MERGA

2023 Conference Proceedings

2023 Conference Proceedings

2023 Full Conference Proceedings

CLEMENTS-FOYSTER LECTURE

Generative Teacher Practitioners: Enacting Adaptive Expertise in and Beyond the Classroom – Colleen Vale

 

KEYNOTE ADDRESSES

Collaboration and Partnership; Indigenous Mathematics and Promoting Justice – Judy-Anne Osborn & Michael Donovan

Restor(y)ing Mathematics, Restor(y)ing Ourselves: A Spiritual Turn in Mathematics Education – Rochelle Gutiérrez

Merging Mathematics Research and Development: Connecting Communities in an Emerging Network of Local and National Projects – Mellony Graven

 

BETH SOUTHWELL PRACTICAL IMPLICATIONS AWARD

Throw Away the Script: Examining the Introduction of a Guided Mathematical Inquiry Unit –Jill Fielding, Saidat Adeniji & Penelope Baker

 

RESEARCH SYMPOSIA

Big Ideas in School Mathematics – Yew Hoong Leong, Ban Heng Choy, Mohamed Jahabar Jahangeer, Berinderjeet Kaur, Eng Guan Tay, Tin Lam Toh, Cherng Luen Tong & Joseph B. W. Yeo

Embodied Learning in Early Mathematics – Jennifer Way & Katherin Cartwright

 

RESEARCH PAPERS

Tertiary Students’ Understanding of Sampling Distribution – Adeola Ajao, Noleine Fitzallen, Helen Chick & Greg Oates

What Matters With Out-of-field Teaching: A Preliminary Analysis of Middle Years Teachers of Mathematics in South Australia – Amie Albrecht, Lisa O’Keeffe & Anne Morrison

Identifying and Assessing Students’ Transition Barriers Between Additive and Multiplicative Thinking – Lei Bao

Increasing Participation of Students from Disadvantaged Backgrounds in Challenging Mathematics Subjects – Anne Bennison

Instructional Clarity, Classroom Disorder, and Student Achievement in Mathematics: An Exploratory Analysis of TIMSS 2019 – Nathan Berger, Kathryn Holmes & Erin Mackenzie

Mapping Teacher Moves when Facilitating Mathematical Modelling – Jill P Brown & Gloria A Stillman

The Deeply Engrained Behaviourist Assessment Ideologies Constraining School Mathematics – Rebecca Burtenshaw

Changes in Year 11 Students’ Self-Reported Experiences of Emotions Related to CAS and Pen-and-paper – Scott Cameron, Lynda Ball & Vicki Steinle

Teacher Reflections on Trialled Embodied Learning Principles –Katherin Cartwright & Jennifer Way

Emergent Division Thinking on Entry to School – Jill Cheeseman, Ann Downton & Kerryn Driscoll

Use of Card Sorting Methodology to Characterise a Primary Teacher’s Mathematical Knowledge for Teaching – Su Ngin Chia & Ban Heng Choy

Design Principles for Raising Students’ Awareness of Implicit Features of Ratio: Creating Opportunities to Make and Catch Mistakes – Sze Looi Chin

UDL: An Alternative to Ability Grouping in Mathematics? – Lisa Darragh, Fiona Ell, Jude Macarthur & Missy Morton

Reflecting Together: Classroom Video as a Tool for Teacher Learning in Mathematics – Raewyn Eden

Mathematics Teachers’ Perceptions of a STEM Approach for Selected Student Outcomes – Emma Every & Lynda Ball

Enjoyable Mathematics Lessons can be Contagious – Maggie Feng, Janette Bobis, Bronwyn Reid O’Connor & Jennifer Way

Hypothetical Data Analysis and Representation in Year 4 – Noleine Fitzallen & Jane Watson

Utilising the Expertise of Specialist Intervention Teachers in Primary Mathematics Classrooms –Ann Gervasoni, Kerry Giumelli, Ann Downton, Linda Flanagan, Anne Roche & Owen Wallis

