MERGA

2013 Conference Proceedings

2013 Conference Proceedings

2013 Full Conference Proceedings

KEYNOTE ADDRESSES

Bringing research on students’ understanding into the classroom through formative assessment – Kaye Stacey

Problem finding, problem posing, problem solving: Mathematics education research – Yesterday, today, tomorrow – Gloria Stillman

The mathematical brain and numeracy – Brian Butterworth

Working at the intersection of research and practice: A perspective on the study and improvement of mathematics lessons – Yoshinori Shimizu

 

PRACTICAL IMPLICATIONS AWARD

Changes in students’ notation when fractions exceed one-whole – Peter Gould

 

SYMPOSIA

Learning the Work of Ambitious Mathematics Teaching – Glenda Anthony and Roberta Hunter 

Using Instructional Activities to Learn the Work of Ambitious Mathematics in Pre-service Teacher Education Settings – Roberta Hunter, Jodie Hunter & Glenda Anthony

Coaching Pre-service Teachers for Teaching Mathematics: The Views of Students – Robin Averill, Michael Drake & Roger Harvey

Implementing the Japanese Problem-Solving Lesson Structure – Susie Groves

Mathematical Tasks and Learning Goals: Examples from Japanese Lesson Study – Brian Doig

Primary Teachers’ Algebraic Thinking: Example from Lesson Study – Colleen Vale 

Creating Teacher Communities of Inquiry Through Lesson Study – Wanty Widjaja

Four Factors to Consider in Helping Low Achievers in Mathematics – Leong, Yew Hoong, Yap, Sook Fwe, & Tay, Eng Guan

Helping low achievers develop a problem solving disposition – Quek, Khiok Seng, Yap, Sook Fwe, & Tong, Cherng Luen

Positive feelings towards the learning of mathematics for low achievers – Tong, Cheurng Luen, Leong, Yew Hoong, & Quek, Khiok Seng

The Odd Couple: The Australian NAPLAN and Singaporean PSLE – Jane Greenlees

The Classic Word Problem: The Influence of Direct Teaching – Tracy Logan & Siew Yin Ho 

Students’ Performance on a Symmetry Task – Siew Yin Ho & Tracy Logan

Cross-country Comparisons of Student Sense Making: The Development of a Mathematics Processing Framework – Tom Lowrie

Inquiry-based learning in mathematics: Designing collaborative research with schools – Katie Makar & Shelley Dole

Achievements and challenges encountered by classroom teachers involved in a research project: A reflection – Sue Allmond and Karen Huntly

Guided inquiry as a model for curricular resources in mathematics – Christine Debritz and Rhonda Horne

Building relationships between stakeholders and researchers: People, persistence and passion – Rhonda Horne & Katie Makar

Noticing young children’s mathematical strengths and agency – Sue Dockett & Wendy Goff

Researchers noticing young children’s mathematics – Barbara Clarke

Visual stimuli that prompt young children to notice their mathematical thinking: Two researchers’ experiences – Amy MacDonald & Jill Cheeseman

Preschool and school educators noticing young children’s mathematics – Bob Perry

Learning from the implementers in a design experiment – Toh, Tin Lam, Dindyal, Jaguthsing, & Tay, Eng Guan

Fine-Tuning in a Design Experiment – Ho, Foo Him, Toh, Pee Choon & Toh, Tin Lam

Scaffolding Cards: A Strategy for Facilitating Groups in Problem Solving – Toh, Pee Choon, Dindyal, Jaguthsing, & Ho, Foo Him

 

RESEARCH PAPERS

Probing Students’ Numerical Misconceptions in School Algebra – Zarina Akhtar & Vicki Steinle

Mapping Students’ Spoken Conceptions of Equality – Megan Anakin

Mathematics Teachers’ Perceptions of their Students’ Mathematical Competence: Relations to Mathematics Achievement, Affect, and Engagement in Singapore and Australia – Shaljan Areepattamannil & Berinderjeet Kaur

Integrating iPads into Primary Mathematics Pedagogies: An Exploration of Two Teachers’ Experiences – Catherine Attard

Respectful and Responsive Pedagogies for Mathematics and Statistics – Robin Averill & Megan Clarke

