MERGA

2005 Conference Proceedings

2005 Conference Proceedings

2005 Full Conference Proceedings

TABLE OF CONTENTS

KEYNOTE ADDRESSES

Essential Complementarities: Arguing for an Integrative Approach to Research in Mathematics Classrooms – David Clarke

The Impact of Mathematics Education Reform in New Zealand: Taking Children’s Views into Account – Jenny Young-Loveridge

PRACTICAL IMPLICATIONS AWARD

Variation and Expectation as Foundations for the Chance and Data Curriculum – Jane M. Watson

 

SYMPOSIUM

A Mathematics Teacher Educator’s Perspective of Building Connections between Research, Theory, and Practice – Colleen McMurchy-Pilkington, Vicki Nally, Will Morony, Di Siemon & Peter Gould

 

RESEARCH PAPERS

Rates of Change and an Iterative Conception of Quadratics – Karoline Afamasaga-Fuata’i

The Role of Attention in Classroom Practice: Developing a Methodology – Janet Ainley and Michael Luntley

Use of a Cultural Metaphor in Pre-service Mathematics Teacher Education – Dayle Anderson, Robin Averill, Herewini Easton and Derek Smith

Implementing Problem Solving in Mathematics Classrooms: What Support do Teachers Want? – Judy Anderson

I Didn’t Know What I Didn’t Know: A Case Study of Growth in Teacher Knowledge within the Intermediate Numeracy Project – Julie Anderson

Conceptions and Tensions in Globalisation and Their Effects on Mathematics Educators – Bill Atweh and Phillip Clarkson

Using Jamie’s Experiences: An Investigation into Using Teachers’ Stories in Pre-service Mathematics Teacher Education – Robin Averill and Roger Harvey

Students’ Views on Using CAS in Senior Mathematics – Lynda Ball and Kaye Stacey

A New Scale for Monitoring Students’ Attitudes to Learning Mathematics with Technology (MTAS) – Anastasios Barkatsas

It Depends on the Students: Influencing Teachers’ Beliefs about the Ends and Means of Numeracy Teaching – Kim Beswick

Experienced and Novice Teachers’ Choice of Examples – Chris Bills and Liz Bills

Teachers’ Preferences and Practices Regarding Values in Teaching Mathematics and Science – Alan Bishop, Barbara Clarke, Debbie Corrigan and Dick Gunstone

The Mathematics Talk of a Secondary School Teacher of Mathematics and Physics – Michelle L. W. Bower

Algebraic Thinking in the Numeracy Project: Year One of a Three-Year Study – Murray S. Britt and Kathryn C. Irwin

Affordances of a Technology-Rich Teaching and Learning Environment – Jill P Brown

‘I Type What I Think and Try It’: Children’s Initial Approaches to Investigation Through Spreadsheets – Nigel Calder

Primary Students’ Mental Computation: Strategies and Achievement – Rosemary Callingham

Developing Effective Teachers of Mathematics: Factors Contributing to Development in Mathematics Education for Primary School Teachers – Jean Carroll

Enhancing Mathematical Understanding Through Self-assessment and Self-Regulation of Learning: The Value of Meta-Awareness – Rosemaree Caswell and Steven Nisbet

The Value of Play to Enhance Mathematical Learning in the Middle Years of Schooling – Rosemaree Caswell

Early Numeracy Coordinators in Victorian Primary Schools: Components of the Role, Highlights and Challenges – Jill Cheeseman and Doug Clarke

Teaching Elementary Probability: Not Leaving it to Chance – Helen Chick and Monica Baker

Children’s Mappings of Part-Whole Construct of Fractions – Mohan Chinnappan

Prospective Teacher’s Representations of Multiplication – Mohan Chinnappan

The Evaluation of the Success in Numeracy Education Program – Doug Clarke, Max Stephens, Gerard Lewis and Ann Downton

Conceptual Understanding of Spatial Measurement – Margaret Curry and Lynne Outhred

Learning to Notice: One Aspect of Teachers’ Content Knowledge in the Numeracy Classroom – Ngaire Davies and Karen Walker

How Unusual is the Gender Specificity of Mathematical Test Item Types Reported for Dutch Primary School Students? – Lorraine Davis, David Clarke and Marja van den Heuvel-Panhuizen

Assessing Primary Students’ Knowledge of Networks, Hierarchies and Matrices using Scenario-Based Tasks – Carmel Diezmann

Pedagogy by my Standards: A Teacher’s Views on Two Process Standards – Jaguthsing Dindyal

Primary and Secondary Mathematics Practice: How Different is it? – Brian Doig, Susie Groves, Russell Tytler and Annette Gough

A Mathematics Education Ghost Story: Herbartianism and School Mathematics – Nerida F. Ellerton and M. A. (Ken) Clements