Investigating Pre-Service Teachers’ Skills in Designing Numeracy Activities Across Curriculum Areas Involving Statistics – Seyum Getenet

Challenges to Numeracy Across the Curriculum: Reflections From a Case Study – Vanessa Gorman, Lisa O’Keeffe, Amie Albrecht & Jarrad McPhee

The Use of Rubrics to Enhance Mathematical Teaching and Learning Practices when Engaging with Challenging Mathematical Tasks –Alison Hall

Sketching as a Spatial Tool: A Qualitative Study of Grade Three Students’ Representation of Reflection – Danielle Harris, Tracy Logan & Tom Lowrie

Preservice Secondary Mathematics Teachers’ Perceptions of Teacher Knowledge and its Sources – Vesife Hatisaru & Julia Collins

High School Learners’ Mathematical Dispositions and The Influences of Mathematics Clubs –Wellington Hokonya

Students’ Strategies for Addition and Subtraction Within 20 – Sarah Hopkins, Karina Wilkie & Anne Roche

Mathematical Competence Exhibited by Year 2 Students When Learning Through Sequences of Challenging Tasks – Jane Hubbard

Importance and Centrality of Various Beliefs Held by High School Mathematics Teachers –Mairaj Jafri

Making Mathematical Connections to the Order of Operations: Supportive and Problematic Conceptions – Fui Fong Jiew & Lyn English

Remote Australian Primary School Parents’ Attitudes Towards Their Children’s Learning of Mathematics and the Role of Technology – Garry Jones, Dung Tran, Penny Van Bergen & Matt Bower

Mathematical Connections Evident in Secondary Students’ Concept Maps on Transformations of the Parabola –Winfilda Kapofu, Helen Chick, Vesife Hatisaru & Carol Murphy

High-Stakes Examination Tasks as Impetus for Primary Mathematics Teachers’ Reform in their Instructional Practice – Berinderjeet Kaur

Teachers’ Design of Instructional Materials: Locating Teachers’ Appropriation of Usable Knowledge – Yew Hoong Leong

Planning and Anticipating Early Years Students’ Mathematical Responses – Sharyn Livy, Jane Hubbard & James Russo

Using a Triple Number Line to Represent Multiple Constructs of Fractions: A Task Design Process and Product – Tarryn Lovemore, Sally-Ann Robertson & Mellony Graven

Developing Student Teacher Knowledge of Instructional Strategies for Teaching Proportions: The Important Role of Practicum – Xiaowen Ma

Big Ideas in Mathematics: Exploring the Dimensionality of Big Ideas in School Mathematics – Jahangeer Mohamed Jahabar, Toh Tin Lam, Tay Eng Guan & Tong Cherng Luen

Evidence of Young Students’ Critical Mathematical Thinking –Chrissy Monteleone & Jodie Miller

Achieving Teacher Professional Growth Through a Focus on Making Students’ Mathematical Thinking Visible – Tracey Muir

Peer Collaboration in Early Years Mathematics: A Linguistic Analysis – Carol Murphy, Damon Thomas & Tracey Muir

Data Interpretation and Representation in Middle Primary: Two Case Studies – Gabrielle Oslington & Joanne Mulligan

Managing the Ongoing Impact of Colonialism on Mathematics Education – Kay Owens

Identifying and Evaluating Upper Primary School Students’ Mental Computation Strategies – Tracey Reader, Kevin Larkin & Peter Grootenboer

Mathematics Proficiency in F-6 in Version 9.0 of the Australian Curriculum – Bronwyn Reid O’Connor, Dung Tran & Rebekah Strang

Rethinking the Number Magnitude-Based Progression: An Analysis of Place Value Development in Years 3–6 – Angela Rogers

Barriers to Integration: A Case Study of STEM-Learning in Mathematics and Digital Technology – Emily Ross & Margaret Marshman

Examining the Role of Mathematics in Primary School STEM Lessons: Insights from a Professional Development Course in Indonesia –Rumiati & Wahyudi

Gender Differences in How Students Solve the Most Difficult to Retrieve Single-Digit Addition Problems – James Russo & Sarah Hopkins

