MERGA

2010 Conference Proceedings

2010 Conference Proceedings

2010 Full Conference Proceedings

KEYNOTE ADDRESSES

Reform under attack – Forty Years of Working on Better Mathematics Education thrown on the Scrapheap? No Way! – Marja van den Heuvel-Panhuizen

Structured Failing: Reshaping a Mathematical Future for Marginalised Learners – Robyn Jorgensen (Zevenbergen)

Technology, Research and Practice in Mathematics Education -Barry Kissane

 

SYMPOSIA

Maths in the Kimberley Project: Evaluating the Pedagogical Model – Robyn Jorgensen (Zevenbergen), Peter Grootenboer, Peter Sullivan & Richard Niesche

Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning – Janette Bobis, Eva deVries, Kate Highfield, Robert P. Hunting, Shiree Lee, Bob Perry, Louise Thomas & Elizabeth Warren

Problem Solving in the School Curriculum from a Design Perspective – Toh Tin Lam, Leong Yew Hoong, Jaguthsing Dindyal & Quek Khiok Seng

 

RESEARCH PAPERS

Making Sense of Critical Mathematics Teaching – Annica Andersson

Perceived Professional Learning Needs of Numeracy Coaches – Leonie Anstey & Barbara Clarke

Students’ Experiences of Mathematics During the Transition from Primary to Secondary School – Catherine Attard

Percentages: The Effect of Problem Structure, Number Complexity and Calculation Format – Wendy Baratta, Beth Price, Kaye Stacey, Vicki Steinle & Eugene Gvozdenko

Why do Disadvantaged Filipino Children Find Word Problems in English Difficult? – Debbie Bautista & Joanne Mulligan

Two Test Items to Explore High School Students’ Beliefs of Sample Size when Sampling from Large Populations – Anthony Bill, Sally Henderson & John Penman

The Impact of a Developmental Framework in Number on Primary Teachers’ Classroom Practice – Janette Bobis

Language Negotiation In a Multilingual Mathematics Classroom: An Analysis – Arindam Bose & Manojendu Choudhury

The “Number Proficiency Index”: Establishing the Starting Point for Mathematical Instruction in High School – Phil Brockbank

Scratching Below the Surface: Mathematics through an Alternative Digital Lens? – Nigel Calder & Merilyn Taylor

Using Developmental Frameworks to Support Curriculum Outcomes – Rosemary Callingham & John Pegg

Students’ Frames of Reference and Their Assessments of Interest for Statistical Literacy – Colin Carmichael

Aspects of Teachers’ Knowledge for Helping Students Learn About Ratio – Helen Chick

Teachers’ Extent of the Use of Particular Task Types in Mathematics and Choices Behind That Use – Doug Clarke & Anne Roche

Students as Decoders of Graphics in Mathematics – Carmel M. Diezmann & Tom Lowrie

Challenging Multiplicative Problems Can Elicit Sophisticated Strategies – Ann Downton

The Impact of Two Teachers’ Use of Specific Scaffolding Practices on Low-attaining Upper Primary Students – Sarah Ferguson & Andrea McDonough

The Predominance of Procedural Knowledge in Fractions – Tricia Forrester & Mohan Chinnappan

Becoming More Numerate: The Journey of Tania – Linda Galligan

Bridging the Numeracy Gap for Students in Low SES Communities: The Power of a Whole School Approach – Ann Gervasoni & Linda Parish with Cait Upton, Teresa Hadden, Kathie Turkenburg, Kate Bevan, Carole Livesey, Deirdre Thompson, Melissa Croswell and Julie Southwell

Auditing the Numeracy Demands of the Middle Years Curriculum – Merrilyn Goos, Vince Geiger & Shelley Dole

The Terminology of Mathematics Assessment – Jane Greenlees 

Mathematics Teachers: Negotiating Professional and Discipline Identities – Peter Grootenboer & Julie Ballantyne

A Network Analysis of Concept Maps of Triangle Concepts – Jin Haiyue & Wong Khoon Yoong

Impact of Context and Representation on Year 10 Students’ Expression of Conceptions of Rate – Sandra Herbert

Year 11 Advanced Mathematics: Hearing from Students who Buck the Trend – Kai Fai Ho

‘You might say you’re 9 years old but you’re actually B years old because you’re always getting older’: Facilitating Young Students’ Understanding of Variables – Jodie Hunter

Coming to ‘Know’ Mathematics through ‘Acting, Talking and Doing’ Mathematics – Roberta Hunter

The Mathematical Needs of Urban Indigenous Primary Children: A Western Australian Snapshot – Chris Hurst & Len Sparrow

Student Attitude, Student Understanding and Mathematics Anxiety – Michelle Jennison & Kim Beswick

Dispersing Mathematics Curriculum Leadership in Remote Aboriginal Communities – Robyn Jorgensen (Zevenbergen) & Richard Niesche

