CLEMENTS FOYSTER LECTURE
“Becoming” a researcher in mathematics education – Vince Geiger
KEYNOTE ADRESSES
The devil in details: Mathematics teaching and learning as managing inter-discursive gaps – Anna Sfard
Many pathways towards “Excellence” in Singapore mathematics education – Tin Lam Toh
PLENARY PANEL
Aspects of excellence in mathematics education – Berinderjeet Kaur
Excellence in mathematics education: Influences on the effective use of technology in primary classrooms – Catherine Attard
Excellence in mathematics education: Multiple confluences – Ban Heng Choy
Excellence in mathematics education: Models for teacher education practices – Oh Nam Kwon
A framework for teaching excellence in the context of university mathematics education – Victor Tan
RESEARCH SYMPOSIA
Singapore Enactment Project – Berinderjeet Kaur (Chair), Tin Lam Toh, Joseph Boon Wooi Yeo, Yew Hoong Leong, Lu Pien Cheng
Strengths approaches in early childhood mathematics education – Amy MacDonald (Chair), Fiona Collins, Angela Fenton, Steve Murphy, Matt Sexton, Joce Nuttall, James Russo, Toby Russo
Let’s Count: Success and expansion – Bob Perry (Chair), Ann Gervasoni, Amy MacDonald, Sue Dockett, Anne Roche, Paige Lee
Issues and affordances in studying children’s drawings with a mathematical eye – Jennifer Way (Chair), Jill Cheeseman, Ann Downton, Anne Roche, Sarah Ferguson, Katherin Cartwright, Janette Bobis, Kate Quane, Mohan Chinnappan, Sven Trenholm
RESEARCH PAPERS
Understanding secondary school students’ motivations for mathematics subject choice: First steps in construct validation and correlational analysis – Jacky Tianmi Pei Bell, Jennifer Way, Paul Ginns
Exploring the ‘high’ and ‘low’ points in primary preservice teachers’ mathematics related identity development – Janette Bobis, Janet Nguyen, Heather McMaster
Coding and learning mathematics: How did collaboration help the thinking? – Nigel Calder, Kate Rhodes
Adapting curriculum materials in secondary school mathematics: A case study of a Singapore teacher’s lesson design – Sze Looi Chin, Ban Heng Choy, Yew Hoong Leong
By teaching we learn: Comprehension and transformation in the teaching of long division – Ban Heng Choy, Joseph Boon Wooi Yeo, Jaguthsing Dindyal
Using interviews with non-examples to assess reasoning in F-2 classrooms – Kate Copping
Spatial reasoning and the development of early fraction understanding – Chelsea Cutting
Secondary mathematics teachers’ conceptions of assessment – Hem Dayal
Secondary pre-service teachers’ views on using games in teaching probability: An international collaboration – Hem Dayal, Sashi Sharma
Language games in primary mathematics – Patrick Galvin
Insights into the pedagogical practices of out-of-field, in-field, and upskilled teachers of mathematics – Merrilyn Goos, Aoife Guerin
Noticing structural thinking through the CRIG framework of mathematical structure – Mark Gronow
Spatial ability, skills, reasoning or thinking: What does it mean for mathematics? – Danielle Harris
Contextualising space: Using local knowledge to foster students’ location and transformation skills – Danielle Harris, Tracy Logan, Tom Lowrie
Curriculum development and the use of a digital framework for collaborative design to inform discourse: A case study – Ellen Jameson, Rachael Whitney-Smith, Darren Macey, Will Morony, Anne-Marie Benson-Lidholm, Lynne McClure, David Leigh-Lancaster
The development and efficacy of an undergraduate numeracy assessment tool – Andrea Knowles, Chris Linsell, Boris Baeumer, Megan Anakin
Why should we argue about the process if the outcome is the same? When communicational breaches remain unresolved – Joanne Knox
The metaphor of transition for introducing learners to new sets of numbers – Igor’ Kontorovich, Rina Zazkis, John Mason
Engagement and outdoor learning in mathematics – Alexandra Laird, Peter Grootenboer, Kevin Larkin
Teacher actions for consolidating learning in the early years – Sharyn Livy, Janette Bobis, Ann Downton, Melody McCormick, James Russo, Peter Sullivan
Teaching towards Big Ideas: A review from the horizon – Yi Fong Loh, Ban Heng Choy
The Tattslotto question: Exploring PCK in the senior secondary mathematics classroom – Nicole Maher, Helen Chick, Tracey Muir
Capitalising on student mathematical data: An impetus for changing mathematics teaching approaches – Tracey Muir
The development of predictive reasoning in Grades 3 through 4 – Gabrielle Ruth Oslington, Joanne Mulligan, Penny Van Bergen
Comparative judgement and affect: A case study – Jennifer Palisse, Deborah King, Mark MacLean
A primary education mathematics initiative in an Indigenous community school – Bronwyn Reid O’Connor
Computer based mathematics assessment: Is it the panacea? – Angela Rogers
Why that game? Factors primary school teachers consider when selecting which games to play in their mathematics classrooms – James Russo, Toby Russo, Leicha A. Bragg
Charting a learning progression for reasoning about angle situations – Rebecca Seah, Marj Horne
