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Cooke, Audrey – Mathematics Education Research Group of Australasia, 2018

Although it is now more commonly acknowledged that young children can engage with mathematics, it is not as commonly acknowledged that really young children (such as those aged under three years) can engage with and think mathematically. One of the reasons for this is the inability of adults to recognise mathematics in what these young children…

Descriptors: Young Children, Learner Engagement, Early Childhood Education, Mathematics Education

Ernst, Heather – Mathematics Education Research Group of Australasia, 2018

In this paper, the probability content in senior secondary mathematics Victorian curriculum between 1978 and 2016 was classified and compared, by content, context, procedural complexity, the SOLO thinking frameworks and use of technology. While probability continues to form an important and increasing component of the curriculum, it has moved from…

Descriptors: Secondary School Mathematics, Probability, Foreign Countries, Difficulty Level

Scheiner, Thorsten – Mathematics Education Research Group of Australasia, 2018

This paper presents a new theoretical viewpoint blended from the perspectives that mathematical meaning is extracted (from objects falling under a particular concept) and that mathematical meaning is given (to objects that an individual interacts with). It is elaborated that neither uni-directional framing (whether involving extracting meaning or…

Descriptors: Comprehension, Mathematical Concepts, Teaching Methods, Mathematics

Czocher, Jennifer; Stillman, Gloria; Brown, Jill – Mathematics Education Research Group of Australasia, 2018

Verification and validation are essential aspects of mathematics and beyond in STEM, but these constructs are not consistently defined in research nor in curricula documents. In this theoretical paper, we argue that verification and validation are largely characterized as binary judgments by teachers and researchers about what students do. We then…

Descriptors: Mathematical Logic, Validity, STEM Education, Problem Solving

Jamil, Siti Baizura; Ghazali, Munirah – Mathematics Education Research Group of Australasia, 2018

This paper explores what we can learn from research that early cognitive processes support the development of children's mathematics skills. The role of two cognitive processes in working memory in the development of early mathematics was investigated: executive functions (EF) and visual-spatial (VS) ability. Children's mathematical skills were…

Descriptors: Role, Executive Function, Spatial Ability, Visual Perception

McCluskey, Catherine; Mulligan, Joanne; Van Bergen, Penny – Mathematics Education Research Group of Australasia, 2018

This position paper proposes that a relationship between young children's embodied mathematical concepts and their awareness of mathematical pattern and structure (AMPS) (Mulligan & Mitchelmore, 2009) develops through play. Theoretical perspectives on the development of schematic patterns, the embodiment of mathematical understandings, and the…

Descriptors: Young Children, Mathematical Concepts, Play, Concept Formation

Gervasoni, Ann; Lowrie, Tom; Logan, Tracy; Larkin, Kevin; Bateup, Claudette; Kinny-Lewis, Caroline – Mathematics Education Research Group of Australasia, 2017

The symposium provides an overview of the Early Years STEM Australia (ELSA) program. The conceptual underpinnings of the program are framed within STEM practices, rather than traditional thinking concerning the integration of discipline content knowledge. We will argue that our focus on practices is more aligned with the play-based and intentional…

Descriptors: Foreign Countries, STEM Education, Early Childhood Education, Play

Jazby, Dan – Mathematics Education Research Group of Australasia, 2017

Public discourse concerning STEM has an increasing influence on mathematics education, yet the exact role that mathematics plays in STEM is hard to define. I compare STEM to numeracy to investigate how mathematics is repositioned in these two discourses. Each is analysed in terms of rhetorics that argue for the worth of mathematics education.…

Descriptors: Mathematics Education, Citizenship, STEM Education, Numeracy

Ellerton, Nerida F.; Kanbir, Sinan; Clements, M. A. – Mathematics Education Research Group of Australasia, 2017

In this paper, we identify, from historical vantage points, the following six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalised arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of…

Descriptors: Algebra, Mathematics Instruction, Educational History, Secondary School Mathematics

Owens, Kay – Mathematics Education Research Group of Australasia, 2017

Recent research has supported and extended earlier research on how and for how long Indigenous people of Australasia have been counting. This history values the long history of Indigenous knowledge and re-writes the limited and sometimes false history that many Australian teachers accept and teach about number systems. The current views on the…

Descriptors: Foreign Countries, Indigenous Populations, Mathematics Instruction, Indigenous Knowledge

Clements, M. A.; Ellerton, Nerida F. – Mathematics Education Research Group of Australasia, 2017

In this paper, we analyse data from the University of Melbourne's Matriculation examinations around 1900. The analyses reveal that many schools cleverly developed and applied strategies so that their Matriculation results would appear to be more impressive than they really were. After "excellent" results had been achieved, the schools…

Descriptors: Exit Examinations, Universities, Educational History, Academic Achievement

Cooke, Audrey – Mathematics Education Research Group of Australasia, 2017

Many resources have been created with the aim of helping children and adults overcome difficulties with mathematics and to develop or improve their numeracy. However, these are only used once the individual has decided to act -- to do something to improve their mathematics and numeracy. Unfortunately, someone who knows that they need to improve…

Descriptors: Mathematics Instruction, Numeracy, Mathematics Skills, Educational Resources

McCluskey, Catherine; Mulligan, Joanne; Mitchelmore, Mike – Mathematics Education Research Group of Australasia, 2016

The mathematical proficiencies in the "Australian Curriculum: Mathematics" of understanding, problem solving, reasoning, and fluency are intended to be entwined actions that work together to build generalised understandings of mathematical concepts. A content analysis identifying the incidence of key proficiency terms (KPTs) embedded in…

Descriptors: Foreign Countries, Abstract Reasoning, Thinking Skills, National Curriculum

Jorgensen, Robyn; Lamb, Janeen; Larkin, Kevin – Mathematics Education Research Group of Australasia, 2016

The aim of this paper is propositional and is based on research findings which suggest that success in mathematics teaching and reform is contingent upon having key personnel in schools to lead curriculum reform. Based on the outcomes of a large national study on successful practice in the teaching of numeracy for some of Australia's most…

Descriptors: Elementary School Mathematics, Mathematics Education, Educational Change, Numeracy

Perry, Bob; Hampshire, Ann; Gervaxoni, Ann; O'Neill, Will – Mathematics Education Research Group of Australasia, 2016

"Let's Count" is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in "disdvantaged" communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Early Years Learning Framework. Let's Count has been shown to be effective…

Descriptors: Mathematics Instruction, Preschool Curriculum, Intervention, Disadvantaged Environment