Using a Modified Form of Lesson Study to Develop Students’ Relational Thinking in Years 4, 5 & 6 – Lei Bao & Max Stephens

Technology Prompts New Understandings: The Case of Equality – Caroline Bardini, Reinhard Oldenburg, Kaye Stacey & Robyn Pierce

Teacher Identity and Numeracy: Developing an Analytic Lens for Understanding Numeracy Teacher Identity – Anne Bennison & Merrilyn Goos

Translation of Data from a Real-life Context into Graphical Representations – Casandra Blagdanic & Mohan Chinnappan

Teaching Roles in Technology-Rich Teaching and Learning Environments (TRTLE’s) – Jill Brown

Identification of Hierarchies of Student Learning about Percentages using Rasch Analysis – Joan Burfitt

Use of Learning Trajectories to Examine Pre-service Teachers’ Mathematics Knowledge for Teaching Area and Perimeter – Barbara Butterfield, Tricia Forrester, Faye McCallum & Mohan Chinnappan

Gender Differences in Children’s Mathematics Achievement: Perspectives from the Longitudinal Study of Australian Children – Colin Carmichael

Relationship Between Mathematics Anxiety and Attitude Towards Mathematics among Indian Students – Mini Chaman & Rosemary Callingham

Using Photographs and Diagrams to Test Young Children’s Mass Thinking – Jill Cheeseman & Andrea McDonough

Teachers’ Views of the Challenging Elements of a Task – Jill Cheeseman, Doug Clarke, Anne Roche & Karen Wilson

Posing Problems to Understand Children’s Learning of Fractions – Lu Pien Cheng

Educating Boris: An Examination of Pedagogical Content Knowledge for Mathematics Teacher Educators – Helen Chick & Kim Beswick

Translating Between and Within Representations: Mathematics As Lived Experiences and Interactions – Philemon Chigeza

Productive Mathematical Noticing: What It Is and Why It Matters – Ban Heng Choy

Designing Tasks to Promote and Assess Mathematical Transfer in Primary School Children – Julie Clark, Shaileigh Page & Steve Thornton

Accelerating the Mathematics Learning of Low Socio-Economic Status Junior Secondary Students: An Early Report – Tom Cooper, David Nutchey & Edlyn Grant

Thoughts Behind the Actions: Exploring Preservice Teachers’ Mathematical Content Knowledge – Leah Daniel & Josephine Balatti

Sticking With It or Doing It Quickly: What Performances Do We Encourage In Our Mathematics Learners? – Lisa Darragh

Pre-service Secondary Mathematics Teachers’ Reflections on Good and Bad Mathematics Teaching – Hem Dayal

When Practice Doesn’t Lead to Retrieval: An Analysis of Children’s Errors with Simple Addition – Celeste de Villiers & Sarah Hopkins

Making Connections Between Multiplication and Division – Ann Downton

How Heavy is my Rock? An Exploration of Students’ Understanding of the Measurement of Weight – Michael Drake

How Do Adults Perceive, Analyse and Measure Slope? – Bruce Duncan & Helen Chick

Great Expectations: Teaching Mathematics in English to Indigenous Language Speaking Students – Cris Edmonds-Wathen

Beginning Inference in Fourth Grade: Exploring Variation in Measurement – Lyn English & Jane Watson

Scaffolding the Mathematics Learning of Low-attaining Students Through Whole Class Discussions – Sarah Ferguson

Inquiry-Based Argumentation in Primary Mathematics: Reflecting on Evidence – Jill Fielding-Wells

The Make it Count Project: NAPLAN Achievement Evaluation – Helen Forgasz, Gilah Leder & Jennifer Halliday

Students ‘Holding’ the Moment: Learning Mathematics in an Inquiry Mathematics Classroom – Kym Fry

Students and Real-World Applications: Still a Challenging Mix – Peter Galbraith

Students Using Digital Technologies to Produce Screencasts That Support Learning in Mathematics – Linda Galligan & Carola Hobohm

Exploring the Demands and Opportunities for Numeracy in the Australian Curriculum: English – Vince Geiger, Merrilyn Goos, Shelley Dole, Helen Forgasz & Anne Bennison

Children’s Mathematical Knowledge Prior to Starting School – Ann Gervasoni & Bob Perry

