2007 Conference Proceedings

TABLE OF CONTENTS

KEYNOTE ADDRESSES

The Beginnings of MERGA – Ken Clements

Teaching and Learning by Example – Helen L. Chick

Introducing Students to Data Representation and Statistics – Richard Lehrer

Studies in the Zone of Proximal Awareness – John Mason, Helen Drury and Liz Bills

 

PRACTICAL IMPLICATIONS AWARD

Empowered to Teach: A Practice-based Model of Teacher Education – Janette Bobis

 

SYMPOSIA

Children’s Number Knowledge in the Early Years of Schooling – Ann Gervasoni

Early Childhood Mathematics Education Research: What is Needed Now? – Bob Perry and Sue Dockett

International Perspectives on Early Years Mathematics – Jillian Fox

Listening to Student Opinions about Group Assessment – Judith Mousley and Coral Campbell

Listening to Students’ Voices in Mathematics Education – Brian Doig, Susie Groves, Coral Campbell, Judith Mousley and Gaye Williams

Research Enriched by the Student Voice – Gaye Williams

Students’ Pedagogical Knowledge: A Source of Pedagogical Content Knowledge – Brian Doig and Susie Groves

Trimangles and Kittens: Mathematics Within Socio-dramatic Play in a New Zealand Early Childhood Setting – Shiree Lee

 

RESEARCH PAPERS

Communicating Students’ Understanding of Undergraduate Mathematics using Concept Map – Karoline Afamasaga-Fuata’i

Primary Student Teachers’ Diagnosed Mathematical Competence in Semester One of their Studies – Karoline Afamasaga-Fuata’i, Paul Meyer & Naomi Falo

An Online Survey to Assess Student Anxiety and Attitude Response to Six Different Mathematical Problems – Vincent Anderson

Mathematical Investigations: A Primary Teacher Educator’s Narrative Journey of Professional Awareness – Judy Bailey

Describing Mathematics Departments: The Strengths and Limitations of Complexity Theory and Activity Theory – Kim Beswick, Anne Watson & Els De Geest

Three Student Tasks in a Study of Distribution in a ‘Best Practice’ Statistics Classroom – Anthony Bill & Jane Watson

Teacher Researchers Questioning their Practice – Linda Bonne & Ruth Pritchard

Imagined Classrooms: Prospective Primary Teachers Visualise their Ideal Mathematics Classroom – Kathy Brady

Early Notions of Functions in a Technology-Rich Teaching and Learning Environment (TRTLE) – Jill Brown

Collective Argumentation and Modelling Mathematics Practices Outside the Classroom – Raymond Brown and Trevor Redmond

Visual Perturbances in Digital Pedagogical Media – Nigel Calder

Professional Experience in Learning to Teach Secondary Mathematics: Incorporating Pre-service Teachers into a Community of Practice – Michael Cavanagh and Anne Prescott

Young Children’s Accounts of their Mathematical Thinking – Jill Cheeseman and Barbara Clarke

Mathematical Reform: What Does the Journey Entail for Teachers? – Linda Cheeseman

Year Six Fraction Understanding: A Part of the Whole Story – Doug M. Clarke, Anne Roche and Annie Mitchell

Teaching as Listening: Another Aspect of Teachers’ Content Knowledge in the Numeracy Classroom – Ngaire Davies and Karen Walker

Essential Differences between High and Low Performers’ Thinking about Graphically-Oriented Numeracy Items – Carmel M. Diezmann, Tom J. Lowrie and Nahum Kozak

High School Students’ Use of Patterns and Generalizations – Jaguthsing Dindyal

The Teacher, The Tasks: Their Role in Students’ Mathematical Literacy – Katherine Doyle

Informal Knowledge and Prior Learning: Student Strategies for Identifying and Locating Numbers on Scales – Michael Drake

Documenting the Knowledge of Low-Attaining Third- and Fourth-Graders: Robyn’s and Bel’s Sequential Structure and Multidigit Addition and Subtraction – David Ellemor-Collins, Robert Wright and Gerard Lewis

