MERGA

2003 Conference Proceedings

2003 Conference Proceedings

2003 Full Conference Proceedings

KEYNOTE ADDRESSES

Opportunities to Learn Mathematics – Anne Watson

The TIMSS 1999 Video Study and its Relevance to Australian Mathematics Education Research, Innovation, Networking, and Opportunities – Hilary Hollingsworth

Working Together to Enhance Australian Aboriginal Students’ Mathematics Learning – Susan Matthews, Peter Howard, Bob Perry

PRACTICAL IMPLICATIONS AWARD

Using Case Stories as a Tool for Listening More and Telling Less in Mathematics Teacher Education – Tracey Smith

SYMPOSIA

Identifying and Overcoming Barriers to Mathematics Learning – Peter Sullivan, Judith Mousley, Robyn Zevenbergen, Robyn Turner Harrison, Pam Hammond & Carmel Diezmann

Perceptions of Barriers to Numeracy – Judith A. Mousley

Teachers’ Perceptions of How Open-Ended Mathematics Tasks Assist in Overcoming Barriers to Learning – Robyn Turner-Harrison

The Potential of Open-Ended Mathematics Tasks for Overcoming Barriers to Learning – Peter Sullivan

RESEARCH PAPERS

Ethnomathematical Ideas in the Curriculum – Shehenaz Adam

Teachers’ Conceptions of School Algebra and its Teaching: Preliminary Findings from a Study in Colombia – Cecilia Agudelo-Valderrama, & Alan Bishop

Searching for Mathematical Ideas in Stone Walls – Wilfredo Alangui

Implementing Beliefs, Knowledge and Practices: A Beginning Teacher’s Story – Sharne Aldridge & Janette Bobis

Teachers’ Choice of Tasks: A Window into Beliefs About the Role of Problem Solving in Learning Mathematics – Judy Anderson

Pizza for Dinner: “How Much?” or “How Many?” – Glenda Anthony & Margaret Walshaw

Bicultural Perspectives in a Pre-service Mathematics Education Course – Robin Averill & Pӓnia Te Maro

A Window into Mathematics Communities of Practice in Australia and New Zealand – Jack Bana & Margaret Walshaw

Secondary Mathematics Teachers’ Beliefs About Assessment and Factors That Influence These Beliefs – Anastasios Barkatsas & John Malone

Investigations Into the Introduction of Logarithm Tables in Victoria – Chris Barling

Patterns of Participation in Small-Group Collaborative Work – Mary Barnes

Ability Grouping and the Construction of Different Types of Learners in Mathematics Classrooms – Hannah Bartholomew

The Mathematics Enhancement Project: Using the Concepts of Cultural Conflict, Critical Mathematics Education, and Didactic Contract – Bill Barton

Curriculum: Developing a Systems Theory Perspective – Andy Begg

Accounting for the Contextual Nature of Teachers’ Beliefs in Considering Their Relationship to Practice – Kim Beswick

Children’s Perspectives on Mathematics and Game Playing – Leicha Bragg

Defining Moments in Determining a Complete Graph in a Graphing Calculator Teaching and Learning Environment – Jill Brown

Subject Knowledge in Pre-service Teacher Education – Tim Burgess & Brenda Bicknell

A Comparison Among Three Different Approaches to Mathematics Assessment – Rosemary Callingham

The Positioning of Mathematics in an Environmental Thematic Curriculum – Coral Campbell

Transnumeration and the Art of Data Representation – Helen Chick

Maps That Come Alive: Numeracy Engagement Across Multimodal Texts – Susan Clancy & Tom Lowrie

Similarity and Difference in International Comparative Research in Mathematics Education – David Clarke

Addressing the Challenge of Legitimate International Comparisons: Lesson Structure in Australia and the USA – David Clarke & Carmel Mesiti

More Perspectives on the Impact of Globalisation on Mathematics Education in Higher Education in Australasia – Philip Clarkson & Bill Atweh

Windows Into Mathematics Teaching Through Data Maps – Carmel M Diezmann

Teaching in a Different Direction – Helen Doerr & K. Jamie King

Designing Research on Teachers’ Knowledge Development – Helen Doerr & Richard Lesh

Hops, Steps and Jumps: Mathematical Progress in the Early Years – Brian Doig & Molly de Lemos

Questioning Numeracy Programs for At-Risk Students In The Middle Years Of Schooling – Shelley Dole

Secondary Students’ Perceptions of Instructional Approaches: Implications for Mathematics Learning – Sabita M. D’Souza & Leigh N. Wood

Designing Assessment Using the MATH Taxonomy – Sabita M. D’Souza & Leigh N. Wood

Development of a Web-Based Learning Tool to Enhance Formal Deductive Thinking in Geometry – Madduma Bandara Ekanayake & Christine Brown