A Framework for Designing Green Mathematics Tasks – Soma Salim

Evidencing Relational Trust Within Mathematics Leadership Activity – Matt Sexton & Janeen Lamb

How Children and Their Teacher Use Different Ways of Talking During Whole Class Interactions in a New Zealand Primary Classroom – Shweta Sharma

A Curriculum Comparison of Years 9–10 Measurement and Geometry in Australia and Singapore – Ellen Sugianto, Lisa O’Keeffe, Amie Albrecht & Hannah Soong

A Further Investigation to Introducing the Equal Sign in China – Jiqing Sun & Yifan Gu

Primary Pre-Service Teachers’ Beliefs About Challenging Mathematical Tasks –Tammy Tran & Janette Bobis

Teachers’ Experiences of Developing Ethnomathematical Ideas for Classroom Teaching: A Case Study in the Solomon Islands – Raynier Tutuo, Hem Dayal, Robin Averill & Kay Owens

Conversations About Place Value: A Survey of Literature Across Three International Research Communities – Pamela Vale & Lise Westaway

Learning to Notice Algebraically: The Impact of Designed Instructional Material on Student Thinking – Bridget Wadham, Emily Pearce & Jodie Hunter

Introducing a Structured Problem-Solving Approach Through Lesson Study: A Case Study of One Fijian Teacher’s Professional Learning – Indra Wati

A Tri-Nation Comparative Study of Place Value in Early Years Curricula Documents – Lise Westaway, Silke Ladel, Pamela Vale, Kevin Larkin, Mellony Graven & Ulrich Kortenkamp

Exploring the Impact on Practice of Secondary Teachers’ Beliefs and Attitudes Towards 21st Century Skills and Mathematical Proficiency – Rachael Whitney-Smith & Lorraine Day

Searching for, Sifting Through, and Selecting Curriculum Materials for Mathematics Planning During Practicum – Susanna Wilson

 

ROUND TABLES

Gender Diversity and Mathematics: Implications and Directions For Future Gender Research – Helen Forgasz

Mathematical PlayWorld: A New Practice of Teaching Young Children’s Mathematics in Play – Liang Li & Leigh Disney

Where have the Very Young Children Gone in Mathematics Education Research? –Laurinda Lomas, Audrey Cooke, Chrissy Monteleone, Belinda Trewartha & Ann Downton

Technology-Enhanced Mathematics Retraining for Quality Teaching – Elena Prieto-Rodriguez & Sabrina Syed

Inclusive Mathematics Education: Supporting Students who are Hard of Hearing or Deaf/deaf – Kate Quane, Lorraine Gaunt, Belinda Trewartha & Tom Porta

Enabling Beginning Secondary Mathematics Teachers to Flourish: Teacher Identity Development During School-Based Placements – Bronwyn Reid O’Connor, Ben Zunica & Eddie Woo

How Do Primary Pre-Service Teachers Plan and Document Rich Mathematics Learning Experiences using a Zoo? – Shaileigh Rowtcliff & Timna Garnett

 

SHORT COMMUNICATIONS

Exploring Possible Mechanisms Supporting Transfer of Spatial Reasoning Training to Measurement and Geometry Achievement – Jonathan Adams

How Kura Kaupapa Māori Supports Learners to Develop Positive Mathematics Identities – Melina Marama Amos, Tony Trinick & Lisa Darragh

Where is the Mathematics in Teacher Designed STEM Tasks? – Judy Anderson & Kate Wilson

The Nature of Multiplication Constructs, Representations, and Strategies in the South African and Australian Curriculum –Tammy Booysen & Lise Westaway

Digital Technologies in the Australian Curriculum: Mathematics – Jennifer Chalmers, Lisa O’Keeffe, Vitomir Kovanovic & Shane Dawson

Teaching Mathematics Through Problem Solving for Low-Readiness Learners – Ban Heng Choy

Using Barad’s ‘Apparatus’ to Reconceptualise the Young Preverbal Child’s Mathematical Engagement in Their Environment – Audrey Cooke

