RESEARCH IN MATHEMATICS EDUCATION IN AUSTRALASIA 2016-2019.

Contents
Editors and Contributors
List of Reviewers
1 Research in Mathematics Education in Australasia 2016–2019
	1 Research in Mathematics Education in Australasia Review Series
	2 Editors and the Production Process
	3 Concluding Comments and Acknowledgments
	References
2 Looking Back and Taking Stock: Reflections on the MERGA Research Review 2012–2015
	1 Introduction
	2 Looking Back at Previous Chapters in RiMEA
	3 Reflection on Three Policy Developments
		3.1 Initial Teacher Education
		3.2 STEM Agenda 2016–2026
		3.3 Assessment of Research Impact and Engagement
	4 Conclusion
	References
3 The Contribution of Mathematics Education Researchers to the Current STEM Education Agenda
	1 Introduction
	2 Goals of STEM—Policies and Reports
		2.1 STEM Education in Australasian Schools
		2.2 STEM Workforce Engagement and Preparation
	3 STEM Education in the School Curriculum: Roles, Perspectives, and Discipline Integration
		3.1 STEM Education in the Curriculum: Roles and Perspectives
		3.2 Research on Integrated STEM Learning in the Curriculum
	4 Implementation—Research into STEM Teacher Education
		4.1 Research About Pre-service STEM Education
		4.2 Research About In-service STEM Education
	5 Outcomes for Students—Developing Students’ STEM Capabilities
		5.1 Utilising STEM Contexts to Engage Students in Learning
		5.2 Utilising STEM Contexts to Develop Students’ Problem Solving and Critical Thinking Skills
		5.3 Utilising STEM Contexts to Develop Students’ Understanding of Mathematics
	6 Conclusions and Implications for Further Research
	References
4 Facets of Numeracy: Teaching, Learning and Practices
	1 Introduction
		1.1 Theoretical Lens
	2 Numeracy in Schooling and Initial Teacher Education
		2.1 Numeracy Research in School Settings
		2.2 Numeracy Research in ITE Settings
	3 Adult Numeracy
		3.1 Assessment of Adult Numeracy Capability—Insights from Policy Research
		3.2 From a Focus on the Individual to Their Environment
		3.3 Numeracy Learning and Teaching—Sites of Adult Numeracy Provision
		3.4 Numeracy Practices
	4 Statistical Literacy
		4.1 Development of Statistical and Mathematical Knowledge
		4.2 Processes for Developing Statistical Literacy
		4.3 Knowledge of the Context in Which the Data Is Embedded
		4.4 Written and Representational Literacy Skills
		4.5 Capacity and Disposition to Adopt a Critical Stance
	5 Financial Literacy
		5.1 The Role of Context in Teaching Numeracy and Financial Literacy
		5.2 Developing Sophisticated Mathematical Knowledge and Skills
		5.3 Developing a Critical Orientation to Financial Problem-Solving
		5.4 Implications for Teacher Education
	6 Conclusion and Future Directions
		6.1 Context
		6.2 Mathematical Knowledge
		6.3 Dispositions
		6.4 Tools
		6.5 Critical Orientation
	7 Future Directions
	References
5 Advancing Our Understanding of Initial Teacher Education Through Research
	1 Introduction
	2 Policy—The Conceived Space
		2.1 Australia Context
		2.2 New Zealand Context
		2.3 Singapore Context
		2.4 The Conceived Space as a Research Context
	3 ITE Educators—The Perceived Space
		3.1 Teacher Educators: Their Knowledge, Learning and the Nature of Their Work
		3.2 Teacher Education Pedagogies
		3.3 Curriculum of Mathematics Teacher Education
		3.4 The Perceived Space as a Research Space
	4 The Student Perspective—Lived Space
		4.1 Coursework Experiences
		4.2 In School Experiences
		4.3 Experiences of Learning Mathematics
		4.4 The Lived Space as a Research Space
	5 Conclusions
	References
6 Teachers’ Professional Learning and Development in Mathematics Education
	1 Introduction
	2 Quality and Effective Professional Learning
	3 Professional Learning Initiatives
		3.1 Purpose of PL Approaches
		3.2 Context and Learning Focus
		3.3 Models Guiding PL Design, Research and Analysis
		3.4 Theories of Learning Underpinning PL
		3.5 Scope, Scale and Duration of PL
		3.6 Impact and Outcomes of PL
	4 Conclusion and Future Directions
		4.1 Enduring Aspects
		4.2 Emerging Interests and Gaps in the Research
	References
7 Researching the Affective Domain in Mathematics Education
	1 Introduction
	2 Beliefs
		2.1 Practising Teachers’ Beliefs
		2.2 Preservice Teachers’ Beliefs
		2.3 Students’ Beliefs
		2.4 Mathematics Teacher Educators
		2.5 Identity
	3 Attitudes
	4 Motivation and Interest
	5 Engagement
	6 Feelings, Emotions and Anxiety
	7 Methodology and Methods
		7.1 Participants
	8 Methodological Issues
	9 Concluding Comments
	References
8 Equity, Social Justice, and Ethics
	1 Introduction
	2 Equity Factors
	3 Mathematics Participation, Achievement, and Attitude
		3.1 Equity in School Mathematics Achievement
		3.2 Equity in Upper Secondary School Mathematics Participation and Achievement
		3.3 Equity in University-Level Participation in Mathematics and Related Fields