The Victorian Curriculum and Assessment Authority (VCAA) Mathematical Methods (CAS) Pilot Study Examinations, 2002 – Michael Evans, Pam Norton & David Leigh-Lancaster

On Student Observation and Student Assessment – Ruhama Even & Tali Wallach

Mathematics as Conversation: A Model for a Mathematics Retrieval Programme Conducted with Small Groups – Judith Falle

Copying on a Graphics Calculator and Implications for Mathematical Understanding – Patricia A. Forster

Re-visioning Curriculum: Towards Communicative Competence – Patricia A. Forster

Using Mathematics Teaching Portfolios to Empower Pre-Service Primary Teachers – Sandra Frid & Len Sparrow

Gender and Approaches to Studying Tertiary Mathematics – Mary-Ruth Freislich & Alan Bowen-James

From Description to Analysis in Technology Aided Teaching and Learning: A Contribution from Zone Theory – Peter Galbraith & Merrilyn Goos

A Teacher-Researcher Perspective on CAS in Senior Secondary Mathematics – Sue Garner & David Leigh-Lancaster

What Students Say: Analysis of Structured Survey Data in Relation to Technology and Mathematics Learning – Vince Geiger

Difficulties Children Face When Learning to Count – Ann Gervasoni

Student Perspectives on Equation: Constructing the Mathematical Object – David Godfrey & Michael Thomas

Learning to Teach Mathematics With Technology: A Study of Beliefs-In-Context – Merrilyn Goos

Facilitating Affective Change With Preservice Primary Teachers – Peter Grootenboer

Mental Computation: Refining the Cognitive Frameworks – Ann M. Heirdsfield

Designing a Discussion: Teacher as Designer – Margret A. Hjalmarson

Mathematics in Indigenous Contexts: A Case Study – Peter Howard, Bob Perry, Kevin Lowe, Suzanne Ziems & Anthony McKnight

Constructing and Using a Personal Numeracy Teaching Model in a Classroom Setting – Peter Hughes & Lynne Petersen

Percentages: A Foundation for Supporting Students’ Understanding of Decimals – Roberta Hunter & Glenda Anthony

The Development of Multiplicative Thinking in Young Children – Lorraine Jacob & Sue Willis

Julia’s Journey: Teacher Research in the Primary Mathematics Classroom – Stephen Keast

Achievement Self-Rating and the Gender Stereotyping of Mathematics – Gilah C. Leder & Helen J. Forgasz

Australian Secondary School Teachers’ Use of the Internet for Mathematics – Esther Loong

Teaching Mathematics Using the Internet – Esther Loong & Bruce White

Posing Problems in ICT-Based Contexts – Tom Lowrie

Tensions and Possibilities: Indigenous Parents Doing Mathematics Curriculum Development – Tamsin Meaney & Uenuku Fairhall

Count Me in Too and the Basic Skills Test in New South Wales – Michael Mitchelmore & Paul White

Shaping Practice: Worksheets as Social Artefacts – Judith A. Mousley

First Graders’ Use of Structure in Visual Memory and Unitising Area Tasks – Joanne Mulligan & Anne Prescott

Re-visioning Curriculum: Shifting the Metaphor from Science to Jazz – Jim Neyland

Individualization of Knowledge Representation in Teacher Education in Mathematics – Engelbert Niehaus

Organising and Representing Grouped Data – Steven Nisbet

A Whole School Approach to the Provision of Mathematics for Low-Achieving Girls in a Secondary School – Bob Perry & Jane Fulcher

Interactive Animation Provides a Vehicle for Exploring Students’ Understandings of Derivatives – Robyn Pierce & Lyn Atkinson

Is it Better to Burn Out or to Rust? – Peter Rawlins

Links Between Beliefs of Pre-Service Teachers About Literacy and Numeracy Learning – Anne Scott

High School Students’ Interpretation of Tables and Graphs: Some Findings From Fiji – Sashi Sharma

Identifying Effective Scaffolding Practices Through Structured Peer Observation and Review – Dianne Siemon & Jo Virgona

Gambling Behaviour and Understanding of Probability Concepts Among University Students – Donald Smith

Exploring the Right, Probing Questions to Uncover Decimal Misconceptions – Vicki Steinle & Kaye Stacey

Monitoring Standards in Education: Mathematics 2002 Assessments – Andrew Stephanou, Barry McCrae, Rhonda Farkota, John Lindsey & Elena Stoyanova

Probing Whole Number Dominance With Fractions – Max Stephens & Catherine Pearn

Metacognitive Intervention in a Cognitive-apprenticeship-computer-based Environment – Teong Su Kwang

A Model of Early Number Development – Kaye Treacy & Sue Willis

Gender and Attitudes to Computer Use in Junior Secondary Mathematics – Colleen Vale

