Full Conference Proceedings




The devil in details: Mathematics teaching and learning as managing inter-discursive gaps

Anna Sfard


Many pathways towards “Excellence” in Singapore mathematics education

Tin Lam Toh


“Becoming” a researcher in mathematics education

Vince Geiger





Aspects of excellence in mathematics education

Berinderjeet Kaur


Excellence in mathematics education: Influences on the effective use of technology in primary classrooms

Catherine Attard


Excellence in mathematics education: Multiple confluences

Ban Heng Choy


Excellence in mathematics education: Models for teacher education practices

Oh Nam Kwon


A framework for teaching excellence in the context of university mathematics education

Victor Tan





Singapore Enactment Project

Berinderjeet Kaur (Chair), Tin Lam Toh, Joseph Boon Wooi Yeo, Yew Hoong Leong, Lu Pien Cheng


Strengths approaches in early childhood mathematics education

Amy MacDonald (Chair), Fiona Collins, Angela Fenton, Steve Murphy, Matt Sexton, Joce Nuttall, James Russo, Toby Russo


Let’s Count: Success and expansion

Bob Perry (Chair), Ann Gervasoni, Amy MacDonald, Sue Dockett, Anne Roche, Paige Lee


Issues and affordances in studying children’s drawings with a mathematical eye

Jennifer Way (Chair), Jill Cheeseman, Ann Downton, Anne Roche, Sarah Ferguson, Katherin Cartwright, Janette Bobis, Kate Quane, Mohan Chinnappan, Sven Trenholm




Understanding secondary school students’ motivations for mathematics subject choice: First steps in construct validation and correlational analysis

Jacky Tianmi Pei Bell, Jennifer Way, Paul Ginns


Exploring the ‘high’ and ‘low’ points in primary preservice teachers’ mathematics related identity development

Janette Bobis, Janet Nguyen, Heather McMaster


Coding and learning mathematics: How did collaboration help the thinking?

Nigel Calder, Kate Rhodes


Adapting curriculum materials in secondary school mathematics: A case study of a Singapore teacher’s lesson design

Sze Looi Chin, Ban Heng Choy, Yew Hoong Leong


By teaching we learn: Comprehension and transformation in the teaching of long division

Ban Heng Choy, Joseph Boon Wooi Yeo, Jaguthsing Dindyal


Using interviews with non-examples to assess reasoning in F-2 classrooms

Kate Copping


Spatial reasoning and the development of early fraction understanding

Chelsea Cutting


Secondary mathematics teachers’ conceptions of assessment

Hem Dayal


Secondary pre-service teachers’ views on using games in teaching probability: An international collaboration

Hem Dayal, Sashi Sharma


Language games in primary mathematics

Patrick Galvin


Insights into the pedagogical practices of out-of-field, in-field, and upskilled teachers of mathematics

Merrilyn Goos, Aoife Guerin


Noticing structural thinking through the CRIG framework of mathematical structure

Mark Gronow


Spatial ability, skills, reasoning or thinking: What does it mean for mathematics?

Danielle Harris


Contextualising space: Using local knowledge to foster students’ location and transformation skills

Danielle Harris, Tracy Logan, Tom Lowrie


Curriculum development and the use of a digital framework for collaborative design to inform discourse: A case study

Ellen Jameson, Rachael Whitney-Smith, Darren Macey, Will Morony, Anne-Marie Benson-Lidholm, Lynne McClure, David Leigh-Lancaster


The development and efficacy of an undergraduate numeracy assessment tool

Andrea Knowles, Chris Linsell, Boris Baeumer, Megan Anakin


Why should we argue about the process if the outcome is the same? When communicational breaches remain unresolved

Joanne Knox


The metaphor of transition for introducing learners to new sets of numbers

Igor’ Kontorovich, Rina Zazkis, John Mason


Engagement and outdoor learning in mathematics

Alexandra Laird, Peter Grootenboer, Kevin Larkin


Teacher actions for consolidating learning in the early years

Sharyn Livy, Janette Bobis, Ann Downton, Melody McCormick, James Russo, Peter Sullivan


Teaching towards Big Ideas: A review from the horizon

Yi Fong Loh, Ban Heng Choy


The Tattslotto question: Exploring PCK in the senior secondary mathematics classroom

Nicole Maher, Helen Chick, Tracey Muir


Capitalising on student mathematical data: An impetus for changing mathematics teaching approaches

Tracey Muir


The development of predictive reasoning in Grades 3 through 4

Gabrielle Ruth Oslington, Joanne Mulligan, Penny Van Bergen


Comparative judgement and affect: A case study

Jennifer Palisse, Deborah King, Mark MacLean


A primary education mathematics initiative in an Indigenous community school

Bronwyn Reid O’Connor


Computer based mathematics assessment: Is it the panacea?

