Research In Mathematics Education In Australasia 2020 2023
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Research in Mathematics Education in Australasia 2020–2023 by Carmel Mesiti,Wee Tiong Seah,Berinderjeet Kaur,Cath Pearn,Anthony Jones,Scott Cameron,Emma Every,Kate Copping Pdf
This book provides a critical review of research in mathematics education published in or about the Australasian region in the four years from 2020 to 2023. Research in Mathematics Education in Australasia 2020-2023 (RiMEA 2020-2023) is the eleventh edition of the four-yearly review of mathematics education research in Australasia. It is compiled by the Mathematics Education Research Group of Australasia (MERGA). It is primarily focused on research from Australia, New Zealand, and Singapore but also includes research from other Southeast Asian countries and the South Pacific. Although each edition of RiMEA is shaped by the preceding volumes, each new edition evolves in response to events coinciding with each new review period. Following an introduction by the editors, RiMEA 2020-2023 will contain a reflection chapter authored by the editors of the previous edition, 'Research in Mathematics Education in Australasia 2016–2019,' on how research in mathematics education in theAustralasian region has progressed over the four years since. This book provides a comprehensive critical review of research literature in the Australasian region on significant topics published within the review period. It serves as a resource for researchers and promotes quality research in the Australasian region. Furthermore, it provides an introduction to mathematics education research in the Australasian region for Ph.D. candidates, early career researchers, and other researchers beginning a new field of research.
Research in Mathematics Education in Australasia 2016–2019 by Jennifer Way,Catherine Attard,Judy Anderson,Janette Bobis,Heather McMaster,Katherin Cartwright Pdf
The tenth edition of the four-yearly review of mathematics education research in Australasia, compiled by the Mathematics Education Research Group of Australasia (MERGA), critically reviews research in mathematics education in the four years from 2016 to 2019. Its goals are to provide a reference guide for researchers, and to promote further quality research in Australasia.
Research in Mathematics Education in Australasia 2004 - 2007 by Anonim Pdf
Every four years, beginning in 1984, the Mathematics Education Research Group of Australasia (MERGA) produces a review of Australasian research in mathematics education. The authors of the chapters in this volume have summarised and critiqued research conducted during the period 2004-2007.
Research in Mathematics Education in Australasia, 1988-1991 by Mathematics Education Research Group of Australasia Pdf
The Mathematics Education Research Group of Australia (MERGA) was officially constituted in 1980. In 1984, MERGA produced the first review of the mathematics education research carried out in that region. This book is the third in that series of research reviews. An overview provides the context in which the Australian research was conducted and relates that to an international context for mathematics education research. A total of 12 chapters have been divided into 3 parts with 4 chapters per part. Part 1 considers the social context within which mathematics educators carry out their research. Part 2 considers the role of cognition, language, learning strategies, and technology in learning mathematics. Part 3 focuses on particular areas of mathematics learning. The chapters are as follows: (1) "Politics of Mathematics Education in Australia" (J. Thomas); (2) "The Social and Cultural Context of Mathematics Education" (B. Atweh, T. Cooper, and C. Kanes); (3) "Gender: A Critical Variable in Mathematics Education" (G. Leder and H. Forgasz); and (4) "Research in Practice: Teachers as Researchers" (J. Mousley); (5) "Cognitive Studies in Mathematics Education" (L. English-Halford); (6) "Research in Learning Strategies in Mathematics" (K. Y. Wong and T. Herrington); (7) "Calculators and Computers in Teaching and Learning of Mathematics" (B. Doig, M. Carss, and P. Galbraith); and (8) "Language Factors in Mathematics Education" (N. Ellerton and P. Clarkson); (9) "Research on Early Childhood Mathematics Development" (R. Perry, J. Mulligan, and R. Wright); (10) "Research in Mathematical Problem Solving" (I. Putt and I. Isaacs); (11) "Research in Geometry and Measurement" (G. Davey and J. Pegg); and (12) "Research in Teaching and Learning Algebra" (M. Macgregor and C. Quinlan). A list of contributors is provided. (MDH)
Research in Mathematics Education in Australasia 2012-2015 by Katie Makar,Shelley Dole,Jana Visnovska,Merrilyn Goos,Anne Bennison,Kym Fry Pdf
With the ninth edition of the four-yearly review of mathematics education research in Australasia, the Mathematics Education Research Group of Australasia (MERGA) discusses the Australasian research in mathematics education in the four years from 2012-2015. This review aims to critically promote quality research and focus on the building of research capacity in Australasia.