		3.4 Gender Equity in Participation, Achievement, and Attitude
	4 Socially Just and Ethical Mathematics Teaching
		4.1 Ethnomathematics and Decolonisation Approaches
		4.2 Culturally Responsive Teaching Practices
		4.3 Ethical and Caring Approaches
		4.4 Intervention Approaches
	5 Teacher Knowledge and School Change for Socially Just Policy and Practice
		5.1 School Improvement and Whole-School Change
		5.2 Initial Mathematics Teacher Education
	6 Discussion
		6.1 Gender
		6.2 Indigenous and Culturally Marginalised Students
		6.3 Low SES Students
		6.4 Rural and Remote Students
	7 Concluding Comments
	References
9 Mathematics Learning and Education from Birth to Eight Years
	1 Introduction
	2 Mathematics Content
		2.1 Number
		2.2 Statistics and Probability
		2.3 Measurement
	3 Curriculum, Policy and Assessment
		3.1 Australian Curriculum Policy
		3.2 New Zealand Curriculum Policy
		3.3 Assessment Practices
	4 Aspects of Teaching and Learning
		4.1 Lesson Design and Sequencing Learning
		4.2 Play-Based Learning
	5 Home and Prior to School Context
	6 Cultural/Indigenous Contexts and Pedagogies
	7 Emerging Areas of Research
		7.1 Early Mathematics Learning and Later Achievement
		7.2 Influence of Early Childhood Education and Care Settings on Children’s Mathematics
		7.3 Relationship Between Self-regulation and Mathematical Development
		7.4 Birth to 2 Years
		7.5 Innovative Research Methodologies
	8 Concluding Remarks
	References
10 The Re-emergence of Spatial Reasoning Within Primary Years Mathematics Education
	1 Introduction
	2 Overview of the Chapter
	3 Background on Spatial Reasoning
	4 Australasian Perspectives on Spatial Reasoning Research Prior to 2016
	5 Spatial Reasoning Research and Mathematics Development in Australasian Classrooms Since 2016
		5.1 Spatial Reasoning Intervention Programs
		5.2 Embodiment and Early STEM Australia [ELSA]
		5.3 Spatial Reasoning and Geometry
		5.4 Spatial Reasoning in Mathematics Assessment
		5.5 Spatial Reasoning in Other Areas of Mathematics and Beyond
		5.6 Australasian Influences: Spatial Reasoning Research in the Asian Region
	6 Areas for Further Research
	7 Concluding Remarks
	References
11 Research into Teaching and Learning of Tertiary Mathematics and Statistics
	1 Introduction
	2 Tertiary Mathematics Education
		2.1 Pedagogical Strategies
		2.2 Assessment
		2.3 Professional Learning, Beliefs and Practices: Theoretical Perspectives
	3 Mathematical Content
		3.1 Practical Approaches to Content Delivery
		3.2 Theoretical and Conceptual Perspectives
	4 Tertiary Statistics Education
		4.1 Towards Probability
		4.2 The Use of Technology
		4.3 Understanding Statistics
	5 Transitions and Support
		5.1 Support
		5.2 Enabling Mathematics and Academic Numeracy
		5.3 Transitions
	6 Service Teaching
		6.1 Engineering
		6.2 Nursing
		6.3 Health Sciences
	7 Suggestions for Further Research
	References
12 Innovative and Powerful Pedagogical Practices in Mathematics Education
	1 Introduction
	2 Developing Innovative Learning Environments for All Learners
		2.1 Developing Productive Reasoned Discourse in the Mathematics Classroom
		2.2 Equipping Students with 21st Century Skills in the Mathematics Classroom: Critical Thinking, Creativity, and Intellectual Risk-Taking
		2.3 Using Innovative and Powerful Pedagogical Practices to Engage All Students and Support Their Development of a Mathematical Disposition
	3 Tools That Support the Development of Innovative and Powerful Pedagogical Practices in the Mathematics Classroom
		3.1 The Use of Challenging Tasks
		3.2 Drawing on Real and Meaningful Task Contexts
		3.3 Enhancing the Use of Typical Problems
		3.4 Teacher Noticing and Responding
		3.5 Representations
	4 Where Are We at? Where Do We Need to Go?
		4.1 Deficit Perceptions
		4.2 Difficulties in Using Challenging Tasks
		4.3 Use of Ability Grouping
		4.4 Power and Status Structures Within the Mathematics Classroom
		4.5 Student Attitudes Towards Mathematics
	5 Conclusion
	References
13 Teaching and Learning Mathematics with Digital Technologies
	1 Introduction
	2 Technology in Early Years Education
		2.1 Subject
		2.2 Classroom Interaction
		2.3 Tasks
	3 Primary and Secondary Education
		3.1 Subject
		3.2 Classroom Interaction
		3.3 Tasks
	4 Initial Teacher Education
		4.1 Classroom—Didactic Contract
		4.2 Classroom—Social Dynamics
		4.3 Tasks
	5 Use of Digital Technologies in Tertiary Mathematics
		5.1 Research Reviews
		5.2 Teacher Pedagogy and Student Resources
	6 Current Methodological Approaches in Technology Research
	7 Conclusions and Future Directions for Research
	References
14 Changing Landscapes
	1 Introduction
	2 Working Within the Changing Landscape of Mathematics Education
	3 Changing the Landscape of Mathematics Education
	4 Opportunities Going Forward Within the Changing Landscape
	References
Index