Unpacking the ‘M’ in Integrated STEM Tasks: A Systematic Review – Gabi Cooper & Ban Heng Choy

Perfect for Whom? Producing Mathematics Learner Identities Via Online Instructional Platforms – Lisa Darragh

Identifying and Developing Mathematics in Australian Indigenous Languages: A Functional Typological Approach – Cris Edmonds-Wathen

Exploring Primary Teacher Education Students’ Self-perception of Readiness to Teach Mathematics – Kylie-Ann Fitzgerald, Thuan Thai & Gregory Hine

What’s the Problem? Implementing School Mathematics Curriculum Reform – Merrilyn Goos, Margaret Marshman, Anne Bennison & Emily Ross

Capturing Conceptual Changes with Dynamic Digital Representations – Amelia Gorman, Jennifer Way & Janette Bobis

Mathematics Instruction Online: Finding the Right Level of Challenge in Emergency Remote Teaching – Anita Green

Pre-Service Teachers Use of a Pedagogical Framework to Notice Students’ Mathematical Thinking – Mark Gronow, Michael Cavanagh & Joanne Mulligan

Student Responses to a Cognitive Activation Pedagogical Approach –Ciara Harding, Janette Bobis & Jennifer Way

Exploring Secondary Mathematics Teachers’ Motivation to Attend Voluntary Professional Learning – Gregory Hine & Rachael Whitney-Smith

Building Capability for Prep-12 Teachers in Mathematical Inquiry Pedagogies – Rhonda Horne, Linda Carroll, Paulina Sliedrecht & Rose Wood

Exploring Using the Empty Number Line for Enhancing Pre-Service Teachers’ Mental Computations – Tarryn Lovemore

Mathematical Thinking in Primary School Students: The Relative Contribution of Student and Teacher Characteristics – Erin Mackenzie, Nathan Berger, Matt Thompson & Kathryn Holmes

Differentiating Instruction in Junior Secondary Mathematics: A Resource Perspective –Andrew Marks & Jana Visnovska

Creating Dialogic Spaces: A Comparative Study of Ground Rules – Kevin Martin & Nigel Calder

Maths in the Play World of Kindergarten –Nadine Meredith & Alison Busuttil

Interdisciplinary Mathematics and Science (IMS): Data Modelling of Plant Growth in Grade 2 – Joanne Mulligan, Peta White, Russell Tytler & Melinda Kirk

Talking Maths: Analysing Classroom Discourse and Student Talk – Carol Murphy & Tracey Muir

An Autoethnographic Intervention to Improve Own Teaching Practices and Student Learning: An Innovative Approach – Sitti Maesuri Patahuddin

“I Did it in My Head”: Investigating Children’s Mathematical Thinking –Kate Quane & Carolyn Bruhen

Orchestrating Mediational Means in Solving a Mathematical Problem – Sally-Ann Robertson & Mellony Graven

How Do Primary Pre-Service Teachers Use Feedback and Reflection Cycles to Plan Rich Mathematics Learning Experiences? – Shaileigh Rowtcliff & Timna Garnett

A Middle School Student’s Concept of Equivalent Fractions: Misconception or Transitional Conception? – Jaehong Shin & Soo Jin Lee

Is It Merely A ‘Drill’? A Lesson Learnt from Chinese Mathematics ‘Drill Practice’ – Jiqing Sun

A Study of the Mathematics Experiences of Students with Down Syndrome in Australian Primary Schools –Matt Thompson, Catherine Attard & Kathryn Holmes

A Conceptual Classification of Mathematical Symbols: Encompassing a Student’s Stroke Order of Mathematical Symbols in Semiotic Resources by Unpacking Written Signs – Daiki Urayama

Teacher-Parent Partnerships in the Post-Covid Context – Pamela Vale & Mellony Graven

Change in Primary Students Algebraic Functional Thinking – Bridget Wadham & Emily Pearce

‘Chalk and Talk’ and the Development of 21st Century Skills in the Secondary Mathematics Classroom – Ben Zunica

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.