Seventh-Graders’ Mathematical Modelling on Completion of a Three-Year Program – Lyn D. English and Jillian L. Fox

Mathematical Methods Computer Algebra System (CAS) 2004 Pilot Examinations and Links to a Broader Research Agenda – Michael Evans, Pam Norton and David Leigh-Lancaster

From Arithmetic to Algebra: Novice Students’ Strategies for Solving Equations – Judith Falle

Towards a Language-based Model of Students’ Early Algebraic Understandings: Some Preliminary Findings – Judith Falle

Integrating ICT into Professional Practice: A Case Study of Four Mathematics Teachers – Noleine Fitzallen

Mathematics Teachers: A Study of Life Inside School and Beyond – Helen J. Forgasz and Gilah C. Leder

Master, Servant, Partner and Extension of Self: A Finer grained View of this Taxonomy – Vince Geiger

The Growth of Schematic Thinking about Derivative – Alan Gil delos Santos and Michael O. J. Thomas

The Role of Online Discussion in Building a Community of Practice for Beginning Teachers of Secondary Mathematics – Merrilyn Goos and Anne Bennison

Year 6 Students’ Methods of Comparing the Size of Fractions – Peter Gould

Reflections on Teaching Mathematics in an Exam-Driven School: An Autoethnography – Fiona Hagan

How do we Provide Tasks for Children to Explore the Definitions of Quadrilaterals? – Alice Hansen and Dave Pratt

Mental Computation: The Benefits of Informed Teacher Instruction – Ann Heirdsfield and Janeen Lamb

Discourse as a Catalyst for Facilitating Practitioner Research -Beth Herbel-Eisenmann

Potential of Technology and a Familiar Context to Enhance Students’ Concept of Rate of Change – Sandra Herbert and Robyn Pierce

The Effects of Number Knowledge at School Entry on Subsequent Number Development: A Five-year Longitudinal Study – Marj Horne

Reforming Communication in the Classroom: One Teacher’s Journey of Change – Roberta Hunter

Mentoring Mathematics Teachers in Low Socio-Economic Secondary Schools in New Zealand – Barbara Kensington-Miller

The Contested Notion of Sustainability: Possibility or Pipe Dream for Numeracy Reforms in New Zealand – Nicky Knight

Students’ Use of Context Knowledge in Interpreting Data – Cynthia Langrall, Edward Mooney and Nicole Williams

Language Factors that affect Mathematics Teaching and Learning of Pasifika Students – Viliami F. Latu

How Primary Pre-service Teachers Perceive Mathematics Teacher Educators’ Practice: A Case Study – Gregor Lomas

Establishing a Numeracy Culture in a Distance Education Learning Environment: A Case Study – Tom Lowrie

Formalising the Role of Indigenous Counting Systems in Teaching the Formal English Arithmetic Strategies Through Local Vernaculars: An Example From Papua New Guinea – Rex A. Matang

Does Mathematics Education in Australia Devalue Indigenous Culture? Indigenous Perspectives and non-Indigenous Reflections – Chris Matthews, Leesa Watego, Tom J. Cooper and Annette R. Baturo

Professional Development as a Catalyst for Changes in Beliefs and Practice: Perspectives from the Early Numeracy Research Project – Andrea McDonough and Barbara Clarke

Growth of Teacher Knowledge within an On-line Collaborative Learning Environment – Mathew McDougall and Rod Nason

The Use of Algebra in Senior High School Students’ Justifications – Tamsin Meaney

Measuring Fractions – Annie Mitchell

What Does Mathematics Understanding Look Like? – Judith Mousley

Where Did I Go Wrong? Students’ Success at Various Stages of the Problem-Solving Process – Tracey Muir and Kim Beswick

Understanding Students’ Reasoning While Comparing Expressions – Shweta Naik, Rakhi Banerjee and K Subramaniam

Regional Differences in the Professional Development Needs and Preferences of Teachers of Primary Mathematics – Steven Nisbet

Mathematics and the Construction of Feminine Gender Identity – Stephen Norton

Do Teachers Change Their Practices While Participating in a Lesson Study? – Jo Clay Olson

Teachers’ Development of Substantive Communication about Mathematics – Kay Owens

Preschoolers’ Mathematical Patterning – Marina Papic and Joanne Mulligan

The Effect of Money as a Context on the Mental Computation Performance of Students in Years 3, 5, 7 and 9 – Anne Paterson and Jack Bana

Mathematical Beliefs and Achievement of Pre-service Primary Teachers – Bob Perry, Jenni Way, Beth Southwell, Allan White and John Pattison

Student Misconceptions about Projectile Motion – Anne Prescott and Michael Mitchelmore

Subject Matter Knowledge: Mathematical Errors and Misconceptions of Beginning Pre-Service Teachers – Julie Ryan and Barry McCrae

