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© 2016

Research in Mathematics Education in Australasia 2012-2015

  • Katie Makar
  • Shelley Dole
  • Jana Visnovska
  • Merrilyn Goos
  • Anne Bennison
  • Kym Fry
Book

Table of contents

  1. Front Matter
    Pages i-xx
    PDF
  2. Introduction: Research in Mathematics Education in Australasia 2012–2015
    Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison, Kym Fry
    Pages 1-12
  3. Reflections on the MERGA Research Review 2008–2011: Taking Stock
    Bob Perry, Amy MacDonald, Jane Greenlees, Tracy Logan, Tom Lowrie
    Pages 13-27
  4. A Philosophical Gaze on Australasian Mathematics Education Research
    Steve Thornton, Virginia Kinnear, Margaret Walshaw
    Pages 29-48
  5. Researching Curriculum, Policy and Leadership in Mathematics Education
    Jennifer Way, Janette Bobis, Janeen Lamb, Joanna Higgins
    Pages 49-71
  6. Mathematics Education and the Affective Domain
    Catherine Attard, Naomi Ingram, Helen Forgasz, Gilah Leder, Peter Grootenboer
    Pages 73-96
  7. Equity, Social Justice and Ethics in Mathematics Education
    Colleen Vale, Bill Atweh, Robin Averill, Andrew Skourdoumbis
    Pages 97-118
  8. Inclusive Practices in Mathematics Education
    Rhonda Faragher, Janelle Hill, Barbara Clarke
    Pages 119-141
  9. Distribution, Recognition and Representation: Mathematics Education and Indigenous Students
    Tamsin Meaney, Cris Edmonds-Wathen, Colleen McMurchy-Pilkington, Tony Trinick
    Pages 143-164
  10. Mathematics Education in the Early Years
    Amy MacDonald, Wendy Goff, Sue Dockett, Bob Perry
    Pages 165-186
  11. Tertiary Mathematics Education
    Mary Coupland, Peter K. Dunn, Linda Galligan, Greg Oates, Sven Trenholm
    Pages 187-211
  12. Innovative and Powerful Pedagogical Practices in Mathematics Education
    Roberta Hunter, Jodie Hunter, Robyn Jorgensen, Ban Heng Choy
    Pages 213-234
  13. Assessment of Mathematics Learning: What Are We Doing?
    Penelope Serow, Rosemary Callingham, David Tout
    Pages 235-254
  14. Transformations of Teaching and Learning Through Digital Technologies
    Vince Geiger, Nigel Calder, Hazel Tan, Esther Loong, Jodie Miller, Kevin Larkin
    Pages 255-280
  15. Research into Mathematical Applications and Modelling
    Gloria Stillman, Jill Brown, Peter Galbraith, Kit Ee Dawn Ng
    Pages 281-304
  16. Challenges, Reforms, and Learning in Initial Teacher Education
    Glenda Anthony, Audrey Cooke, Tracey Muir
    Pages 305-327
  17. The Education and Development of Practising Teachers
    Kim Beswick, Judy Anderson, Chris Hurst
    Pages 329-352
  18. Advancing Mathematics Education Research Within a STEM Environment
    Lyn D. English
    Pages 353-371
  19. Back Matter
    Pages 373-378
    PDF

About this book

Introduction

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. 

Keywords

Assessment in mathematics learning Equity in mathematics education Mathematical applications and modelling Mathematics education Mathematics education in Australasia Mathematics education in Australia Mathematics education in New Zealand Mathematics education in the early years Pre-service preparation of teachers of mathematics Professional development for mathematics teachers Technology in mathematics education Tertiary level mathematics affective domain diversity in mathematics education pedagogical practices in mathematics education special needs mathematics education

Editors and affiliations

  • Katie Makar
    • 1
  • Shelley Dole
    • 2
  • Jana Visnovska
    • 3
  • Merrilyn Goos
    • 4
  • Anne Bennison
    • 5
  • Kym Fry
    • 6
  1. 1.School of EducationThe University of QueenslandBrisbane, St LuciaAustralia
  2. 2.Fac of Sci, Health, Edu & EngineeringUniversity of the Sunshine CoastSippy DownsAustralia
  3. 3.School of EducationThe University of QueenslandBrisbane, St LuciaAustralia
  4. 4.School of EducationThe University of QueenslandBrisbane, St LuciaAustralia
  5. 5.School of EducationThe University of QueenslandBrisbane, St LuciaAustralia
  6. 6.School of EducationThe University of Queensland Brisbane, St LuciaAustralia

About the editors

Katie Makar is an Associate Professor in mathematics education at the University of Queensland. Her research aims to improve classroom practices in teaching mathematics through inquiry. She is known internationally for her work in statistical reasoning and informal statistical inference with children. 

Shelley Dole is Professor and Head of School of Education at the University of the Sunshine Coast. Her research interests include children’s mathematics thinking and learning, inquiry pedagogy, mental computation, rational number curriculum in the middle and early years of schooling, teacher professional development.

Jana Visnovska is a Lecturer in mathematics education at the University of Queensland. Her research focuses on ways to effectively support mathematics teachers’ professional development. To this end, she is interested in ambitious and equitable classroom instructional practices, and in the design of environments that support teachers’ development of such practices. 

Merrilyn Goos is Professor and Head of the School of Education at The University of Queensland. In addition to her current research interest in numeracy across the curriculum, she fosters collaborations between mathematicians and mathematics educators to support interdisciplinary research and development in university mathematics teaching and pre-service teacher education.

Anne Bennison is nearing completion of her doctoral studies at The University of Queensland in which she used a sociocultural approach to identify ways to support teachers to embed numeracy across the curriculum. She was awarded an Australian Association for Research in Education Postgraduate Student Research Award in 2013.

Kym Fry is a PhD student at The University of Queensland who is completing her study into assessing learning in inquiry mathematics classrooms. Her involvement in a number of research projects provides her with experiences seeing research in action in mathematics classrooms all over south east Queensland.

Bibliographic information