Special Interest Groups: An overview
Special Interest Groups (SIGs) have been a component of MERGA
conference programs for many years. Some have met only during one conference,
and some have continued meeting at conferences for several years. Some SIGs
continue to correspond or work together between annual conferences.
From 2003, Workshops
may also be offered in timeslots that are parallel with the SIGs. The content
of these should relate closely to the aims
of MERGA. Special Interest Groups are NOT opportunities for people to deliver
papers. Any individual presentations must be of less than ten minutes.
Group discussions with sharing of thoughts and experiences (e.g. on writing
for journals or on organising for engaging lectures), focused work on a resource
(such as analysis of a transcript applying a particular learning theory),
or a lesson using a resource (e.g. on use of EndNote software or on managing
large thesis documents) are all appropriate formats.
The number of SIG and Workshop slots offered at any conference
varies. The length of timeslots also varies. They may be run in dedicated
timeslots or in parallel with other types of presentations. Before planning
activities, please check the program to see how many sessions have been allocated
and how long each one is. It is not necessary for any SIG to use all of the
timeslots allocated to these, so please make it clear in a proposal which
of the slots will be used.
If a SIG is continuing an on-going conversation or a task (such
as work on a book), and hence will not be appropriate for new participants,
this should also be made clear in the proposal.
Proposing a SIG
The offering of Special Interest Groups is co-ordinated by the
Vice President (Conferences).
Each year, calls for expressions of interest are made in the second conference
announcement and in a separate email message to MERGA members. People willing
to coordinate a Special Interest Group or a Workshop should email to the VP(Conferences)
an abstract of up to 250 words, outlining the SIG's or Workshop's:
-
title
-
aims or focus
- intended activity for the conference slot
- whether you are intending to use one or more of the timeslots that have
been allocated to SIGs and workshops
- whether new participants are welcome of whether membership is restricted
to people already engaged in the on-going work of the group.
The closing date for proposals is one month after the due date for Research
Papers
Special Interest Groups
|
Algebra
Convenor: Robyn
Pierce
The Algebra SIG will be an open discussion, where all participants
can share their ideas about the teaching and learning of algebra, current
research projects or new directions that should be explored. The role
of technology in teaching and learning algebra, the place of by-hand
skills and memorised routines, teaching to promote students' understanding
of symbols, algebraic expectation and ability to link different representations
of functions are just some challenging issues which could benefit from
input from researchers, teachers and users of algebra.
|
|
Affect in Mathematics
Education
Convenor: Peter Grootenboer
In recent years there has been a growing interest in affective aspects
of mathematics education including beliefs, values, attitudes, emotions,
dispositions and feelings. One or two people will briefly and informally
share their current research projects and some of their findings. The
group will then spend the rest of its time discussing the implications
of the recent findings for mathematics educators.
|
|
Calculators and
Computers
Convenor: Pat Forster
The SIG will be an opportunity to let others know about any new uses
of computer and calculator technologies for teaching and learning, and
about research findings in the domain. Short accounts from participants
will be welcomed. Brief reports on major projects that are currently
being undertaken in Australia and NZ will start the session.
|
|
Cognition and Instruction
Convenor: Mohan Chinnappan
The SIG on Cognition and Instruction is aimed at raising issues about
the nature and content of what students and teachers construct during
mathematical learning and teaching. Participants are encouraged use
this SIG a forum to air their views on a range of related issues such
as:
- interaction between students' prior mathematical knowledge and what
is
taught by the teacher
- the growth of mathematics domain knowledge and its effect on use
of
different problem-solving strategies
- how does IT facilitate the accessing and use of previously-learnt
- mathematical knowledge
- implications for assessement strategies
Issues could cover primary, secondary and tertiary level mathematics.
|
|
Early Algebraic Reasoning
in the Primary Years.
Convenor: Elizabeth
Warren
The focus of this group will be on the integration of arithmetic reasoning
and algebraic reasoning in the primary school, this is not the introduction
of formal algebra in the primary school but a focus on development of
algebraic reasoning that assists young children develop a more sophisticated
sense of number and hence more in depth understanding of numeracy concepts.
Recent research has turned to young children and embedding algebraic
reasoning in arithmetic reasoning. This is a shift from the traditional
approach of algebraic reasoning that occurs after the development of
arithmetic reasoning, to algebraic reasoning that occurs in conjunction
with arithmetic reasoning.
The development of early algebra reasoning initiatives in Australia
and New Zealand (e.g., the patterns and Algebra Strand from the Draft
Queensland syllabus) will be distributed to all participants. This will
form a focus for discussing what research needs to be done and how we
could work collaboratively to forward this agenda.
|
|
Early Number / Early Arithmetic
Learning
Convenors: Joanne Mulligan
The Early Arithmetic Learning SIG meetings have been well attended at
recent MERGA conferences and this area has been the focus of extensive
research in Australia and New Zealand and elsewhere. As well, the area
is one where school systems are placing increased emphasis and developing
special initiatives. Examples of topics likely to be discussed are:
the use of learning frameworks and similar constructs in assessment
and teaching - what constitutes a framework and how can frameworks be
developed; children's spontaneous strategies and mental strategies –
how can sophisticated strategies be developed; the place of formal algorithms
in the primary mathematics curriculum; the generation of accessible
models of enquiry-based teaching; professional development programs
and curriculum review.
|
|
Language and Mathematics
Convenor: Phil Clarkson
The aim of this group is to develop discussion of general interest concerning
the interplay of mathematics learning and language learning. The session
will be devoted to discussion of ongoing and proposed projects. It is
also an opportunity for colleagues to network and sift through possibilities
and ideas for collaboration. New people are most welcome although it
is anticipated that attendees will have, or are about to begin, projects
relevant to the discussion of the Group.
|
|
Learning Theories
Convenor: Sharon Gunn
The year's "Learning theories" SIG will focus on enactivist
and evolutionary theories of learning. Participants are invited to come
prepared to explore their understandings of these learning theories
and discuss how such theories may (or may not) relate to their own practice.
Newcomers are most welcome.
|
|
Online Learning in Mathematics
Education
Convenor: Merilyn Taylor
This SIG is for those people interested in online learning. Issues for
discussion are likely to include:
- Course development, design, and implementation
- Assessment
- The influence of learning theory for online work
- Any issues and subsequent actions?
|
|
Investigating Problem
Solving
Convenor: Beth Southwell
The beginning of the nineteen eighties, following the release of the
NCTM Agenda for Action for School Mathematics in the 1980s and the Cockcroft
Report in England, saw a flurry of research and literature on problem
solving. Ten years later, the research had turned to other topics and
tended to use problem solving as a part of the research methodology
only. After a further ten years, with many exceptions fortunately, after
the first burst of enthusiasm, the teaching of problem solving seemed
to revert to previous routine practices. The introduction of related
ideas such as problem posing and investigations reawakened some interest
in problem solving research. The result is, however, that now we have
a plethora of terms that may or may not purport to mean the same or
similar ideas. In the interest of common understandings and the development
of shared outcomes some time will be spent on looking at current terminology,
methodologies and related affective issues. The concentration, however,
will be on perceived gaps in research and possible future action.
|
|
Sociocultural and Social
Justice Aspects of Mathematics Education
Contact person: Colleen Vale
Topic for discussion: Indigenous people and mathematics.
There is much for us to discuss. How are non-indigenous and indigenous
mathematics teacher educators and researchers working with indigenous
people and communities on mathematics education? What can we learn from
each other? How has
ethnomathematics informed work in this field? How can we do much better
in promoting reconciliation and social justice in
mathematics education?
|
| 