Angela Rogers


Why that game? Factors primary school teachers consider when selecting which games to play in their mathematics classrooms

James Russo, Toby Russo, Leicha A. Bragg


Charting a learning progression for reasoning about angle situations

Rebecca Seah, Marj Horne


Conceptualising 3D shapes in New Zealand primary classes

Shweta Sharma


“I think it’s 3D because it’s not 2D”:Construing dimension as a mathematical construct in a New Zealand primary classroom

Shweta Sharma


The development and validation of two new assessment options for multiplicative thinking

Dianne Siemon, Rosemary Callingham, Lorraine Day


Professional development and junior secondary mathematics teachers: Can out-of-field teachers benefit too?

Rebekah Strang


Perspective taking: Spatial reasoning and projective geometry in the early years

Jennifer S. Thom, Lynn M. McGarvey, Nicole D. Lineham


The reification of the array: The case of multi-digit multiplication

Kristen Tripet


Leading mathematics: Doings of primary and secondary school mathematics leaders

Colleen Vale, Anne Roche, Jill Cheeseman, Ann Downton, Ann Gervasoni, Penelope Kalogeropolous, Sharyn Livy, James Russo


What sense do children make of "data" by Year 3?

Jane Watson, Noleine Fitzallen





Pre service teachers' wellbeing balance when learning mathematics and numeracy

Philemon Chigeza


Pre-service teachers on the use of mobile apps for teaching geometry

Shiyama Edirisinghe, Nigel Calder, Sashi Sharma


Digital competences of high school mathematics teacher in Pakistan: A pilot study to validate the online survey

Mairaj Jafri


Analysis of secondary school textbooks on trigonometric identities

Si Ying Lim


Pedagogical and epistemic beliefs of pre-service secondary mathematics teachers: A pilot study

Margaret Marshman, Anne Bennison


Teaching 21st Century Skills in the mathematics classroom

Jennifer Missen


Hands, Head and Heart (3H) Framework: More evidence for self-similarity

Da Yang Tan, Eng Guan Tay, Kok Ming Teo, Paul Maurice Edmund Shutler


A decade of MERGA research papers in mathematics teacher education

Daya Weerasinghe





Using metaphors to evaluate pre-service teachers’ attitude change over first year mathematics unit

Jonathan Adams, Tracy Logan


The impact of the COVID19 induced primary school closures on the use of engaging mathematics pedagogies

Catherine Attard, Steve Murphy, Lena Danaia, Kathryn Holmes, Jacquie Tinkler, Fiona Collins


Pre-schoolers’ number sense strategies and patterns of strategy use during interactions with multi-touch technology

Chengxue Ge, Stephen I. Tucker, Siyu Huan


What teachers notice about student’s online mathematical thinking

Anita Green


Professional learning using a peer learning circle

Vesife Hatisaru, Sharon Fraser, Carol Murphy, Greg Oates


From modeling perspectives to analyse the mathematics grounding activities in classes: Take the game of adding and subtracting decimal numbers module as an example

Wei-Hung Huang, Wan-Ching Tseng


Disrupting deficit discourses in mathematics education: Documenting the funds of knowledge of young diverse learners

Jodie Hunter


How can novice STEM teachers develop integrated STEM materials: The first step from mathematics textbooks

Takashi Kawakami, Akihiko Saeki


Overcoming issues of status and creating pathways for learning mathematics in one primary school classroom

Generosa Leach


Primary school mathematics teachers’ exploration of integration strategies within a community of practice

Tarryn Lovemore, Sally-Ann Robertson


Investigating the disconnect of theory and practice: Differentiating instruction in secondary mathematics

Andrew Marks, Geoff Woolcott, Christos Markopoulos, Lisa Jacka


Reflecting upon mathematical competency: An appreciative inquiry

Catherine McCluskey


Implementing a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 through 4

Joanne Mulligan, Geoff Woolcott, Michael Mitchelmore, Susan Busatto, Jennifer Lai, Brent Davis


Connecting calculation strategies through grounding metaphors

Carol Murphy


A scoping review of research into mathematics classroom practices and affect

Steve Murphy, Naomi Ingram


Supporting pre-service teachers of mathematics to ‘notice’

Lisa O'Keeffe, Bruce White


Collaborative problem-solving: An initial analysis of the role of prompts to support online learners in mathematics

Lisa O'Keeffe, Bruce White, Amie Albrecht, Chelsea Cutting, Bec Neil


Spatial and numeracy skills at the beginning of preschool: A large-scale, nationally representative study

Ilyse Resnick, Tom Lowrie


Assessment-related affect in mathematics: Results from a quasi-experimental study

Kaitlin Riegel, Tanya Evans, Jason Stephens


Tuning-in to non-linguistic resources during collective problem-solving in a second language context

Sally-Ann Robertson, Mellony Graven


From deficiency to strengths: Prospective teachers’ shifting frames in noticing student mathematical thinking

Thorsten Scheiner


Accounting for embodiment via gestural number sense

Stephen I. Tucker





Comparing mathematics curricula across countries: What do they tell us?

Jodie Hunter, Ban Heng Choy