Research in Mathematics Education in Australasia 2012 2015 1st Edition by Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison, Kym Fry 9811014192 9789811014192

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ISBN-10 :  9811014192 

ISBN-13 :  9789811014192

Author: Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison, Kym Fry 

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 2012 2015 1st table of contents:

1 Introduction: Research in Mathematics Education in Australasia 2012–2015
Abstract
1 The Research in Mathematics Education in Australasia Series
2 Process of Development
3 Overview of Chapters
3.1 Issues and Contexts for Mathematics Education
3.2 Learning and Teaching
3.3 Teacher Preparation and Development
3.4 The Future
4 Concluding Comments
Acknowledgments
References
2 Reflections on the MERGA Research Review 2008–2011: Taking Stock
Abstract
1 Introduction
2 Implications of the Early Childhood Reform Agenda
3 Implications of National Curricula
4 Implications of National and International Assessment
5 Implications of Teacher Accreditation
6 Implications of the Closing the Gap Agenda
7 Conclusion
References
3 A Philosophical Gaze on Australasian Mathematics Education Research
Abstract
1 Introduction
2 What Do We Mean by Philosophical?
3 What Do We Mean by Gaze?
4 What Do the Paper Keywords Suggest?
5 What Does a Hermeneutic Reading of a Sample of Papers Suggest?
6 What Do Specific References to Epistemology and Ontology in the Mathematics Education Research Lit
7 Conclusion
Appendix 1: Template Used in a Hermeneutic Reading of a Mathematics Education Research Paper
Appendix 2 List of Papers Used in Hermeneutic Reading of Mathematics Education Research Papers
References
4 Researching Curriculum, Policy and Leadership in Mathematics Education
Abstract
1 Introduction
2 The Australasian Context
2.1 New Zealand
2.2 Australia
3 Relationships Amongst Policy, Curriculum and Leadership
4 The Official Mathematics Curriculum
4.1 Curriculum Policy
4.2 Assessment and Testing Policy
5 The Operational Curriculum
5.1 Textbooks
5.2 Curriculum Leadership
5.3 Curriculum Design, Differentiation and Equity
5.4 Numeracy Across the Curriculum
6 Conclusion
References
5 Mathematics Education and the Affective Domain
Abstract
1 Introduction
2 Beliefs
3 Gender and the Affective Domain
3.1 Differential Beliefs About Males and Females
3.2 Males’ and Females’ Beliefs About Themselves as Learners of Mathematics
3.3 Other Studies of Gender and Affective Variables
4 Attitudes
5 Identity
5.1 Operationalising Identity
5.2 Other Conceptions of Identity
6 Anxiety
6.1 Tertiary Students’ Mathematics Anxiety
6.2 School Students’ Mathematics Anxiety
7 Engagement and Motivation
7.1 The Influence of Relationships on Student Engagement
7.2 Pedagogy and Engagement
7.3 Other Studies of Engagement
8 Methodological Issues
8.1 Samples
8.2 Methodological Approaches
8.3 From Bricks to Walls
8.4 Towards the Future?
9 Concluding Comments
References
6 Equity, Social Justice and Ethics in Mathematics Education
Abstract
1 Introduction
2 Theoretical Perspectives
3 Socio-Economic Context of School Communities
3.1 Challenging Hegemonic Practice
3.2 Addressing Disadvantage in the Early Years
3.3 Leading Curriculum Change
4 Rural and Remote School Communities
4.1 Teachers, Identity and Practice in Rural and Remote Schools
4.2 Preparing to Teach in Rural and Remote Contexts: Pre-service Teacher Education
5 Ethnic and Language Context of School Communities
5.1 Culturally Responsive Teacher Practices
6 Gender
6.1 The Widening Gender Gap
6.2 Socio-Cultural Perspectives and Identity
6.3 Social Justice Pedagogy
7 Concluding Remarks
References
7 Inclusive Practices in Mathematics Education
Abstract
1 Introduction
2 Conceptual Framework
3 Access to the Curriculum
3.1 The Impact of School Leadership
3.2 Allocation to Classes
3.3 Socio-Economic Status
3.4 Location of Schooling
4 Diverse Approaches to Learning Mathematics
4.1 Context of the Learner
4.2 Playing to Their Strengths
4.3 Issues of Affect
4.4 Learning with Technology
4.5 Assessing Learners
5 Teaching Approaches for Inclusive Practice
5.1 Issues of Context/Location of Schooling
5.2 Values, Expectations and Beliefs of Teachers