Conceptualising 3D shapes in New Zealand primary classes – Shweta Sharma
“I think it’s 3D because it’s not 2D”:Construing dimension as a mathematical construct in a New Zealand primary classroom – Shweta Sharma
The development and validation of two new assessment options for multiplicative thinking – Dianne Siemon, Rosemary Callingham, Lorraine Day
Professional development and junior secondary mathematics teachers: Can out-of-field teachers benefit too? – Rebekah Strang
Perspective taking: Spatial reasoning and projective geometry in the early years – Jennifer S. Thom, Lynn M. McGarvey, Nicole D. Lineham
The reification of the array: The case of multi-digit multiplication – Kristen Tripet
Leading mathematics: Doings of primary and secondary school mathematics leaders – Colleen Vale, Anne Roche, Jill Cheeseman, Ann Downton, Ann Gervasoni, Penelope Kalogeropolous, Sharyn Livy, James Russo
What sense do children make of “data” by Year 3? – Jane Watson, Noleine Fitzallen
RESEARCH PRESENTATIONS
Pre-service teachers’ wellbeing balance when learning mathematics and numeracy – Philemon Chigeza
Pre-service teachers on the use of mobile apps for teaching geometry – Shiyama Edirisinghe, Nigel Calder, Sashi Sharma
Digital competences of high school mathematics teacher in Pakistan: A pilot study to validate the online survey – Mairaj Jafri
Analysis of secondary school textbooks on trigonometric identities – Si Ying Lim
Pedagogical and epistemic beliefs of pre-service secondary mathematics teachers: A pilot study – Margaret Marshman, Anne Bennison
Teaching 21st Century Skills in the mathematics classroom – Jennifer Missen
Hands, Head and Heart (3H) Framework: More evidence for self-similarity – Da Yang Tan, Eng Guan Tay, Kok Ming Teo, Paul Maurice Edmund Shutler
A decade of MERGA research papers in mathematics teacher education – Daya Weerasinghe
SHORT COMMUNICATIONS
Using metaphors to evaluate pre-service teachers’ attitude change over first year mathematics unit – Jonathan Adams, Tracy Logan
The impact of the COVID19 induced primary school closures on the use of engaging mathematics pedagogies – Catherine Attard, Steve Murphy, Lena Danaia, Kathryn Holmes, Jacquie Tinkler, Fiona Collins
Pre-schoolers’ number sense strategies and patterns of strategy use during interactions with multi-touch technology – Chengxue Ge, Stephen I. Tucker, Siyu Huan
What teachers notice about student’s online mathematical thinking – Anita Green
Professional learning using a peer learning circle – Vesife Hatisaru, Sharon Fraser, Carol Murphy, Greg Oates
From modeling perspectives to analyse the mathematics grounding activities in classes: Take the game of adding and subtracting decimal numbers module as an example – Wei-Hung Huang, Wan-Ching Tseng
Disrupting deficit discourses in mathematics education: Documenting the funds of knowledge of young diverse learners – Jodie Hunter
How can novice STEM teachers develop integrated STEM materials: The first step from mathematics textbooks – Takashi Kawakami, Akihiko Saeki
Overcoming issues of status and creating pathways for learning mathematics in one primary school classroom – Generosa Leach
Primary school mathematics teachers’ exploration of integration strategies within a community of practice – Tarryn Lovemore, Sally-Ann Robertson
Investigating the disconnect of theory and practice: Differentiating instruction in secondary mathematics – Andrew Marks, Geoff Woolcott, Christos Markopoulos, Lisa Jacka
Reflecting upon mathematical competency: An appreciative inquiry – Catherine McCluskey
Implementing a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 through 4 – Joanne Mulligan, Geoff Woolcott, Michael Mitchelmore, Susan Busatto, Jennifer Lai, Brent Davis
Connecting calculation strategies through grounding metaphors – Carol Murphy
A scoping review of research into mathematics classroom practices and affect – Steve Murphy, Naomi Ingram
Supporting pre-service teachers of mathematics to ‘notice’ – Lisa O’Keeffe, Bruce White
Collaborative problem-solving: An initial analysis of the role of prompts to support online learners in mathematics – Lisa O’Keeffe, Bruce White, Amie Albrecht, Chelsea Cutting, Bec Neil
Spatial and numeracy skills at the beginning of preschool: A large-scale, nationally representative study – Ilyse Resnick, Tom Lowrie
Assessment-related affect in mathematics: Results from a quasi-experimental study – Kaitlin Riegel, Tanya Evans, Jason Stephens
Tuning-in to non-linguistic resources during collective problem-solving in a second language context – Sally-Ann Robertson, Mellony Graven
From deficiency to strengths: Prospective teachers’ shifting frames in noticing student mathematical thinking – Thorsten Scheiner
Accounting for embodiment via gestural number sense – Stephen I. Tucker
ROUND TABLE
Comparing mathematics curricula across countries: What do they tell us? Jodie Hunter, Ban Heng Choy
