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