Longitudinal Progress of 6-year-old Students Who Participated in an “Extending Mathematical Understanding” Mathematics Intervention Program – Ann Gervasoni, Linda Parish, Carole Livesey, Melissa Croswell, Kate Bevan, Teresa Hadden & Kathie Turkenburg

Measuring Mathematics Teacher Educators’ Knowledge of Technology Integrated Teaching: Instrument Development – Seyum Tekeher Getenet & Kim Beswick

Principals’ Views on the Importance of Numeracy as Children Start Primary School – Wendy Goff, Sue Dockett & Bob Perry

Mathematics Education as a Practice: A Theoretical Position – Peter Grootenboer & Christine Edwards-Groves

Apps for Mathematics Learning: A Review of ‘Educational’ Apps from the iTunes App Store – Kate Highfield & Kristy Goodwin

What Teachers See When Watching Others Teach – Louise Hodgson

Pre-service Primary Teachers’ Choice of Mathematical Examples: Formative Analysis of Lesson Plan Data – Ray Huntley

Mathematical Engagement Skills – Naomi Ingram

Early-Years Swimming: Creating Opportunities for Adding Mathematical Capital to Under 5 – Robyn Jorgensen

Relationships of Out-of-School-Time Mathematics Lessons to Mathematical Literacy in Singapore and Australia – Berinderjeet Kaur & Shaljan Areepattamannil

Maths Education: Is There An App For That? – Kevin Larkin

Transactional Distance Theory (TDT): An Approach to Enhancing Knowledge and Reducing Anxiety of Pre-Service Teachers Studying a Mathematics Education Course Online – Kevin Larkin & Romina Jamieson-Proctor

Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know? – Chris Linsell & Megan Anakin

Pre-service Teachers’ Responses for Ratio and Proportion Items – Sharyn Livy & Sandra Herbert

From Curriculum to Workplace Requirements: Do They ‘Match’? – Gregor Lomas & Kelvin Mills

Primary School Teachers’ Perceptions of Mathematical Reasoning – Esther Yook-Kin Loong, Colleen Vale, Leicha Bragg & Sandra Herbert

Pre-Service Teachers’ Pedagogical Content Knowledge: Implications for teaching – Margaret Marshman & Glorianne Porter

Does an Ability to Pattern Indicate That Our Thinking is Mathematical?  – Catherine McCluskey, Michael Mitchelmore & Joanne Mulligan

When a Mathematics Support Pilot Program Fails Miserably: Looking for Answers – Keith McNaught

Student Preferences in the Design of Worked Solutions in Undergraduate Mathematics – David Mendiolea

Using Semiotic Resources to Build Images When Teaching the Part-Whole Model of Fractions – Paula Mildenhall

Insight into Subtraction from Large-Scale Assessment Data – Patricia Morley

Helpwithmaths.com: Students’ Use of Online Mathematical Resources – Tracey Muir

Tracking Structural Development Through Data Modelling in Highly Able Grade 1 Students – Joanne Mulligan, Kerry Hodge, Michael Mitchelmore & Lyn English

Young Children Talking in Mathematics: What is the Point of That? – Carol Murphy

How Pre-Service Teachers Integrate Knowledge of Students’ Difficulties in Understanding the Concept of the Arithmetic Mean Into Their Pedagogy – Theodosia Prodromou

Coordination of Fractional Quantities: Cueing of Resources, Constraints, and Effect of Numeric Structure – Ajay Ramful & Rajeev Nenduradu

Pre-Service Teachers’ Understanding of Measures of Centre: When the Meaning Gets Lost? – Robyn Reaburn

Students’ Understanding of Conditional Probability on Entering University – Robyn Reaburn

Using Tablet PCs For Active Learning: Learning From Others’ Mistakes – Daphne Robson & Dave Kennedy

Entering the ‘New Frontier’ of Mathematics Assessment: Designing and Trialling the PVAT-O (online) – Angela Rogers

Overcoming Challenges of Being an In-Field Mathematics Teacher in Indigenous Secondary School Classrooms – Satwant Sandhu, Gillian Kidman & Tom Cooper

