This document represents volumes 1 and 2 of the proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia (MERGA) held at the University of Sydney, June 30-July 4, 2001. In volume 1, papers include: (1) "Connecting Mathematics Education Research to Practice" (Judith Sowder); (2) "Understanding, Assessing, and Developing Young Children's Mathematical Thinking: Research as a Powerful Tool for Professional Growth" (Doug Clarke); (3) "Visions of Practice: Getting the Balance Right" (Tracey Smith and Tom Lowrie); (4) "The Mathematics Enhancement Project: Combining Research and Development" (Wilfredo Alangui, Jessie Autagavaia, Bill Barton, and Albert Poleki); (5) "Multiple Learning Contexts: A Vehicle for Changing Preservice Primary Teachers' Mathematical Beliefs, Knowledge, and Practices" (Sharne Aldridge and Janette Bobis); (6) "CGI Down Under" (Glenda Anthony, Brenda Bicknell, and Jan Savell); (7) "Year 9 Mathematics Schemes in New Zealand" (Robin Averill and Megan Clark); (8) "Assessing Algebraic Expectation" (Lynda Ball, Kaye Stacey, and Robyn Pierce); (9) "The Gender Stereotyping of Mathematics: Cultural Dimensions" (Anastasios Barkatsas, Helen Forgasz, and Gilah Leder); and (10) "Collaborative Learning and Student Change: A Case Study" (Mary Barnes). Volume 2 papers include: (1) "Fastback Practices and the Classroom Culture" (Patricia Hosking and Mal Shield); (2) "Learning Mathematics: The Voices of Aboriginal Children" (Peter Howard and Bob Perry); (3) "Recognizing the Difference between Additive and Multiplicative Thinking in Young Children" (Lorraine Jacob and sue Willis); (4) "Identifying Testable Teacher Beliefs through Teacher-Led Professional Development" (Stephen Keast); (5) "Testing for Additivity in Intuitive Thinking of Area" (Gillian Kidman); (6) "A Poststructuralist Analysis of Mathematical Inquiry in a Year 6 Classroom: The Rhetoric, Realization, and Practical Implications" (Mary Klein); (7) "Correcting Mathematical and Attitudinal Deficiencies in Preservice Teacher Education: The Conservative Effect of Blaming the Victim" (Mary Klein); (8) "Australian Year 7 Benchmarks in Numeracy: Student Performance on Matching TIMSS Items" (John Lindsey and Barry McCrae); (9) "The Influence of Visual Representations on Mathematical Problem Solving and Numeracy Performance" (Tom Lowrie); and (10)"Misperceptions in Mathematics and Music: An Intra- and Inter-Disciplinary Investigation Employing Applied Metacognition via Computer-Aided Learning" (John Malone, Sam Leong, and Martin Lamb). (ASK)