5.3 Direct Instruction
6 Conclusion
6.1 Areas of Needed Research
6.2 Recommendations for the Research Community
References
8 Distribution, Recognition and Representation: Mathematics Education and Indigenous Students
Abstract
1 Introduction
1.1 A Theory of Post-Westphalian Democratic Justice
2 Pedagogy to Enhance Learning
3 Language of Teaching and Learning
4 Mathematical Topics
4.1 Number
4.2 Patterns and Early Algebra
4.3 Probability
4.4 Space and Geometry
5 Building Capacity
5.1 Professional Learning Needs to Be Ongoing and Collaborative for Sustainability
5.2 Parent-Community Involvement
6 Conclusion
References
9 Mathematics Education in the Early Years
Abstract
1 Introduction
2 Curriculum in Early Childhood Mathematics Education
2.1 Links Between the Early Years Learning Framework and the Australian Curriculum—Mathematics
2.2 Continuity of Pedagogies Across the Transition to School
2.3 Children’s Mathematical Knowledge as They Start School and Its Relation to the Foundation Stag
3 Assessment in Early Childhood Mathematics Education
4 Content of Early Childhood Mathematics Education
4.1 Patterns and Algebra
4.2 Measurement
4.3 Number
4.4 Data
4.5 Geometry
4.6 Problem Solving and Mathematical Reasoning
5 Contexts for Early Childhood Mathematics Education
5.1 Environmental Context
5.2 Human Context
5.3 Socio-Cultural Context
6 Conclusion
References
10 Tertiary Mathematics Education
Abstract
1 Introduction
2 Teaching
2.1 Mathematical Topics
2.2 Policy, Curriculum, and Course Design
2.3 Numeracy and Learning Support
2.4 Professional Learning, Beliefs and Practices, Theoretical Perspectives
3 Learning
3.1 The Student Experience
3.2 Group Work and Language
3.3 Assessment
4 Transitions
4.1 Transitions: Tertiary to Work
4.2 Transitions: School to University
4.3 Vocational and Adult Education
5 Digital Technologies
5.1 Future Directions for Digital Technology Research
6 Tertiary Statistics Education
6.1 Course Delivery
6.2 Conceptual Understanding
6.3 Use of Statistical Software for Analysis
7 Suggestions for Further Research
References
11 Innovative and Powerful Pedagogical Practices in Mathematics Education
Abstract
1 Introduction
2 Innovative and Powerful Mathematical Learning Environments
2.1 Establishing Classroom Cultures
2.2 Promoting Productive Discourse
2.3 Promoting and Maintaining Student Engagement
2.4 Shifting Student Beliefs
3 Innovative Practices Which Promote Mathematics Teaching and Learning as Inquiry
3.1 Teacher Noticing and Responding to Student Reasoning
3.2 Teacher Beliefs
4 Mathematical Tools that Promote Deep Learning
4.1 The Selection of Tasks
4.2 The Role of Challenging and Ill-Structured Tasks
4.3 The Importance of Linking to Students’ Cultural Context, Experiences and Interests
4.4 The Role of Digital Tools in Supporting and Enhancing Learning
5 Policy Driven Innovations: Important Considerations
6 Conclusion
References
12 Assessment of Mathematics Learning: What Are We Doing?
Abstract
1 Introduction
2 Deepening Understanding from International Assessments
2.1 Trends in International Mathematics and Science Study (TIMSS)
2.2 Programme for International Student Assessment (PISA)
2.3 Programme for International Assessment of Adult Competencies (PIAAC)NAPLAN
3 Issues Relating to External National Assessment of Mathematics
3.1 What Does NAPLAN Measure?
3.2 Uses of NAPLAN Data
3.3 Student StressNAPLAN
3.4 Language Issues in NAPLAN
3.5 Mode of Delivery of AssessmentsNAPLAN
3.6 Predictors of Outcomes
3.7 Other Large-Scale Assessment Research
4 Classroom-Based Assessment
5 Conclusion
References
13 Transformations of Teaching and Learning Through Digital Technologies
Abstract
1 Introduction
2 Tasks
2.1 Learners and Learning
2.1.1 Linking Representations
2.1.2 Using Real Data for Exploring Regularity and Variation
2.1.3 Simulating Real or Fantasy Situation Through Games
2.1.4 Designing Virtual Objects
2.1.5 Summary for Learners and Learning—Tasks
2.2 Teachers and Teaching
2.2.1 Challenges Faced by Teachers in Setting Tasks in ICT-Rich Environments
2.2.2 Transforming Tasks in Pre-service Teacher Education
2.2.3 Summary of Teachers and Teaching—Tasks
3 Classroom
3.1 Learners and Learning
3.1.1 Changing Interactions and Digital Tools