What Financial Dilemmas Reveal About Students’ Social and Mathematical Understanding – Carly Sawatzki

iPads: Improving Numeracy Learning in the Early Years – Peta Spencer

Classroom Culture, Challenging Mathematical Tasks and Student Persistence – Peter Sullivan, Amanda Aulert, Alli Lehmann, Brendan Hislop, Owen Shepherd & Alan Stubbs

Teachers’ Decisions About Mathematics Tasks When Planning – Peter Sullivan, David Clarke, Doug Clarke & Anne Roche

Students Understanding of Everyday English and Kimberley Kriol in Mathematics Classroom – Kaye Treacy

PCK and Average – Jane Watson & Rosemary Callingham

The Influence of Mathematical Beliefs on Low-Achieving Adult Learners – Damon Whitten

High Performance, Confidence and Disinclination to Explore: A Case Study – Gaye Williams

Mature Age Pre-Service Teachers’ Mathematics Anxiety and Factors Impacting on University Retention – Sue Wilson

Mathematics Networks and Curriculum Concepts – Geoff Woolcott

Pre-Service Teachers’ Concept Image for Circle and Ellipse – Vince Wright

Constructing a Frame of Cube: Connecting 3D Shapes with Direction, Location and Movement – Andy Yeh

Teachers’ Perspectives Regarding the Decline in Boys’ Participation in Post-Compulsory Rigorous Mathematics Subjects – Michael Easey

 

SHORT COMMUNICATIONS

“Am I a Maths Type of Person”: Responses of Top Stream Year 8 Students – Gavin Little

“Teacher’s Dilemma” In Using The Internet As A Mathematical Resource In Multilingual Settings – Sitti Maesuri Patahuddin

Accelerated Learning in Mathematics – Fiona Fox & Komathi Kolandai-Matchett

How Is “Teaching as Inquiry” Impacted By Cross-Grouping In Mathematics? – Rosemary Golds

Impact on Identity and Self-Efficacy of Primary Pre-Service Teachers: Experiences In the Mathematics Practicum Classroom – Karen McDaid

Mentoring Undergraduate Primary Education Students in The Mathematics Classroom? The Development of A New Model To Help Reduce Mathematics Anxiety – Timothy Perkins

Narrative Inquiry and the Formation of Mathematics Identity – Gavin Little

Student Engagement in Mathematics: Switching Students on to Mathematics – Janette Bobis, Jenni Way, Judy Anderson & Maryam Khosronejad

Students’ Preferences When Learning How To Use Advanced Calculators To Solve Mathematics Problems – Hazel Tan

The Implementation of the Patterns and Early Algebra Preschool (PEAP) Professional Development (PD) Program in Indigenous Communities across New South Wales – Marina Papic, Kate Highfield, Joanne Mulligan, Judith McKay-Tempest, Deborah Garret, Monique Mandarakas, & Elizabeth Granite

Utilizing Open-Source Dynamic Mathematics Software in Teaching Geometry – Mailizar

What Does Numeracy Mean to Teachers of Subjects Other Than Mathematics? – Elizabeth Ferme

Worksheets vs. Practical Activities in Mathematics in the Primary Classroom – Bilinda Offen 

 

POSTERS

Designing a detailed instructional framework: A teaching experiment in multiplication and division – David Ellemor-Collins

Effects of using different types of display and rules on pre-schoolers patterning recognition in Malaysia: A preliminary study – Sharifah Norul Akmar Syed Zamri & Nor Adlina Fadil

Exploring secondary school mathematics teachers’ understanding of statistical graphs – Ajeevsing Bholoa & Leena Ramkalawon

Investigating the effect of the second-order use of context on Mathematics literacy tasks – Felipe Almuna-Salgado & Caroline Bardini

Pattern-based learning in Linear Algebra – Rosemarie Mohais

Testing a Framework of Cognitive Ability and Student’s Thinking Process in Geometric Argumentation – Tsu-Nan Lee & Caroline Bardini 

 

ROUND TABLES

Are We Bored Yet? Raising Attainment And Maintaining Interest – Kim Beswick & Rhonda Faragher

Assessment Standards in Undergraduate Mathematics – Carmel Coady, Deborah King & Cristina Varsavsky

National Testing: Is it valid – Fiona McDiarmid & Deb Gibbs

Students’ Transition from Number to Algebra – Christina Lee & Christine Ormond

Teacher Judgements in Mathematics – Christine Hardie

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.