MERGA

2009 Conference Proceedings

2009 Conference Proceedings

KEYNOTE ADDRESSES

Being Mathematical, Holding Mathematics: Further Steps in Mathematical Knowledge for Teaching – Bill Barton

Developing Pedagogies in Teacher Education to Support Novice Teachers’ Ability to Enact Ambitious Instruction – Elham Kazemi, Megan Franke & Magdalene Lampert

 

SYMPOSIA

Developing Mathematical Concepts in Australian Pre-school Settings – Judith Mousley, Bob Perry, Marina Papic, Joanne Mulligan & Janette Bobis

Crossing Philosophical Divides to Better Understand the Complexity of the Learning Process in Mathematics – Mary Klein, Kerry Smith & Silvia Dimarco

A New Approach to Mathematical Problem Solving in the School Curriculum – Jaguthsing Dindyal, Toh Tin Lam, Quek Khiok Seng, Leong Yew Hoong & Tay Eng Guan

Reforming Mathematical Pedagogy in Remote Indigenous Context – Peter Grootenboer, Robyn Jorgensen (Zevenbergen), Richard Niesche & Peter Sullivan

Task Types and Mathematics Learning – Helen O’Shea, Irit Peled, Barbara Clarke, Doug Clarke, Anne Roche & Peter Sullivan 

 

RESEARCH PAPERS

 

****

Innovative Problem Solving and Students’ Mathematics Attitudes – Karoline Afamasaga-Fuata’i

“My Favourite Subject is Maths. For Some Reason No-one Really Agrees With Me”: What Year 6 Students Say About Mathematics – Catherine Attard

Re-focussing Research Agendas – Andy Begg

Guessing Answers to Pass a 5-item True False Test: Solving a Binomial Problem Three Different Ways – Anthony Bill, Jane Watson & Peter Gayton

Concept Maps: Implications for the Teaching of Function for Secondary School Students – Jill P Brown

Students’ Recollections of Participating in Collective Argumentation When Doing Mathematics – Raymond Brown & Brooke Reeves

Changing Teachers’ Classroom Practice through Developmental Assessment: Constraints, Concerns and Unintended Impacts – Rosemary Callingham, John Pegg & Teresa Wright

The Development and Validation of the Students’ Self-efficacy for Statistical Literacy Scale – Colin Carmichael & Ian Hay

Gender Differences in Middle School Students’ Interests in a Statistical Literacy Context – Colin Carmichael & Ian Hay

Group Metacognition During Mathematical Problem Solving – Christina Chalmers

Challenging Mathematical Conversations – Jill Cheeseman

Teaching the Distributive Law: Is Fruit Salad Still on the Menu? – Helen Chick

Mathematics Education, Language, and Culture: Ponderings From a Different Geographic Context – Marta Civil

Institutional Gaps in Mathematics Education Research Procedures Between a Developed and Developing Country – Ernest Kofi Davis, Wee Tiong Seah & Alan J. Bishop

Developing Year 5 Students’ Understanding of Density: Implications for Mathematics Teaching – Shelley Dole, Doug Clarke, Tony Wright & Geoff Hilton

It Seems to Matters Not Whether it is Partitive or Quotitive Division When Solving One Step Division Problems – Ann Downton

Developing Conceptual Place Value: Instructional Design for Intensive Intervention – David Ellemor-Collins, Robert (Bob) Wright

I, You and It: Pronouns and Students’ Understanding of Introductory Algebra – Judith Falle

Teachers’ Use of Mathematics Tasks: The Impact on the Mathematics Learning and Affective Responses of Low-attaining Upper Primary Students – Sarah Ferguson

Textbook Dilemmas – Tricia Forrester

The Master, Servant, Partner, Extension-of-self Framework in Individual, Small Group and Whole Class Contexts– Vince Geiger

Investigating the Professional Learning and Development of Mathematics Teacher Educators: A Theoretical Discussion and Research Agenda – Merrilyn Goos

Revealing Conceptions of Rate of Change – Sandra Herbert & Robyn Pierce

Competencies, Skills and Assessment – Tomas Hojgaard

Success for Underachievers: How Do They Get It? – Marilyn Holmes & Sandi Tait-McCutcheon

Teachers’ Perspectives on the Transition from Secondary to Tertiary Mathematics Education – Ye Yoon Hong, Suzanne Kerr, Sergiy Klymchuk, Johanna McHardy, Priscilla Murphy, Sue Spencer, Mike Thomas & Peter Watson

Developing a Productive Discourse Community in the Mathematics Classroom – Jodie Hunter

Exploring Whether Multiple Intelligences Facilitate ‘Valuing and Working With Difference’ within Mathematics Classrooms– Fiona Jackson & Raymond Brown

Issues in bridging between senior secondary and first year university mathematics – Michael Jennings

Students’ Perceptions of the Impacts of Parents, Teachers and Teaching upon their Anxiety about the Learning of Fractions – Michelle Jennison & Kim Beswick

Insights into the Beliefs and Practices of Teachers in a Remote Indigenous Context – Robyn Jorgensen (Zevenbergen), Peter Grootenboer & Richard Niesche

