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Changing Landscapes

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Research in Mathematics Education in Australasia 2016–2019

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Abstract

This chapter considers how the research reviewed in Research into Mathematics Education in Australasia-10 is situated and responsive to the ‘changing landscape’ of education; and importantly in terms of impact, how this research contributes towards ‘changing the landscape’ of mathematics/education. In particular, research that is situated in the changing educational landscape concerns 21st century educational outcomes, numeracy, STEM, and technology. In addressing impact, primacy is given to (i) equity and social justice; (ii) teaching practices that involve dialogic teaching and communities of inquiry; (iii) professional learning; and (iv) curriculum innovation. Cognisant of the ever-changing influences on mathematics education, the chapter concludes with a discussion of further research priorities that may inform change going forward. Drawing on specific chapter recommendations, I focus on three areas: (i) assessment; (ii) 21st century learning; (iii) and the use of voice within research endeavours.

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  1. Massey University, Palmerston North, New Zealand

    Glenda Anthony

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  1. Glenda Anthony
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Editors and Affiliations

  1. University of Sydney, Sydney, NSW, Australia

    Jennifer Way

  2. Western Sydney University, Penrith, NSW, Australia

    Catherine Attard

  3. University of Sydney, Sydney, NSW, Australia

    Judy Anderson

  4. University of Sydney, Sydney, NSW, Australia

    Janette Bobis

  5. University of Sydney, Sydney, NSW, Australia

    Heather McMaster

  6. University of Sydney, Sydney, NSW, Australia

    Katherin Cartwright

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Anthony, G. (2020). Changing Landscapes. In: Way, J., Attard, C., Anderson, J., Bobis, J., McMaster, H., Cartwright, K. (eds) Research in Mathematics Education in Australasia 2016–2019. Springer, Singapore. https://doi.org/10.1007/978-981-15-4269-5_14

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