to the topic of the paper; and
  • conclusions and implications for mathematics education derived from the study.

All papers must respect MERGA’s ethical guidelines relating to research work. Papers should not be more than the set length. (Formatting details and WORD template are available from the submissions). In addition, papers must be: readable; free of grammatical, spelling and typographical errors; and adhere strictly to style requirements advertised by the conference proceedings Editorial Team.

Originality – Only research papers that are substantially different from work that has been published previously will be considered for publication in the conference proceedings and/or presentation at the conference.

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.

Presentation of research papers – Research papers are presented by author(s) only. A maximum of 30 minutes may be used for presenting the paper, and at least 10 minutes is then used for audience questions and open discussion.

Research Symposia

The following documents are essential to read and complete when considering submitting a research symposium to the MERGA conference (available in the Submission section of this website).

  • MERGA Paper Template (to be used to write the papers which are then submitted to the MERGA conference website)
  • MERGA Publication Agreement (to be submitted on the MERGA conference website at the time of the paper submission)

Presentation of groups of published papers related by theme in the form of a research symposium is encouraged. The symposium forum will be particularly suitable for presentations relating to a single large project or presentations that explore topical themes from different and/or related perspectives. Special Interest Groups [SIGs] are encouraged to consider the symposium option as a means for sharing and discussing current research.

A symposium should consist of no more than four presentations of about 15 minutes duration each. The written papers should be half the length of research papers as described for research papers. Both research report types – empirical or non-empirical – are acceptable as published symposium papers.

A brief overview of the symposium (limit one page), including a symposium title, an introduction to the theme/project, and a short introduction to each of the 3-4 contributions, must be submitted with the set of short papers. Please list the symposium convenors as the authors on the first page, and name the paper authors in the text description.

The symposium proposer will also nominate a person to chair the symposium, and a discussant can also be named if desired. This information should accompany the collection of papers submitted for review.

The set of symposium papers (and the overview) will be blind reviewed by a review panel. The main purpose of the reviews is the same as for published papers, and the same criteria are used. The reviewers will be asked to consider the cohesiveness of the set of symposium papers. They will indicate whether the symposium as a whole, and each paper within it, should be “accepted”, “rejected” or if it “requires revision”. If it is deemed that one, some or all of the papers are in need of revision, the reviewers will outline which papers need to be revised and provide suggestions for the required changes. When the revisions are made, the symposium papers will be re-submitted and the set of papers will be sent to the same review panel for further consideration. As with research papers, the final decision about which symposium papers will be published is at the discretion of the Editorial Team.

The date for submission of the collection of symposium papers is the same as for Early Bird papers. This date has been set for the benefit of the group of authors of symposia papers. Should the symposium papers require revision, the authors will have the time to make the corrections and resubmit the set of symposium papers to be re-reviewed by the original reviewers.

Presentation of symposia: Symposia are presented by author(s) only, usually within a 90 min block. At least 10 minutes must be allocated for audience questions and open discussion.

Early Career Research Award

In order to encourage new researchers in mathematics education, MERGA sponsors an award to an author in the early part of her/his career. The award, for excellence in writing and presenting a piece of mathematics education research, consists of a plaque and a prize of $500 and is presented at the annual conference. 

Applying for the award

Entry for the Early Career Research Award is by submission of a written paper for presentation at the conference through the Early Bird process. Conditions of eligibility, information about the judging process, and the criteria judges will observe are indicated below. If you are applying for the Early Career Research Award, please ensure that when you upload your paper on the conference website, you also send an email to the Conference Secretariat indicating that you are an entrant for the Early Career Research Award. Note that at some MERGA conferences there is also a form to complete or a box to tick on the registration form, so check the conference website carefully. Please note that co-authored papers ARE NOT eligible for entry into the Early Career Research Award, nor are Round Table or Symposium papers.

Rules and eligibility for the Early Career Award

The Early Career Research Award page on this website provides further information about this award, including a list of recent winners.

Early Bird Review Process

The Early Bird review process is a form of mentoring, principally for new researchers. However, anyone is eligible to make use of it. Research papers submitted through the Early Bird process must be received by the Early Bird due date (i.e., the closing date in January). They must meet the requirements as set out for MERGA Research Papers. Early Bird papers should be uploaded following a link on the conference website. Authors will be asked to create a login into Oxford Abstracts (our conference management system) and submit the blinded file (anonymised) in the correct template for review.

Early Bird papers undergo a double-blind MERGA reviewing process. There are three possible outcomes of the review, and actions the authors need to follow.

  1. When the paper is accepted (for presentation at the conference and publication in the proceedings), the authors will be asked to provide their full unblinded manuscript and publication agreement.
  2. When small revisions are required, the revised papers will need to be resubmitted by the main submission deadline in March. The changes are considered by the editors, and the papers are not usually sent out for review again. The editors decide whether the paper is accepted for publication as well as presentation at the conference.
  3. When more major revisions are required, the reviewers will provide the author/s with feedback on how to how to strengthen the paper. The paper will need to be resubmitted by the main submission deadline in March, and it will be sent out for a new double-blind review.

Authors are notified of the outcome as soon as possible (usually within a few weeks, and in time for resubmission). Letters are sent to authors to indicate (a) accepted for publication, (b) small revisions required, (c) or major rewriting required.