Identifying Effective Leadership Practices for Implementing a New Mathematics Curriculum in Taipei – Brandon Kao & Peter Hudson

Being Numerate for Teaching: The Indivisibility of Learning Landscape, Participation and Practice – Mary Klein & Kerry Smith

Leading Change in Mathematics: The Queensland Mathematics Syllabus – Janeen Lamb & Gayle Spry

Publishing in Mathematics Education: A Matter of Gender? – Gilah C. Leder & Helen J. Forgasz

Enhancement of Fractions from Playing a Game – Ya Ling Lee

A Hierarchy of Strategies for Solving Linear Equations – Chris Linsell

Using Web-Based Mathematical Interactive Exercises and Exploratory Investigations: The Possibilities and Pitfalls – Esther Yook-Kin Loong

Young Children’s Explorations of Average in an Inquiry Classroom – Katie Makar & Debra McPhee

Concepts, Connections and Commitment: Locating Mathematics in a Typical School Day – Fiona McDiarmid & Ruth Pritchard

Achieving in Mathematics Contested Spaces and Voices – Colleen McMurchy-Pilkington & Hannah Bartholomew

The Option of Selecting Higher-level Mathematics Courses: Transitional Tensions – Greg McPhan & John Pegg

There are More Than Part-Whole Strategies at Work in Understanding Non-Equal-Parts Fraction-Area-Models – Annie Mitchell & Marj Horne

Evolving Mathematics Classroom Assessment Cultures – Rohani Mohamad

Numeracy Test Item Readability During Transition from Pre-School to School – Judith A. Mousley

At Home With Numeracy: Empowering Parents to be Active Participants in their Child’s Numeracy Development – Tracey Muir

Teacher Perception and Motivational Style – Hannah Newman & Jenni Way

Applying Mathematical Knowledge in a Design-Based Interdisciplinary Project – Kit Ee Dawn Ng & Gloria Stillman

A Professional Learning Tool to Help Stimulate Mathematics Teachers to Reflect on their Pedagogical Practice – Richard O’Donovan

Relative Values of Curriculum Topics in Undergraduate Mathematics in an Integrated Technology Environment – Greg Oates

Analogical Reasoning Errors in Mathematics at Junior College Level – Wai-Kit Alwyn Pang & Jaguthsing Dindyal

Highlighting the Similarities and Differences of the Mathematical Knowledge and Strategies of Year 4 Students – Catherine Pearn

Reconceptualising Agency in a Senior Mathematics Classroom – Trevor Redmond & Joanne Sheehy

Scaffolding for Learning Equation Solving – Daphne Robson, Walt Abell & Therese Boustead

Making Sense of Partitive and Quotitive Division: A Snapshot of Teachers’ Pedagogical Content Knowledge – Anne Roche & Doug Clarke

Lesson Study: An Effective School-Based Teacher Professional Learning Model for Teachers of Mathematics – Peter Sanders

The Development of Fraction Ideas Among Students with Disabilities – Rebecca Seah

Investigating Students’ Numerical Misconceptions in Algebra – Vicki Steinle, Eugene Gvozdenko, Beth Price, Kaye Stacey & Robyn Pierce

Probing Some Key Junctures in Relational Thinking: A Study of Year 6 and Year 7 Students from Australia and China – Max Stephens & Wang Xu

Linear Algebra Snapshots through APOS and Embodied, Symbolic and Formal Worlds of Mathematical Thinking – Sepideh Stewart & Mike Thomas  

Softly, Softly: Curriculum Change in Applications and Modelling in the Senior Secondary Curriculum in Queensland – Gloria Stillman & Peter Galbraith

Investigating Feelings towards Mathematics among Chinese Kindergarten Children – Huayu Sun

Development of an Instrument for Ways of Using Graphics Calculators: Preliminary Findings – Hazel Tan

Multimodal Use of Semiotic Resources in the Construction of Antiderivative – Michael O. J. Thomas, Caroline Yoon & Tommy Dreyfus

Learning About Building Mathematics Instruction from Students’ Reasoning: A Professional Development Study – Jana Visnovska & Paul Cobb

Exploring the Identity of a Pre-Service Teacher: Communal Processes During the Practicum – Margaret Walshaw

Probing Teachers’ Pedagogical Content Knowledge in Statistics: “How will Tom get to school tomorrow?” – Jane Watson, Rosemary Callingham & Erica Nathan

Reflection in Self-Assessed Online Discussion – Jenni Way

Counting On 2008: Diagnostic and Remedial Mathematics Program for Middle Years Students – Allan White

Growth of Pre-service Teachers’ Knowledge and Teaching Ideas About Decimals and Fractions: The Case of Vivi – Wanty Widjaja & Kaye Stacey

Engaged to Learn Pedagogy: Theoretically Identified Optimism Building Situations – Gaye Williams

“Better You Than Me”: Mathematics Anxiety and Bibliotherapy in Primary Teacher Professional Learning – Sue Wilson

What Did My Students Do When They Did Their Homework Last Weekend? – Regina M.F. Wong & Michael J. Lawson

