KEYNOTE ADDRESS
Reflective Discourse and Collective Reflection – Paul Cobb, Ada Boufi, Kay McClain & Joy Whitenack
PRACTICAL IMPLICATIONS AWARD
RESEARCH PAPERS
Students’ Attitudes Toward Calculators in the Primary School – Laila Arvonen and Janette Bobis
Bugs and Slips in Bracket Expansions: A Calculator Comparison – Paul L Ayres
The Ethnomathematics of Financial Planning – Jo Balatti
Error Patterns in Mental Computation in Years 3 – 9 – Jack Bana, Brian Farrell & Alistair Mclntosh
Links Between Assessment and the Teaching of Mathematics in Secondary Schools: Preliminary Report – Mary Barnes and David Clarke
1251: What do the Doorknobs tell us about the Mansion? A Report of a Mathematics Curriculum Change Longitudinal Investigation – Bill Barton, Jill Ellis, Maxine Pfannkuch, Mike Thomas, Gill Thomas & Glenda Anthony
Strategies for comparing decimal numbers with the same whole-number part – A.R. Baturo and T.J. Cooper
Making Meaning of Women’s dialogue of mathematical experiences – A Pilot Study – Cathy Beesey
A comparative curriculum study – Andy Begg
Children’s questions about number – Fred Biddulph
Practices and beliefs about assessment and reporting in mathematics: The effect of teacher gender and teaching level – Bob Bleicher, Tom Cooper, Steven Nisbet & Elizabeth Warren
School-University Partnerships and the Enhancement of Mathematics at all Levels of Education – Janette Bobis and Sharne Aldridge
Attitudinal Shifts Towards Mathematics of Preservice Teachers – Janette Bobis and Robyn Cusworth
Concrete Representations and Strategies for Solving Linear Equations – Gillian Boulton-Lewis, Tom Cooper, Bill Atweh, Hitendra Pillay, Lynn Wilss and Sue Mutch
Developing Collective Mathematical Thinking Within the Primary Classroom – Raymond A. J. Brown and Peter D. Renshaw
A sense of social agency influencing uptake of numeracy in workplace education: A work-in-progress – Elizabeth Buckingham
Teacher Attitudes Towards Chance and Data – Rosemary Callingham, Jane M. Watson, Kevin F. Collis & Jonathan B. Moritz
Primary teachers’ conceptions of mathematics – Jean Carroll
Students’ Mental Models and Schema Activation during Geometric Problem Solving – Mohan Chinnappan and Lyn English
Organisational features of geometric knowledge – Mohan Chinnappan & Michael Lawson
Changing Teacher Roles: A Case Study – Doug Clarke
To Know and to be Right: Studying the Classroom Negotiation of Meaning – David J. Clarke & Cathy Kessel
Assessing the Effectiveness of Pencil-and-Paper Tests for School Mathematics – M. A. (Ken) Clements and Nerida F. Ellerton
Students’ Use of Second-Order Relationships in Algebra – Carmel Coady & John Pegg
Years 2 and 3 children’s strategies for mental addition and subtraction – T.J. Cooper, A. Heirdsfield and C.J. Irons
Patterns of Meaning of Students’ Mathematical Experiences at University – Kathryn Crawford, Sue Gordon, Jackie Nicholas & Mike Prosser
Two Surveys of Talented Mathematics Students – John Curran, Coralie Daniel and Derek Holton
Establishing the Extent of Number Knowledge Children have on Entrance to Formal Schooling – Joyce M. Dale
Evaluating the Effectiveness of the Strategy Draw a Diagram as a Cognitive Tool for Problem Solving – Carmel Diezmann
The medium is the message: measuring area with different media – Brian Doig, Jill Cheeseman & John Lindsey
Errors as springboards for remediation of Year 7 students subtraction knowledge – S. Dole and T.J. Cooper
Issues Associated with the Professional Development of Mathematics Teachers in the Vocational and Educational Training Sector – Gail E. FitzSimons
Using computational environments as tools for working mathematically – Steve Flavel
Children’s Productive Thinking in Solving a Ratio and Proportion Problem – Ho-Kheong Fong
Classroom factors influencing students’ beliefs about success and failure in mathematics – Helen J. Forgasz
Contextual Perspectives of Secondary School Mathematics – Sandra Frid
Product of two negative numbers: An example of how rote learning a strategy is synonymous with learning the concept – Lupe M.T. Gates
