Introduction: Research in Mathematics Education in Australasia 2012–2015

Makar, Katie; Dole, Shelley; Višňovská, Jana; Goos, Merrilyn; Bennison, Anne; Fry, Kym

doi:10.1007/978-981-10-1419-2_1

Cited by 4 publications

(6 citation statements)

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“…Algebraic reasoning and geometry were dominant across the Proceedings, with both heavily weighted towards the secondary phase. This aligns with other reviews: both emerged as topics in Inglis and Foster's (2018) review, both featured as CERME TWGs, and both appeared variously as specific areas of interest in the reviews of recent research from South Africa (Adler et al, 2016), China (Xu, 2014) and Australasia (Makar et al, 2016). As with CERME's reviews (Hodgen, Oldenburg, & Strømskag, 2018;Kuzniak, Richard, & Michael-Chrysanthou, 2018), which highlighted a focus on research on how algebra and geometry should be taught, the Proceedings examining these areas also focused strongly on approaches to teaching.…”

Section: Number and Calculation Number And Calculation Was The Most Common Content Areasupporting

confidence: 84%

“…Problem solving displayed an increase in interest over the review period (r = .511), appeared in Inglis and Foster's (2018) review, and was identified as a focus of reviews internationally (Jayarajah, Saat, Rauf & Amnah, 2014;Makar et al, 2016). The survey suggested that the focus of problem solving changed with age-phase; in the primary phase, the emphasis was on reasoning about number and calculation; in the secondary phase this shifted to algebraic reasoning.…”

Section: Mathematical Thinkingmentioning

confidence: 99%

“…Internationally, reviews of Malaysian (Jayarajah et al, 2014) and Australasian (Makar et al, 2016) research see university mathematics as a developing field. Analysis of cooccurring keyword-groups with both phases reveals some differences.…”

Section: Post-16 and University Mathematicsmentioning

confidence: 99%

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A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Marks

Foster

Barclay

et al. 2020

Research in Mathematics Education

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A Comparative Synthesis of UK Mathematics Education Research: what are we talking about and do we align with international discourse?This paper makes an important and original contribution to the updating of methodological approaches to research syntheses. We analysed all 813 Proceedings of the British Society for Research into Learning Mathematics from 2003 to 2018, first using a quantitative corpus-survey and qualitative thematic coding and, again, independently, using topic modelling. We found strong convergence between findings from the different methods. We compare our findings to those from an earlier Proceedings review (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002) and to a recent review of the corpus of publications in the Journal for Research in Mathematics Education and Educational Studies in Mathematics, as well as to a review by the European Society for Research into Learning Mathematics and several other reviews. We found considerable similarity between the issues discussed, and similar trends over time. We conclude that the efficiency of topic modelling makes it a powerful option to include among a range of methodological approaches to research review.

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Section: Number and Calculation Number And Calculation Was The Most Common Content Areasupporting

confidence: 84%

Section: Mathematical Thinkingmentioning

confidence: 99%

See 1 more Smart Citation

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Marks

Foster

Barclay

et al. 2020

Research in Mathematics Education

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show abstract

“…McMullen, Oates and Thomas [3] integrated digital technologies into a large calculus course. Another recent book on mathematics education in Australasia [4] contains an entire chapter on research on using technology in mathematics teaching over recent years.…”

Section: Literature Reviewmentioning

confidence: 99%

Does the chalkboard still hold its own against modern technology in teaching mathematics? A case study

Billman

Harding

Engelbrecht

2018

International Journal of Mathematical Education in Science and

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“…In this chapter I am relying on descriptive snapshots of research on affect, drawn from three recently published and influential contributions to the field, to provide a succinct yet varied overview of relevant work. These are: The Encyclopedia of Mathematics Education (Lerman, 2014), The ICME-13 Topical Survey on Attitudes, Beliefs, Motivation and Identity in Mathematics Education (Goldin et al, 2016), and Research in Mathematics Education in Australasia 2012-2015 (Makar et al, 2016). Pertinent summaries are presented in turn below.…”

Section: About Beliefs Affect and Mathematics: What We Think We Knowmentioning

confidence: 99%

Mathematics-Related Beliefs and Affect

Leder

2019

ICME-13 Monographs

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Influential approaches to the definition and operationalization of beliefs and other affective dimensions are described in this chapter. Snapshots of research findings are presented, commonly used measures are listed, and some technologically enhanced approaches to the measurement of beliefs and affect are discussed. Contributions, both theoretical and practical, to research on the affective domain by those concerned with gender issues are also referenced. Keywords Affect • Beliefs • Gender • Mathematics • Measuring affect 2.1 About Beliefs, Affect, and Mathematics-Introduction 2.1.1 Setting the Context Why, it could be asked, are both beliefs and affect in the title of this contribution? The inclusion of both terms warrants a special comment. In his influential and frequently cited article Pajares (1992) argued convincingly that, within the field of educational psychology, defining beliefs is at best a game of player's choice. They travel in disguise and often under alias-attitudes, values, judgments, axioms, opinions, ideology, perceptions, conceptions, conceptual systems, preconceptions, dispositions, implicit theories, explicit theories, personal theories, internal mental processes, action strategies, rules of practice, practical principles, perspectives, repertories of understanding, and social strategy, to name but a few that can be found in the literature. (p. 309) Mason (2004) similarly argued that it is often difficult to work out what beliefs actually cover and illustrated this by producing "an entire alphabet of associated interlinked terms":

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Introduction: Research in Mathematics Education in Australasia 2012–2015

Cited by 4 publications

References 0 publications

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Does the chalkboard still hold its own against modern technology in teaching mathematics? A case study

Mathematics-Related Beliefs and Affect

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