Modelling the Height of the Antiderivative – Caroline Yoon, Tommy Dreyfus & Michael O. J. Thomas

The “Back to Basics” Dilemma for Middle School Mathematics Teachers – Shirley Yates

Teaching Multi-digit Multiplication using Array-based Materials – Jenny Young-Loveridge & Judith Mills

 

SHORT COMMUNICATIONS

A Narrative Study on the Use of Computer Software and Hands-on Activities in Developing Young Children’s Mathematical Minds – Po Wah Chan & Tse Lok Tin

Applying a Systems Approach to Understanding Children’s Performance in System Assessments – Patricia Morley

Brain-burn, Swirling Numbers, an Evil Textbook: Accessing Students’ Beliefs About Maths Through Their Drawings – Catherine Solomon, Alison Gilmore, John Hannah & Mick Grimley

Development and Validation of Mathematical Thinking Assessment Framework – Tee Yong Hwa & Chap Sam Lim

Diagnostic Assessment of Mathematics in Schools – Majeda Awawdeh

Enactments of Instructional Leadership of Mathematics in Primary Schools – Joanna Higgins & Linda Bonne

Fine Tuning the Teaching Methods Used for Second Year University Mathematics Based on Student Perceptions about Mathematics – Leng Leng Lim, David Thiel, Jeung-Hwan Doh & Debra Bernhardt

First Year Pre-service Teachers’ Patterns of Responses to a Mathematical Skills and Knowledge Test – Sharyn Livy

From Foot to Shoe Project – Lai Ha Freda Yuen

Historical Evolution and Student Perspectives on Large Numbers – Mala Nataraj

Inquiring into Preservice Secondary School Teachers’ Generalisation Strategies in a Quadratic Generalising Task – Boon Liang Chua & Celia Hoyles

Instrumental Genesis as a Theoretical Framework to Examine Probability Simulations – Anthony Bill

Lead Teacher Role: Keeping the Momentum – Anne Milburn, Viv Thompson & Deb Gibbs

Lesson Starter Activities in New Zealand Secondary Mathematics Lessons – Liping Ding & Margaret Walshaw

Middle School Students’ Responses to Two-tier Tasks – Shajahan Haja & David Clarke

Models of Professional Learning in Mathematics, Science and Technology Education: Experienced Critical Friends Rate the Impact of Models on Teacher and Student Learning – Pamela Hammond, Doug Clarke & Ken Smith

Oh Yea, But It’s Not a Real Dice – Anthony Bill

One-on-one Numeracy Intervention: A Pilot Study – Steve Thornton, Gina Galluzzo & Mary Quinane

Primary Students’ Mindset, Mathematics Self-efficacy, and Mathematics Achievement: Investigating the Relationships – Linda Bonne

Streaming for Mathematics in Victorian Secondary Schools – Helen Forgasz & Hazel Tan

Students’ Performance on Two Task Structures: Two Case Studies – Shajahan Haja & David Clarke

Teachers’ Perceptions Towards School-based Assessment: The Malaysian Context – Tee Yong Hwa & Chap Sam Lim

Teaching Algebra Using a Multifaceted Variable Approach: What Do Year 7 Students Understand about Variables? – Salma Tahir, Mike Mitchelmore & Michael Cavanagh

Thai Students’ Perceptions of Cooperative Learning in the Mathematics Classroom – Tippawan Nuntrakune

The Development of SAPP: Self-Analysis Professional Portfolio – Anne Scott, Philip Clarkson & Andrea McDonough

The Effect of Real-life Context in Learning Complex Concepts in Mathematics: A Cognitive Load Perspective – Majeda Awawdeh

The Impact of the Secondary Numeracy Project on Mathematics Teaching in Senior Secondary Schools – Roger Harvey

The MAaCAS Project – Mathematical Applications and Computer Algebra Systems – Vincent Geiger

The Times (Tables): They Are a Changing – Brenda Sherley & Sandi Tait-McCutcheon

Towards Mathematically Significant Classrooms: A Video Study – Steve Thornton & Kathryn Moyle

Using Collective Argumentation to Teach Mathematics – Margaret Marshman

Using the Model Method to Solve Simple Word Problems – Suat Khoh Lim-Teo & Bee Kwang Poh

Whose Mathematics? – Judy Bailey

‘It Just Feels Different!’ Engaging Students in Mathematics Using Virtual Grand Prix Racing – Angela Jones & Ruth Pritchard

 

ROUND TABLES

Captivate – Video Screen Capture Technology for Data Collection – Anthony Bill

Developing Communication and Participation Patterns in Mathematics with Diverse Learners – Roberta Hunter, Glenda Anthony, Zain Thompson & Heather Howe

Successful Ways of Enhancing Achievement of Maori Students in Mainstream Settings – Honor Ronowicz & Tracey Muir

Teaching the Mathematics of Gambling to Reinforce Responsible Attitudes Towards Gambling – Robert Peard

The Effect of Reform-Oriented and Other Mathematics Curricula on Students’ College Mathematics Placement Test Scores – Jon D. Davis & Jeffrey C. Shih

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.