Upper Primary School Students’ Algebraic Thinking – Natcha Kamol & Yeap Ban Har

Learning Mathematical Concepts Through Authentic Learning – Koh Noi Keng & Low Hwee Kian

A Teacher Pair Approach to Adopting Effective Numeracy Teaching Practice – Janeen Lamb & Vince Geiger

Assessment for Learning Tasks and the Peer Assessment Process – Lorraine Lauf & Shelley Dole

I liked it till Pythagoras: The Public’s Views of Mathematics – Gilah C. Leder & Helen J. Forgasz

Examinations in the Final Year of Transition to Mathematical Methods Computer Algebra System (CAS) – David Leigh-Lancaster, Magdalena Les & Michael Evans

Mathematics Attitudes and Achievement of Junior College Students in Singapore – Lim Siew Yee

A ‘knowledge quartet’ Used to Identify a Second-Year Pre-service Teacher’s Primary Mathematical Content Knowledge – Sharyn Livy

Beyond the Curriculum: The Mathematical Beliefs of Pre-service Primary Teachers in Hong Kong – Wing Yee Lo & Judy Anderson

Web-based Mathematics: Student Perspectives – Esther Yook-Kin Loong

The Relationship between the Number Sense and Problem-Solving Abilities of Year 7 Students – Jemmy Louange & Jack Bana

Teachers’ Perceptions of Geometry Instruction and the Learning Environment in Years 9-10 ESL Classrooms – Rinna K. Ly & John A. Malone

Young Children’s Measurement Knowledge: Understandings about Comparison at the Commencement of Schooling – Amy MacDonald

Developing a Framework for the Selection of Picture Books to Promote Early Mathematical Development – Jennifer Marston

Professional Standards and Professional Learning: A Position Paper – Karen McDaid

Co-Constructing New Classroom Practices: Professional Development Based upon the Principles of Lesson Study – Sue McDonald

Teacher Change in Response to a Professional Learning Project – Andrea McDonough, Philip Clarkson & Anne Scott

Pre-service Students’ Responses to Being Tested on their Primary School Mathematical Knowledge – Tamsin Meaney & Troels Lange

Computational Estimation in the Primary School: A Single Case Study of One Teacher’s Involvement in a Professional Learning Intervention – Paula Mildenhall, Mark Hackling & Paul Swan

Gap Thinking in Fraction Pair Comparisons is not Whole Number Thinking: Is This What Early Equivalence Thinking Sounds Like? – Annie Mitchell & Marj Horne

Connecting the Points: Cognitive Conflict and Decimal Magnitude – Bruce Moody

A Decade of MERGA Theses – Judith A. Mousley

Using Video-Stimulated Recall as a Tool for Reflecting on the Teaching of Mathematics – Tracey Muir

Implementing a Pattern and Structure Mathematics Awareness Program (PASMAP) in Kindergarten – Joanne T. Mulligan, Lyn D. English, Michael C. Mitchelmore & Greg Robertson

Partial Metacognitive Blindness in Collaborative Problem Solving – Kit Ee Dawn Ng

Changing our Perspective on Space: Place Mathematics as a Human Endeavour – Kay Owens

Experiences of Learning and Teaching Mathematics: Using Activity Theory to Understand Tensions in Practice – Shaileigh Page & Julie Clarke

Facilitating the Development of Proportional Reasoning through Teaching Ratio – Linda Parish

An Ethnographic Intervention using the Five Characteristics of Effective Teacher Professional Development – Sitti Maesuri Patahuddin

Exploring the Relationship between Mathematical Modelling and Classroom Discourse – Trevor Redmond, Joanne Sheehy & Raymond Brown

Assessing the Number Knowledge of Children in the First and Second Grade of an Indonesian School – Rumi Rumiati & Robert (Bob) Wright

Enactivism and Figural Apprehension in the Context of Pattern Generalisation – Duncan Samson

Mathematics Registers in Indigenous Languages: Experiences from South Africa – Marc Schafer

Using Concept Cartoons to Access Student Beliefs about Preferred Approaches to Mathematics Learning and Teaching – Matthew Sexton

How to Build Powerful Learning Trajectories for Relational Thinking in the Primary School Years – Max Stephens & Dian Armanto

Students’ Opinions about Characteristics of Their Desired Mathematics Lessons – Peter Sullivan, Doug Clarke & Helen O’Shea

The Multifaceted Variable Approach: Selection of Method in Solving Simple Linear Equations – Salma Tahir & Michael Cavanagh

Interactive Whiteboards and all that Jazz: Analysing Classroom Activity with Interactive Technologies – Howard Tanner, Sonia Jones, Gary Beauchamp & Steve Kennewell

One on One Numeracy Intervention: A Pilot Project in Low SES Communities – Steve Thornton, Gina Galluzzo, Mary Quinane & Debbie Taylor

Critical Moments in Learning Mathematics: First Year Pre-service Primary Teachers’ Perspectives – Stephen Tobias, Penelope Serow & Martin Schmude