Research in Mathematics Education in Australasia 2008–2011 by Bob Perry,Tom Lowrie,Tracy Logan,Amy MacDonald,Jane Greenlees Pdf
This is the eighth edition of the four-yearly review of mathematics education research in Australasia. Commissioned by the Mathematics Education Research Group of Australasia (MERGA), this review critiques the most current Australasian research in mathematics education in the four years from 2008-2011. The main objective of this review is to celebrate and recognise significant findings; highlight relationships between research; identify themes; and forecast further research directions. This theme-based review has produced a comprehensive analysis of Australasian research in a politically challenging time—producing a manuscript with implications for a wider, international, audience. As the 2009 Felix Klein medal winner Gilah Leder states: A substantial body of research is captured in the chapters of this review. It encompasses the labours of a community of active researchers, with varied interests and diverse theoretical perspectives. Some of the issues explored in the period covered by this volume clearly resonate with questions and concerns particularly pertinent to the changing educational environment; others are more aptly described as continuing or renewed explorations of areas of long standing concern.
Research in Mathematics Education in Australasia 2016-2019 by Anonim Pdf
The tenth edition of the four-yearly review of mathematics education research in Australasia, compiled by the Mathematics Education Research Group of Australasia (MERGA), critically reviews research in mathematics education in the four years from 2016 to 2019. Its goals are to provide a reference guide for researchers, and to promote further quality research in Australasia.
Research in Mathematics Education in Australasia, 1992-1995 by Bill Atweh,Kay Dianne Owens,Peter Sullivan Pdf
To indicate the scope and focus of mathematics education research conducted in this part of the world and to identify sources for researchers who may wish to examine particular aspects of the research in more detail.
Making the Difference by John M. Truran,Kathleen M. Truran Pdf
Papers from the 22nd Annual Conference of the Mathematics Education Research Group of Australasia Incorporated include the following: (1) "Making Sense of Primary Mathematics" (Gillian M. Boulton-Lewis); (2) "Seeking a Rationale for Particular Classroom Tasks and Activity" (Peter Sullivan); (3) "Research in Mathematics Education in Australia: What it Was--What it Is--What it Might Be" (J.P. Keeves); (4) "Successful Percent Problem Solving for Year 8 Students Using the Proportional Number Line Method" (Shelley Dole); (5) "Cumulative and Exploratory Talk in a Collaborative Learning Classroom" (Mary Barnes); (6) "A Case Study of Teacher Endorsement of an Integrated Learning System" (Annette R. Baturo, Campbell J. McRobbie, Tom J. Cooper, and Gillian C. Kidman); (7) "Enactivism and Mathematics Education" (Andy Begg); (8) "The Writing of Explanations and Justifications in Mathematics: Differences and Dilemmas" (Brenda Bicknell); (9) "The Mathematical Achievement of Children in the Count Me In Too Program" (Janette Bobis and Peter Gould); (10) "Mathematics, ICT and Effective Teaching" (Rod Bramald and Steve Higgins); (11) "Mathematics Teachers and the VCE: Broadening the Educational Landscape" (Christine Brew, Gilah Leder, and Glen Rowley); (12) "An Exploration of Gender Differences in Subject Choice and Belief among Year 12 Students" (Peter C. Brinkworth); (13) "Speaking with Authority in Episodes of Mathematical Discourse" (Raymond A.J. Brown and Peter Renshaw); (14) "Do Games Help the Learning of Probability?" (Tim Burgess); (15) "Invented Algorithms: Teachers Face the Challenge" (Anne Buzeika); (16) "Developing Performance Assessment Tasks in Mathematics: A Case Study" (Rosemary A. Callingham); (17) "Children's Informal Composite and Truncated Partitioning Strategies" (Kathy Charles and Rod Nason); (18) "Jumping to Conclusions: Data Interpretation by Young Adults" (Helen L. Chick); (19) "Conceptual Modelling of Functions by an Experienced Teacher" (Mohan Chinnappan and Mike Thomas); (20) "The Use of Concept Mapping Procedure to Characterize Teachers' Mathematical Content Knowledge" (Mohan Chinnappan, Michael Lawson, and Rod Nason); (21) "Equals, Expressions, Equations, and the Meaning of Variable: A Teaching Experiment" (Tom J. Cooper, Anne M. Williams, and Annette R. Baturo); (22) "Assessing Diagram Quality: Making a Difference to Representation" (Carmel M. Diezmann); (23) "Enhanced Mathematics Learning: Does Technology Make a Difference?" (Katherine Dix); (24) "Of Course I Can['t] Do Mathematics: Ethnicity and the Stereotyping of Mathematics" (Helen J. Forgasz, Gilah C. Leder, and Tasos Barkatsas); (25) "Student Participation: Phenomenon and Analysis" (Patricia A. Forster); (26) "A Tale of Two Cities: When Mathematics, Computers, and Students Meet" (Peter Galbraith, Chris