3.1.2 Peer Interactions in the Online Space
3.1.3 Summary of Learners and Learning—Classroom
3.2 Teachers and Teaching
3.2.1 Affordances of Digital Technologies for Supporting Teacher–Student Interactions
3.2.2 Transforming Learning Communities with Digital Pedagogy
3.2.3 Using Digital Technologies to Support Interactions in Research
3.2.4 Summary of Teachers and Teaching—Classroom
4 Subject
4.1 Learners and Learning
4.1.1 Numeracy and Modelling
4.1.2 Number and Algebra
4.1.3 Statistics and Probability
4.1.4 Geometry and Measurement
4.1.5 Summary of Learners and Learning—Subject
4.2 Teachers and Teaching
4.2.1 Number and Algebra
4.2.2 Statistics and Probability
4.2.3 Summary of Teachers and Teaching—Subject
5 Conclusions and Future Directions for Research
References
14 Research into Mathematical Applications and Modelling
Abstract
1 Introduction
2 Perspectives on Teaching Through Modelling and Applications
3 Applications
4 Theoretical Developments
4.1 The Dual Modelling Cycle Framework (DMCF)
4.2 Modelling and Applications and the Epistemic Fallacy
4.3 Anticipatory Metacognition
5 Application and Modelling Studies Addressing General Goals of Education
6 Methodological Tools in Applications and Modelling Research
6.1 Document Analysis on Theoretical Approaches
6.2 Empirical Study on the Extent of Student Engagement with Real-World Tasks
6.3 Grounded Theory to Study Students’ Modelling in Digital Environment
6.4 Use of Videos in Teaching Experiments and Design Research for Teacher Implementations of Modelli
6.5 Mixed Methods Researching Teacher Education in Mathematical Modelling
7 Conclusion: Current State of Modelling and Applications Research and Development Since 2008 Review
References
15 Challenges, Reforms, and Learning in Initial Teacher Education
Abstract
1 Introduction
2 Teacher Preparation: Accountability, Effectiveness, and Policies
3 Teacher Preparation for the Knowledge Society
3.1 Curriculum
3.2 Opportunities to Learn Within Coursework
3.3 Designing Opportunities to Learn with School Settings
3.4 The Continuum of Teacher Learning
3.5 Summary
4 Teacher Preparation for Social Justice
5 Research on and with Teacher Educators
6 Conclusions: Looking Back and Looking Forward
References
16 The Education and Development of Practising Teachers
Abstract
1 Introduction
2 Theoretical Approaches to Understanding Professional Learning
2.1 Understanding the Nature of Teacher Learning
2.1.1 Sociocultural Understandings of Teacher Learning
2.1.2 Psychological Understandings of Teacher Learning
2.2 Understanding the Nature of Teacher Capabilities
2.2.1 Modifications of Mathematical Knowledge for Teaching (MKT)
2.2.2 Alternative Conceptualisations of Teacher Capability
3 Professional Learning Programs
3.1 Content Foci of Professional Learning Programs
3.1.1 Using Technology in Mathematics Teaching
3.1.2 Using Student-Centred Pedagogies
3.1.3 Developing Students’ Mathematical Thinking
3.1.4 Using Challenging Tasks
3.1.5 Planning for Teaching
3.2 Characteristics of Effective Professional Learning
3.3 Approaches to Professional Learning
3.3.1 Demonstration Lessons
3.3.2 Video-Based Approaches
3.3.3 Action Research
3.4 Evaluation of Professional Learning
4 Conclusion
4.1 Future Directions for Research
4.1.1 Scale and Sustainability
4.1.2 Online Delivery
4.1.3 Cross-Disciplinary Collaboration
4.1.4 Improving the Effectiveness of Professional Learning
References
17 Advancing Mathematics Education Research Within a STEM Environment
Abstract
1 Introduction
2 The Official Curriculum and Operational Curriculum
3 The STEM Spotlight
4 Mathematics Within the STEM Spotlight
5 Promoting Mathematics Education Research Within STEM: A Focus on Problem-Solving and Modelling
5.1 Developing Content and Process Through Idea-Generating Problems
5.2 Promoting In-Depth Content Understanding
5.3 Fostering General Skills and Processes
5.4 Advancing Modelling Across STEM Contexts
6 Concluding Points
6.1 Rebalancing the Focus on National and International Assessment
6.2 Lifting the Profile of Mathematics Across the STEM Landscape
6.3 Developing 21st Century Skills
6.4 Targeting Computational Thinking and Coding

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