Now I’m teaching the children: Changing from Assessment of Learning to Assessment for Learning in Fiji – Kaye Treacy, Poniparte Tiko Fiji, Sarita Harish & Prabha Nairn

Student Centred Approaches: Teachers’ Learning and Practice – Colleen Vale, Mary Weaven, Anne Davies & Neil Hooley

Utilising Year Three NAPLAN Results to Improve Queensland Teachers’ Mathematical Pedagogical Content Knowledge – Eduarda van Klinken

Documenting the Learning of Teacher Communities Across Changes in their Membership – Jana Visnovska

The Researcher’s Self in Research: Confronting Issues about Knowing and Understanding Others – Margaret Walshaw

Indigenous Children’s Ability to Pattern as They Enter Kindergarten/Pre-prep Settings: An Exploratory Study – Elizabeth Warren & Jodie Miller

Biased Sampling and PCK: The Case of the Marijuana Problem – Jane M. Watson & Erica L. Nathan

Student Change Associated with Professional Learning in Mathematics – Jane Watson, Natalie Brown, Kim Beswick, Rosemary Callingham & Suzie Wright

Counting On in the Middle Years – Allan Leslie White

Modelling the Cooling of Coffee: Insights From a Preliminary Study in Indonesia – Wanty Widjaja

Abstracting by Constructing and Revising a ‘Partially Correct Construct’: A Case Study – Gaye Williams

Pre-service Teachers Constructing Positive Mathematical Identities: Positing a Grounded Theory Approach – Sue Wilson

‘I always feel more confident when I know where things are going’: How do Pre-service Teachers Engage with Mathematics Curriculum Documentation? – Sue Wilson & Jane McChesney

Algebraic Thinking: A Problem-Solving Approach – Will Windsor

Equivalent Fractions: Developing a Pathway of Students’ Acquisition of Knowledge and Understanding – Monica Wong

Three Primary School Students’ Cognition about 3D Rotation in a Virtual Reality Learning Environment – Andy Yeh

Socio-economic Background, Senior Secondary Mathematics, and Post-secondary Pathways – Eng Yeoh & David Leigh-Lancaster

Two Decades of Mathematics Education Reform in New Zealand: What Impact on the Attitudes of Teacher Education Students? – Jenny Young-Loveridge

The influence of the mathematics class on middle school students’ interest for statistical literacy – Colin Carmichael

Walking the Talk: Translation of Mathematical Content Knowledge to Practice – Barbara Butterfield & Mohan Chinnappan

 

SHORT COMMUNICATIONS

A Survey of Instructional Leaders in Primary Schools: Emerging Patterns in Numeracy Leadership – Joanna Higgins & Linda Bonne

Aboriginal Independent Community Schools Numeracy Strategy – Daniel Pinchas, Renae Small, Rebecca Youdale, Shirley Riley
& Kaye Treacy

An Alternative Pathway to University Mathematics – Nicholas Crouch – Calculator Technologies and Females’ Mathematics Learning: A Pilot Study – Janelle Hill

 Elementary Students’ Understanding of Variable: The Role of Problem Type and Representation – J. Matt Switzer

Lesson Study as Research and Professional Development for Practitioners – Jodie Hunter

Pre-service Primary Teachers’ Ability to Communicate Mathematics Concepts Effectively – Chua Kwee Gek

Preparing a New Generation of High School Mathematics Teachers – Joanne E. Goodell

Primary Students’ Theories of Intelligence, Mathematics Self-Efficacy and Achievement: Analysis of the Initial Data – Linda Bonne

Singaporean Senior Secondary Students’ Ways of Using Graphics Calculators – Hazel Tan

Teaching and Learning in an Interactive Multimedia E-Learning Environment – Sharon London, Mike Mitchelmore & Michael Cavanagh

The Effectiveness of a Dynamic Professional Development Model Using an Online Mathematics Learning System – Sharon London, Joanne Mulligan, Michael Cavanagh & Matthew Bower

Values Operating in Effective Mathematics Lessons in Singapore: Reflections from Classroom Observations – Ho Siew Yin

 

ROUND TABLES

K-10 National Mathematics Curriculum Implementation: Implications for Research and Teacher Education – Merrilyn Goos, Robyn Jorgensen, Christelle Plummer,  Glenys Reid,  Peter Sullivan & Gaye Williams

Magnifying Misalignment of Student Data Across a Range of Assessment Tools to Inform Future Learning Goals – Marie Hirst & Anuja Singh

Make it Count: An Evidence Base to support Numeracy, Mathematics and Indigenous Learners – Will Morony & Caty Morris

Online Professional Development for Mathematics Teachers – Brooke Evans,  Patricia McKenna, Don Gilmore & James Loats

Targeted Learning: A Successful Approach – Linda Cheeseman, Bina Kachwalla & Marilyn Holmes

Teaching Mathematics for an Ethical Citizenry – Helen Forgasz

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.