Measures of mathematical knowledge students bring with them to university can contribute to better teaching – Lupe M. T. Gates, Barrie Robinson & David Blest
Student and Teacher Beliefs About Helpful Teaching Practices in Mathematics Instruction – Ann Gervasoni
Metacognitive Knowledge, Beliefs and Classroom Mathematics – Merrilyn Goos
Metacognitive Activity and Collaborative Interactions in the Mathematics Classroom: A Case Study – Merrilyn Goos & Vince Geiger
Mathematics: The nature of the beast – Stacey Grier
The place of algebra in the secondary mathematics curriculum – Some historical reflections – Lindsay Grimison
What you say is what you get – Neil Hall
Mental Computation, Computational Estimation, and Number Fact Knowledge for Addition and Subtraction in Year Four Children – Ann Heirdsfield
Professional development: Whose problem is it anyway? – Tony Herrington, Len Sparrow & Paul Swan
Is Problem Solving Too Hard? – Derek Holton, Tim Spicer & Gill Thomas
Ethnography in a Mathematics Education Context: Fieldnotes as part of Reflection and Analysis – Peter Howard
Alternative frameworks for the development of mathematics teacher knowledge – Clive Kanes & Steven Nisbet
Student reactions to the use of graphics calculators – Barry Kissane, Marian Kemp & Jen Bradley
Towards Social Justice: Re-theorising the “Social” In Constructivist Practice in Mathematics – Mary Klein
Investigation of Gender Differences Among Year 6 Students when Estimating Measurements – Neville Leeson
Investigation of Kindergarten Students’ Spatial Constructions – Neville Leeson
How Important is the Reversal Error in Algebra? – Francis Lopez-Real
Formulating Equations for Word Problems – Mollie MacGregor and Kaye Stacey
The role of cognitive preference in students’ choice of Mathematics units at the year 11/12 levels – John A. Malone & Robert F. Cavanagh
An Evaluation of System-wide Assessment of Problem Solving at Year 12 by Report and Related Test – Barry McCrae
Mental Computation in Australia, Japan and the United States – Alistair Mclntosh, Jack Bana & Brian Farrell
Pedagogical content knowledge· of preservice mathematics teachers: An analysis of classroom observations – Michael C. Mitchelmore
Children’s Intuitive Models of Multiplication and Division – Joanne Mulligan and Michael Mitchelmore
Representations of multiplicative word problems – Lynne Outhred
Student Decision Making in a Game of Chance and Misconceptions in Probabilistic Reasoning – Robert Peard
Mathematics Intervention: An Overview of the First Two Years – Catherine A. Pearn & Robert P. Hunting
Cooperative learning and social constructivism in mathematics education – Bob Perry, Noel Geoghegan, Kay Owens & Peter Howe
Analysing Teaching/Learning Strategies for Algebra – Cyril Quinlan
Forging links and breaking chains in primary teacher education: Negotiating powerful ideas – S. Schuck
Describing student expository writing in mathematics – Mal Shield
Towards a Theoretical Framework for Research in Beliefs and Values in Mathematics Education – Beth Southwell
Open-ended Tasks as Stimuli for Learning Mathematics – Peter Sullivan, Dianne Bourke & Anne Scott
Examining pre-service teachers’ mathematical writing – Kevan Swinson & Mal Shield
Probability Education: Can primary children cope? – Merilyn Taylor
The Cognitive Structure of Problems Solved Easily and Not So Easily by Pre-Service Teachers – Margaret Taplin
Bilingual Students and Tertiary Mathematics – Jan Thomas
How Young Children Learn Spatial Concepts – Trish Thorpe
Some Undergraduates’ Understanding of the Meaning of a Correlation Coefficient – John Truran
Animism: a View of Probability Behaviour – Kath Truran
Linking Researchers, Curricula and Teachers in Australasia-An Exploratory Case Study Based on the Teaching and Learning of Stochastics – John M. Truran & Kathleen M. Truran
Doing Mathematics with New Tools: New Patterns of Thinking – David Tynan, Kaye Stacey, Gary Asp & John Dowsey
Children’s Understanding of Luck – Jane M. Watson, Kevin F. Collis & Jonathan B. Moritz
Students’ Mathematics Culture – Robyn Zevenbergen