Education for Early Mathematical Literacy: More Than Maths Know-How – Abigail Sawyer

Preservice Teachers’ Intentions to Provide Good Examples and Help Children Replicate Them – Anne Scott

Understanding the Role of Assumptions in Mathematical Modeling: Analysis of Lessons with Emphasis on ‘the awareness of assumptions’ – Tatsuhiko Seino

Exploring Pre-service Teachers’ Reasoning about Variability: Implications for Research – Sashi Sharma

Building a Methodology for the Comparison and Evaluation of Middle-Years Mathematics Textbooks – Mal Shield

Assessing Multiple Objectives with a Single Task in Statistics – Jane Skalicky

Relative Risk Analysis of Educational Data – Kaye Stacey and Vicki Steinle

Concerns Relating to the CAS Use at University Level – Sepideh Stewart

The Integration of Mathematics and Music in the Primary School Classroom – Kathryn Still and Janette Bobis

Interactive Whole Class Teaching and Interactive White Boards – Howard Tanner, Sonia Jones, Steve Kennewell and Gary Beauchamp

Children’s Views of their Teacher’s Role in Helping them Learn Mathematics – Merilyn Taylor, Ngarewa Hawera and Jenny Young-Loveridge

Students’ Attempts to Solve Two Elementary Quadratic Equations: A Study in Three Nations – Pongchawee Vaiyavutjamai, Nerida F. Ellerton and M. A. (Ken) Clements

Glimpses of Generative Practice: Constructing Pre-service Teachers’ Learning in Partnership – Colleen Vale and Anne Davies

Challenging Task-driven Pedagogies of Mathematics – Fiona Walls

Patterns Supporting the Development of Early Algebraic Thinking – Elizabeth A. Warren

An Indigenous Perspective on Mathematics Contextualisation in a Pre-school: From Safety to Empowerment – Leesa Watego

Statistical Literacy over a Decade – Jane M. Watson, Ben A. Kelly and John F. Izard

Teaching Percentage as a Multiplicative Relationship – Paul White and Michael Mitchelmore

‘I am really not alone in this anxiety’: Bibliotherapy and Pre-service Primary Teachers’ Self-image as Mathematicians – Sue Wilson and Steve Thornton

Language Appropriate for the New Zealand Numeracy Project – Joanne Woodward and Kathryn C. Irwin

Results of a Teaching Experiment to Foster the Conceptual Understanding of Multiplication Based on Children’s Literature – Amanda Worlley and Romina Jamieson-Proctor

Prioritising the Voice of Researched: Using Photographs to Elicit Mathematical Thinking of Participants – Robyn Zevenbergen

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The Victorian Curriculum and Assessment Authority (VCAA) Mathematical Methods Computer Algebra System (CAS) Pilot Study Examinations 2003 – Michael Evans, Pam Norton and David Leigh-Lancaster missing pdf expect 2004 (pp. 223-230)

“Open your textbooks to page blah, blah, blah”: “So I just blocked off!” – Bronwyn Ewing pdf 2004 (pp. 231-238)

Student Expectations of Studying Mathematics at University – Keith Hirst, Susan Meacock and Elfrida Ralha pdf 2004 (pp. 295-302)

High School Students’ Understanding of Samples and Sampling Variability: Implications for Teaching and Research – Sashi Sharma missing pdf expect 2004 (pp. 517-524)

SHORT COMMUNICATIONS

“My Mom Thinks I Should be an Engineer”: Parental influences and Girls on Track for Math-Related Careers – Maria Droujkova, Sarah B. Berenson, Irena Rindos and Sue Tombes

An Investigation of the Selection Process of Mathematically Gifted Students – Kyunghwa Lee, Kyungmee Park and Jaehoon Yim

Graphs, Transformations, Rates of Change and Quadratic Context Variations – Karoline Afamasaga-Fuata’i

Mathematical Problem-Solving Frameworks of Different Mathematics-Anxiety Levels Students – Yeo Kai Kow Joseph

Message from Student Teacher Constructed Posters – Shajahan Haja

Persistent Mathematics Misperceivers: Two Case Studies – Martin Lamb, John Malone, Daniel Boase-Jelinek, and Scott Lewis

The Language of Zero: An Understanding of Place Value – Tracey Snape

Young Children Reasoning with Tables: Toward a Model – Maria Droujkova

ROUND TABLES

Challenges for Mathematics Education in Pacific Island Nations in the 21st Century – Andy Begg

Do High School Students Need Mathematics to Prepare for the Academic Numeracy Demands of University? – Janet A Taylor and Linda Galligan

Keeping it Going: Exploring Ways to Sustain Professional Development in Numeracy – Fiona McDiarmid and Ruth Pritchard

Preparing for Assessments of our Research Productivity – Peter Sullivan

Use of Projects in the Teaching of Statistics – Murray Black

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.