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Research in Mathematics Education in Australasia 2020–2023

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  • © 2024

Overview

Editors:
  1. Carmel Mesiti

    1. Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

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  2. Wee Tiong Seah

    1. Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

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  3. Berinderjeet Kaur

    1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

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  4. Cath Pearn

    1. Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

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  5. Anthony Jones

    1. Melbourne Graduate School of Education, University of Melbourne, North Coogee, Australia

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  6. Scott Cameron

    1. Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

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  7. Emma Every

    1. Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

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  8. Kate Cop**

    1. Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

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  • Provides a critical review of mathematics education research in the Australasia region from 2020-2023
  • Reflects on how research in mathematics education in the Australasia region has progressed over the four years
  • Serves as an authoritative voice on the state of Australasian mathematics educational research from 2020-2023

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About this book

This book provides a critical review of research in mathematics education published in or about the Australasian region in the four years from 2020 to 2023. Research in Mathematics Education in Australasia 2020-2023 (RiMEA 2020-2023) is the eleventh edition of the four-yearly review of mathematics education research in Australasia. It is compiled by the Mathematics Education Research Group of Australasia (MERGA). It is primarily focused on research from Australia, New Zealand, and Singapore but also includes research from other Southeast Asian countries and the South Pacific.

 

Although each edition of RiMEA is shaped by the preceding volumes, each new edition evolves in response to events coinciding with each new review period. Following an introduction by the editors, RiMEA 2020-2023 will contain a reflection chapter authored by the editors of the previous edition, 'Research in Mathematics Education in Australasia 2016–2019,' on how research in mathematics education in theAustralasian region has progressed over the four years since.

 

This book provides a comprehensive critical review of research literature in the Australasian region on significant topics published within the review period. It serves as a resource for researchers and promotes quality research in the Australasian region. Furthermore, it provides an introduction to mathematics education research in the Australasian region for Ph.D. candidates, early career researchers, and other researchers beginning a new field of research.

Keywords

Table of contents (14 chapters)

  1. Front Matter

    Pages i-xiii
    Download chapter PDF

  2. Research in Mathematics Education in Australasia from 2020 to 2023

    • Carmel Mesiti, Wee Tiong Seah, Berinderjeet Kaur, Cath Pearn, Anthony Jones, Scott Cameron et al.
    Pages 1-12

  3. Yesterday, Today and Tomorrow in Mathematics Education Research

    • Jennifer Way, Katherin Cartwright, Janette Bobis, Judy Anderson, Heather McMaster, Catherine Attard
    Pages 13-28

  4. Mathematical Modelling of Real-World Phenomena

    • Jill P. Brown, Gloria A. Stillman, Peter L. Galbraith, Kit Ee Dawn Ng
    Pages 29-57

  5. Research in Numeracy Education

    • Merrilyn Goos, Anne Bennison, Helen Forgasz, Keiko Yasukawa
    Pages 59-84

  6. Research on Mathematical Thinking

    • Igor’ Kontorovich, Ofer Marmur, Lihua Xu, Michael Jennings, Eng Guan Tay
    Pages 85-108

  7. Productive Pedagogical Practices: Impact on Mathematics Teaching and Learning

    • Jodie Miller, Ban Heng Choy, Generosa Leach, Carly Sawatzki, Jodie Hunter
    Pages 109-136

  8. Factors Impacting on Equity in Mathematics Education

    • Jennifer Hall, Robin Averill, Colleen Vale, Sarah Howell
    Pages 137-158

  9. Advancing Mathematics Learning in the Early Years

    • James Russo, Ann Downton, Joanne Mulligan, Ann Gervasoni, Carol Murphy, Audrey Cooke et al.
    Pages 159-185

  10. The Teaching and Learning of Tertiary Mathematics

    • Greg Oates, Mary Coupland, Peter Dunn, Tanya Evans, Linda Galligan, Paul Hernandez-Martinez
    Pages 187-211

  11. Research in the Affective Domain in Mathematics Education

    • Bronwyn Reid O’Connor, Margaret Marshman, Naomi Ingram, Peter Grootenboer
    Pages 213-239

  12. Assessment of Mathematics in School and Early Childhood Settings: National, International and Classroom Perspectives

    • Max Stephens, Rachael Whitney-Smith, John Griffith Tupouniua, Dan Cloney, Lei Bao, Jahangeer Mohamed Jahabar et al.
    Pages 241-277

  13. Research on Supporting the Endeavour of Mathematics Teaching: Professional Learning and Beyond

    • Jana Višňovská, Raewyn Eden, Lorraine Gaunt, Helen Chick
    Pages 279-308

  14. Highlighting Mathematics in STEM School Education

    • Judy Anderson, Lyn English, Kate Highfield, Lisa O’Keeffe
    Pages 309-332

  15. Research to Meet the Needs of All Learners

    • Robyn Pierce, Kaye Stacey
    Pages 333-343
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Editors and Affiliations

  • Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

    Carmel Mesiti, Wee Tiong Seah, Cath Pearn, Scott Cameron, Emma Every, Kate Cop**

  • National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Berinderjeet Kaur

  • Melbourne Graduate School of Education, University of Melbourne, North Coogee, Australia

    Anthony Jones

About the editors

Carmel Mesiti is a Senior Lecturer in Mathematics Education at The University of Melbourne. Carmel’s research has centred on exploring, through international video-based research, the nature of teaching and learning in mathematics classrooms. Carmel’s recent research as part of The International Classroom Lexicon Project contributed new knowledge in the form of the Australian Lexicon; a cognitive and cultural artefact of the mathematics teaching community in which its practitioners have named the valued, pedagogical practices of their mathematics classrooms. Carmel co-leads the International Community for Classroom Research (ICCR) research hub which brings together researchers investigating classroom teaching and learning in physical and virtual spaces.

Wee Tiong Seah is a Professor in Mathematics Education at The University of Melbourne. Wee Tiong’s research has focussed on how motivational constructs (e.g., values) support the cognitive and affective dimensions of mathematics education, as well as the roles that cultural variables play in facilitating mathematics learning. He is Founding Director of the 22-nation research consortium, Third Wave Lab, which has coordinated 12 international research studies utilising values/valuing. Over the last decade, Wee Tiong has been invited to present more than 30 research keynote addresses. He is editor of the Springer Mathematics Education Library book series, and the Mathematics Education Research Journal.

Berinderjeet Kaur is an Emeritus Professor of Mathematics Education at the National Institute of Education, Nanyang Technological University in Singapore. She has been with the Institute since 1989 and is a leader of Mathematics Education in Singapore. She was the Mathematics Consultant to TIMSS 2011 and a core member of the MEG (Mathematics Expert Group) for PISA 2015. Her research involves teaching and learning of mathematics, mathematical problem solving and development ofmathematics teachers. Over the last three decades, Berinderjeet has delivered more than 75 research keynote addresses. She is the series editor of the Springer Mathematics Education – An Asian Perspective book series and editor of the Fourth International Handbook of Mathematics Education.

Catherine Pearn is a Senior Lecturer in Mathematics Education at The University of Melbourne, as well as a Senior Research Fellow in the Assessment and Reporting Division at the Australian Council for Educational Research. Cath’s research includes both cognitive and affective aspects of mathematics learning for primary and secondary students as well as pre-service and experienced teachers. She is particularly interested in the identification and assistance for students mathematically ‘at risk’ of not meeting national minimum standards and for those who are not achieving their mathematical potential. Cath’s PhD investigated the links between fractional competence and algebraic reasoningof middle-years students.

Anthony Jones is a Research Fellow at The University of Melbourne. His research interests include mathematics pedagogies which link mathematics to the everyday lives and experiences of students, educational applications of information technologies, as well as the (mathematics) learning of hospitalised and disabled students. He was co-editor of the Springer journal ‘Education and Information Technologies’ for more than a decade.

Scott Cameron is a Lecturer in Mathematics Education at The University of Melbourne. Scott’s research has focussed on senior secondary students’ use of, attitudes towards, and factors influencing the use of Computer Algebra Systems. Scott is also exploring the potential impact of other technologies, including Mathematics Analysis Software and Artificial Intelligence, on the teaching and learning of mathematics.

Emma Every is a Graduate Researcher and sessional Lecturer in Mathematics Education at The University of Melbourne. Emma’s research uses a mixed methods approach to explore perceptions of the affordances of a STEM approach in mathematics education. This research is undertaken with a view to identifying how both STEM and mathematics teaching and learning might be adapted to better suit future needs. This research focuses on both student outcomes and teaching strategies.

Kate Cop** is a Graduate Researcher and Lecturer in Mathematics Education at The University of Melbourne. Kate’s research explores the nature of primary mathematics leadership; how it is conceptualised, experienced, and enacted within schools. This qualitative research positions primary mathematics leaders as middle leaders. The research aims to develop a stronger understanding of the role of primary mathematics leaders and inform school policy and decision making. Kate also researches the teaching and learning of mathematics in the primary education sector to support the development of educators in building student engagement and understanding in mathematics.


Bibliographic Information

  • Book Title: Research in Mathematics Education in Australasia 2020–2023

  • Editors: Carmel Mesiti, Wee Tiong Seah, Berinderjeet Kaur, Cath Pearn, Anthony Jones, Scott Cameron, Emma Every, … Kate Cop**

  • DOI: https://doi.org/10.1007/978-981-97-1964-8

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024

  • Hardcover ISBN: 978-981-97-1963-1Published: 03 July 2024

  • Softcover ISBN: 978-981-97-1966-2Due: 03 August 2024

  • eBook ISBN: 978-981-97-1964-8Published: 02 July 2024

  • Edition Number: 1

  • Number of Pages: XIII, 343

  • Number of Illustrations: 1 b/w illustrations, 1 illustrations in colour

  • Topics: Mathematics Education, Teaching and Teacher Education, Higher Education

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