Year 8 Students’ Reasoning in a Cabri Environment – Jill Vincent

Sociomathematical Worlds: Investigating Children’s Developing Relationships with Mathematics – Fiona Walls

Number Combinations and Arithmetic Structure: Implications for Early Algebra – Elizabeth Warren

Inference From a Pictograph: Statistical Literacy in Action – Jane M. Watson & Ben Kelly

Predicting Dice Outcomes: The Dilemma of Expectation Versus Variation – Jane M. Watson & Ben Kelly

The Development of Children’s Reasoning Strategies in Probability Tasks – Jenni Way

Lesson Study: A Model of Professional Development for Teachers of Mathematics in Years 7 to 12 – Allan L. White & Beth Southwell

Associations Between Student Pursuit of Novel Mathematical Ideas and Resilience – Gaye Williams

Assessing Generalisation of Advanced Multiplicative Strategies – Vince Wright

Changes in Teachers’ Perceptions of Technology in Mathematics – Shirley M. Yates

The Perspectives of Two Children who Participated in the Advanced Numeracy Project – Jenny Young-Loveridge & Merilyn Taylor

Mathematical Errors in Fractions: A Case of Bruneian Primary 5 Pupils – Jamilah Yusof & John Malone

Numeracy in New Times: Implications for Youth, Work and Employment – Robyn Zevenbergen & Kelly Zevenbergen

Reforming Mathematics Education: A Case Study Within the Context of New Times – Robyn Zevenbergen

SHORT COMMUNICATIONS

A Student’s Strategies in Deriving Quartic Modelling Functions Using Rates of Changes – Karoline Afamasaga-Fuata’t

Classroom and Learning Factors Preferred by Year 9 Students in the Teaching and Learning of Mathematics – Barbara Tadich

Developing a Framework of Growth Points in Secondary Students’ Understanding of Function – Erlina Ronda, Doug Clarke, Marj Horne

How is the Motivation of the Two Year 13 Pacific Islands Mathematics Learners Shaped by their Culture? A Case Study – Viliami Finau Latu

Persisting Teen/ty Confusions as an Indicator of a Specific Learning Difficulty in Mathematics: Implications for Assessment and Instruction – Maureen Finnane

Professional Learning in the Teaching of Area – Diane McPhail

Questions in Primary Mathematics Classrooms – Colleen Vale

The Predictive Factors of Classroom Learning Environments on High School Students’ Mathematics Anxiety – Bret A. Taylor

ROUND TABLES

Students’ Knowledge of Rates: A Case for a Foundation Year Program in South Africa – Kabelo Chuene

Investigating the Concerns of Preservice Secondary Mathematics Teachers Through Critical Incident Reflective Journals – Joanne E. Goodell

Developing Prospective Primary Teachers’ Personal Content Knowledge of Mathematics – Roger Harvey

Trigonometric Graph and the Real World: The Technical Students’ Experience – Madihah Khalid

Collective Mathematical Understanding as Improvisation – Lyndon Martin & Jo Towers

Numeracy Equipment and Year 3 Children: Bright, Shiny Stuff, or Supporting the Development of Part-whole Thinking? – Linda Bonne

Professional Development for Mathematics Education Researchers – Helen J. Forgasz

Student Beliefs & Their Impact on Participation in Mathematics in the Middle School – Robyn Turner-Harrison

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

Submissions not exceeding one page are required for short communications and round tables. The submissions must be prepared using the conference template, and can include essential references. They will be reviewed by the Editorial Team and, if accepted, will be published in the conference proceedings as one-page abstracts (not as papers). Presenters are invited to prepare a paper for distribution at the conference, but these papers will not be included in the proceedings.

Short communications are suitable for reports on research in mathematics education 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.

Short communications are presented by author(s) only, allocated half of the time for research reports (in past, this was 20 minutes). At least 5 minutes is to be allocated for audience questions and open discussion.

Round tables are suitable for presenters seeking involved interaction with the audience in relation to their research or topic of interest in mathematics education, and for those sharing their insights and advice with the early career colleagues. These might include discussion of an emerging topic, co-analysis of provided student work, solving a mathematical task, or discussing the demands and benefits of reviewing for high quality journals. Round tables allow finding peers with similar research interests, exploration of new research avenues, and building the capacity of MERGA community.

Round tables are led by author(s) only, allocated the same time as research reports (in past, this was 40 minutes). The abstracts should make clear the interactive element of the proposed activity, with no more than 15 min of the session time in a presentation mode.

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. 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 as a Short Communication, with a 1-page abstract (which they will be invited to provide) being published in the proceedings. Papers may be rejected outright, with no opportunity for presentation at the conference in an alternative form.

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.