Interdisciplinary Modelling in the Primary Mathematics Curriculum – Lyn English

Students’ Tendency to Conjoin Terms: An Inhibition to their Development of Algebra – Judith Falle

Towards ‘Breaking the Cycle of Tradition’ in Primary Mathematics – Sandra Frid and Len Sparrow

Exploring the Number Knowledge of Children to Inform the Development of a Professional Learning Plan for Teachers in the Ballarat Diocese as a Means of Building Community Capacity – Ann Gervasoni, Teresa Hadden and Kathie Turkenburg

Technology-Enriched Teaching of Secondary Mathematics: Factors Influencing Innovative Practice – Merrilyn Goos and Anne Bennison

Supporting an Investigative Approach to Teaching Secondary School Mathematics: A Professional Development Model – Merrilyn Goos, Shelley Dole and Katie Makar

Identity and Mathematics: Towards a Theory of Agency in Coming to Learn Mathematics – Peter Grootenboer and Robyn Zevenbergen

Categorisation of Mental Computation Strategies to Support Teaching and to Encourage Classroom Dialogue – Judy Hartnett

Student Experiences of VCE Further Mathematics – Sue Helme and Stephen Lamb

Video Evidence: What Gestures Tell Us About Students’ Understanding of Rate of Change – Sandra Herbert and Robyn Pierce

The Role of Dynamic Interactive Technological Tools in Preschoolers’ Mathematical Patterning – Kate Highfield and Joanne Mulligan

Students Representing Mathematical Knowledge through Digital Filmmaking – Geoff Hilton

What Does it Mean for an Instructional Task to be Effective? – Lynn Hodge, Jana Visnovska, Qing Zhao and Paul Cobb

A School-Community Model for Enhancing Aboriginal Students’ Mathematical Learning – Peter Howard and Bob Perry

Benchmarking Preservice Teachers’ Perceptions of their Mentoring for Developing Mathematics Teaching Practices – Peter Hudson

Relational or Calculational Thinking: Students Solving Open Number Equivalence Problems – Jodie Hunter

Scaffolding Small Group Interactions – Roberta Hunter

Numeracy in Action: Students Connecting Mathematical Knowledge to a Range of Contexts – Chris Hurst

A Story of a Student Fulfilling a Role in the Mathematics Classroom – Naomi Ingram

Secondary-Tertiary Transition: What Mathematics Skills Can and Should We Expect This Decade? – Nicolas Jourdan, Patricia Cretchley and Tim Passmore

The Power of Writing for all Pre-service Mathematics Teachers – Keith McNaught

‘Connection Levers’: Developing Teachers’ Expertise with Mathematical Inquiry – Katie Makar

Acquiring the Mathematics Register in te reo Mӓori – Tamsin Meaney, Uenuku Fairhall and Tony Trinick

Teaching Ratio and Rates for Abstraction – Mike Mitchelmore, Paul White and Heather McMaster

Setting a Good Example: Teachers’ Choice of Examples and their Contribution to Effective Teaching of Numeracy – Tracey Muir

Developing the Concept of Place Value – Mala Saraswathy Nataraj and Michael O. J. Thomas

Interdisciplinary Learning: Development of Mathematical Confidence, Value, and the Interconnectedness of Mathematics Scales – Dawn Kit Ee Ng and Gloria Stillman

Mathematical Methods and Mathematical Methods Computer Algebra System (CAS) 2006 – Concurrent Implementation with a Common Technology Free Examination – Pam Norton, David Leigh-Lancaster, Peter Jones and Michael Evans

A Concrete Approach to Teaching Symbolic Algebra – Stephen Norton and Jane Irvin

Developing Positive Attitudes Towards Algebra – Stephen Norton and Jane Irvin

Changing Our Perspective on Measurement: A Cultural Case Study – Kay Owens and Wilfred Kaleva