Haines, and Mike Pemberton); (27) "Technology, Mathematics, and People: Interactions in a Community of Practice" (Peter Galbraith, Peter Renshaw, Merrilyn Goos, and Vince Geiger); (28) "Teachers Exploring Numeracy Learning and Teaching in the Early Years of Schooling" (Ann Gervasoni); (29) "Understanding Mathematical Text through Peer Explanations" (Merrilyn Goos); (30) "Emerging Themes in Statistics Education" (Sharon Gunn); (31) "Mental Addition and Subtraction Strategies: Two Case Studies" (Ann Heirdsfield); (32) "The Development of a Framework of Growth Points to Monitor Students' Comprehension of Algebra in Grades 7-9" (Marj Horne); (33) "Influences on Secondary Mathematics Curriculum in Victoria" (John Horwood); (34) "Deaf Students Solving of Arithmetic Word Problems" (Merv Hyde, Des Power, and Robyn Zevenbergen); (35) "Mathematical Knowledge in a Mathematics Teaching Episode" (Clive Kanes); (36) "Learning Styles in Secondary Mathematics Classrooms" (Stephen Keast); (37) "Grade 4, 6 and 8 Students' Strategies in Area Measurement" (Gillian C. Kidman); (38) "Agency/Numeracy: A Poststructuralist Analysis of the Relationship between Classroom Mathematics and Numeracy in New Times" (Mary Klein); (39) "Assessment of Students' Understanding in Geometry: The Difficulties in Writing Good Questions" (Christine Lawrie and John Pegg); (40) "Extended Common Assessment Tasks in VCE Mathematics: Validity, Reliability and other Issues" (David Leigh-Lancaster and Ken Rowe); (41) "Free Problem-Posing: Year 3/4 Students Constructing Problems for Friends to Solve" (Tom Lowrie); (42) "Children's Generated Word Problems: A Case Study" (K.J. Maguire); (43) "The Learning Networks of Isolated Teachers: The Use of Audiographics Communication Technology to Build a Virtual Mathematics Department" (H. Elaine Mayo and Kevin Hannah); (44) "An Analysis of the Teacher's Proactive Role in Supporting the Development of Symbolizations" (Kay McClain and Paul Cobb); (45) "Learning Calculus with Supercalculators" (Barry McCrae, Gary Asp, and Margaret Kendal); (46) "Teacher Mediation of Student Constructions of Algebra Knowledge" (Brenda Menzel and David Clarke); (47) "How to Teach Generalisations in Mathematics?" (Michael Mitchelmore); (48) "The Conjunction Fallacy and Longitudinal Development of Chance Expression" (Jonathan B. Moritz and Jane M. Watson); (49) "Perceptions of Mathematical Understanding" (Judith A. Mousley); (50) "Graphics Calculators in the Public Examination of Calculus: Misuses and Misconceptions" (Ute Mueller and Patricia A. Forster); (51) "Secondary Mathematics Teachers' Responses to Computers and Their Beliefs about the Role of Computers in Their Teaching" (Stephen Norton); (52) "Visual Representations in First Year Statistics" (Lynne Outhred and Pamela F. Shaw); (53) "An Analysis of Year 12 Students' Performances on Basic Algebra Questions" (John Pegg and Robyn Hadfield); (54) "Some Language Issues in the Assessment of Secondary Mathematics" (Bob Perry, Peter Howard, and Brian Miller); (55) "Computer Algebra Systems Facilitate Positive Learning Strategies" (Robyn Pierce); (56) "The Conflict between Teachers' Beliefs and Classroom Practices" (Mal Shield); (57) "Understanding Decimals: The Path to Expertise" (Kaye Stacey and Vicki Steinle); (58) "Accessibility of Applications Tasks" (Gloria Stillman); (59) "Choices of Computational Strategies" (Paul Swan and Jack Bana); (60) "Reducing the Incidence of Mathematical Misconceptions in 'Middle Band' Students" (Philip Swedosh); (61) "Children's Understanding of the Number System" (Noel Thomas and Joanne Mulligan); (62) "Differences between the Sexes in Mathematics Achievement in Australia" (Tilahun Mengesha Afrassa and J.P. Keeves); (63) "The Cross-Cultural Perspective of Teachers' Beliefs and Their Influence on Teaching Practices: A Case Study of Two Teachers Teaching Secondary Mathematics in Australia and Indonesia" (Theresia Tirta Gondoseputro); (64) "Graphics Calculators in Victorian Secondary Schools: Teacher Perceptions of Use" (Patrick Tobin, Alla Routitsky, and Peter Jones); (65) "Cabri Geometry: A Catalyst for Growth in Geometric Understanding" (Jill Vincent and Barry McCrae); (66) "The Relationship between the Purported Use of Assessment Techniques and Beliefs about the Uses of Assessment" (Elizabeth Warren and Steven Nisbet); (67) "Longitudinal Understanding of Conditional Probability by School Students" (Jane M. Watson and Jonathan B. Moritz); (68) "Mathematics: More Time, More Ticks!" (Martin Watts, Sue Miller, and Leo Crameri); (69) "Teacher Action Theories and the Use of Group Work in Upper Primary Mathematics Classrooms" (Allan White); (70) "Exploring Diversity: Year 2 Students' Responses to Questions Concerning Simple 2D Shapes" (Jacquelyn Whitland and John Pegg); (71) "Novice Students' Conceptual Knowledge of Statistical Hypothesis Testing" (Anne M. Williams); and (72) "Students' Optimism, Pessimism and Achievement in Mathematics: A Longitudinal Study" (Shirley M. Yates). (ASK)