Enhancing Student Achievement in Mathematics: Identifying the Needs of Rural and Regional Teachers in Australia – Debra Panizzon and John Pegg

The Growth of Early Mathematical Patterning: An Intervention Study – Marina Papic and Joanne Mulligan

Whole Number Knowledge and Number Lines Help to Develop Fraction Concepts – Catherine Pearn and Max Stephens

Identifying and Analysing Processes in NSW Public Schooling Producing Outstanding Educational Outcomes in Mathematics – John Pegg, Debra Panizzon and Trevor Lynch

Teachers Research their Practice: Developing Methodologies that Reflect Teachers’ Perspectives – Ruth Pritchard and Linda Bonne

Teacher Professional Learning in Mathematics: An Example of a Change Process – Pauline Rogers

Seeking Evidence of Thinking and Mathematical Understandings in Students’ Writing – Anne Scott

Utilising the Rasch Model to Gain Insight into Students’ Understandings of Class Inclusion Concepts in Geometry – Penelope Serow

Exploring Teachers’ Numeracy Pedagogies and Subsequent Student Learning across Five Dimensions of Numeracy – Jane Skalicky

The Complexities for New Graduates Planning Mathematics Based on Student Need – Carole Steketee and Keith McNaught

Students’ Emerging Algebraic Thinking in the Middle School Years – Max Stephens

A Framework for Success in Implementing Mathematical Modelling in the Secondary Classroom – Gloria Stillman, Peter Galbraith, Jill Brown and Ian Edwards

Eliciting Positive Student Motivation for Learning Mathematics -Peter Sullivan and Andrea McDonough

Learning from Children about their Learning with and without ICT using Video-Stimulated Reflective Dialogue – Howard Tanner and Sonia Jones

Dependency and Objectification in a Year 7 Mathematics Classroom: Insights from Sociolinguistics – Steve Thornton

Pedagogical Practices with Digital Technologies: Pre-service and Practicing Teachers – Colleen Vale

Procedural Complexity and Mathematical Solving Processes in Year 8 Mathematics Textbook Questions – Jill Vincent and Kaye Stacey

Designing Effective Professional Development: How do we Understand Teachers’ Current Instructional Practices? – Jana Visnovska

‘Doing Maths’: Children Talk About Their Classroom Experiences – Fiona Walls

The Role of Pedagogy in Classroom Discourse – Margaret Walshaw and Glenda Anthony

Australian Indigenous Students: The Role of Oral Language and Representations in the Negotiation of Mathematical Understanding – Elizabeth Warren, Janelle Young and Eva deVries

Student Change Associated with Teachers’ Professional Learning – Jane Watson, Kim Beswick, Natalie Brown and Rosemary Callingham

Choosing to Teach in the ‘STEM’ Disciplines: Characteristics and Motivations of Science, ICT, and Mathematics Teachers – Helen M. G. Watt, Paul W. Richardson and James Pietsch

Percentages as Part Whole Relationships – Paul White, Sue Wilson, Rhonda Faragher and Mike Mitchelmore

My Struggle with Maths May Not Have Been a Lonely One: Bibliotherapy in a Teacher Education Number Theory Unit – Sue Wilson

Students’ Conceptual Understanding of Equivalent Fractions – Monica Wong and David Evans

Statistics Teachers as Scientific Lawyers – Joanne Woodward and Maxine Pfannkuch

Developing Pedagogical Tools for Intervention: Approach, Methodology, and an Experimental Framework – Robert Wright, David Ellemor-Collins and Gerard Lewis

Pedagogy and Interactive Whiteboards: Using an Activity Theory Approach to Understand Tensions in Practice – Robyn Zevenbergen and Steve Lerman

 

SHORT COMMUNICATIONS

‘I Have a Fear of Maths and it Does Worry Me a Bit as a Future Teacher’: The Cycle of Maths Anxiety – Gillian Frankcom

Activity Theory as a Framework to Analyse the Positive Influence of Formative Assessment on Student Learning – Trish O’Toole

An Insight into Norwegian Students’ Thoughts about Mathematics – Kirsti Kislenko

Autobiographical Research and Mathematics Curriculum – Andy Begg

Building Early Childhood Educators’ Knowledge, Skills and Confidence in the Facilitation and Assessment of Young Children’s Mathematical Learning – Bob Perry, Elspeth Harley and Sue Dockett

CAS in the Middle Secondary Years: Strengths, Weaknesses, Opportunities and Threats – Robyn Pierce

Defining Teacher Knowledge Needed in the Teaching of Statistics at Primary School Level – Tim Burgess

Exploring Data Representation and Statistical Reasoning through Integrated Investigations in a Grade 2 Classroom – Karen Ahearn

Improving Procedures for Effective Teaching – Murray Black, Farida Kachapova and Ilias Kachapov

Mathematical Modelling in CAS Clothing – Vince Geiger, Rhonda Faragher and Trevor Redmond

Mathematically Gifted Students Managing School Transfer – Brenda Bicknell

Measuring the Effectiveness and Efficiency of Language-In-Use for Algebra Learning: A Multi-Level Nested Modelling and DEA Approach – Robert de la Serna

Misconceptions in Locating Negative Decimals on the Number Line – Wanty Widjaja, Kaye Stacey and Vicki Steinle

Myths and Positioning: Insights from Hermeneutics – Steve Thornton

Pre-service Primary Teachers Developing Positive Attitudes Towards Teaching Mathematics – Julie Clark

Proportional Reasoning: A Global or Localised Development? – Vince Wright

Reform and Assessment Practice: The Need for an Investigation – Julie Anderson

Revisions and Extensions of a Pirie-Kieren-Based Teaching Model – Peter Hughes

Te Poutama Tau (TPT): An Indigenous Response to the Numeracy Development Project 2002-2006 – Wini Emery and Leeana Herewini

Teaching Geometry with CAS in the Junior Secondary Classroom: A Case Study – Warren Palmer

The Cognitive and Pedagogical Affordances of Digital Learning Tools on Early Mathematical Development – Kristy Goodwin, Joanne Mulligan and John Hedberg

The Impact of an Intervention on the Development of Mathematical Pattern and Structure in the First Year of Schooling – Joanne Mulligan, Mike Mitchelmore, Coral Kemp, Jennie Marston and Kate Highfield

The Impact of Didactical Contract on Students’ Perceptions of their Intentional Learning Acts – Troels Lange and Tamsin Meaney

Using Cabri Geometry to Explore the Geometric Properties of Parallelograms in Year 7 Mathematics Classrooms – Sahar Bokosmaty

Using Counter-Examples and Paradoxes in Teaching Probability: Students’ Attitudes – Murray Black, Farida Kachapova, Sergiy Klymchuk and Ilias Kachapov

Using Electronic Handwriting and Tablet PCs to Enhance Distance Students’ Understanding of First Year Mathematics at University – Linda Galligan, Birgit Loch, Janet Taylor and Christine McDonald

Wanted: One Great Maths Teacher! – Pamela Perger

Year 12 Students’ Participation in Higher Mathematics Courses – Mohan Chinnappan, Stephen Dinham, Tony Herrington and Dale Scott

 

ROUND TABLES

An Investigation of Mathematics Strategies in Traditional School Contexts and Real-World Contexts – Julie Clark and Kathy Brady

Mӓori Student’s Perspective on Their Mathematical Journey Through Mӓori Medium – Leeana Herewini

Profiles of Thinking Skills and Levels of Motivation in a Problem-Solving Task – Sarah Buckley, Mary Ainley and Pip Pattison

Progress in Mathematics: Learning through Home School Partnership – Denise Smith and Gaynor Terrill

Some Methodological Considerations in the Estonian Study about Students’ Beliefs in Mathematics: Is Triangulation Necessary? – Kirsti Kislenko

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.