This is the eighth edition of the four-yearly review of mathematics education research in Australasia. Commissioned by the Mathematics Education Research Group of Australasia (MERGA), this review critiques the most current Australasian research in mathematics education in the four years from 2008-2011. The main objective of this review is to celebrate and recognise significant findings; highlight relationships between research; identify themes; and forecast further research directions. This theme-based review has produced a comprehensive analysis of Australasian research in a politically challenging time—producing a manuscript with implications for a wider, international, audience. As the 2009 Felix Klein medal winner Gilah Leder states: A substantial body of research is captured in the chapters of this review. It encompasses the labours of a community of active researchers, with varied interests and diverse theoretical perspectives. Some of the issues explored in the period covered by this volume clearly resonate with questions and concerns particularly pertinent to the changing educational environment; others are more aptly described as continuing or renewed explorations of areas of long standing concern.
Tabella dei contenuti
Introduction; CONTEXTS FOR MATHEMATICS EDUCATION; Reflections on the MERGA Research Review 2004–2007; The Affective Domain and Mathematics Education; Equity, Diversity, Social Justice and Ethics in Mathematics Education; Indigenous Students and the Learning of Mathematics; Supporting Exceptional Students to Thrive Mathematically; Technology in Mathematics Education; Assessment Beyond all: The Changing Nature of Assessment; MATHEMATICS LEARNING AND TEACHING; Early Childhood Mathematics Education; Powerful Pedagogical Actions in Mathematics Education; Mathematics Curriculum in the Schooling Years; Growth and new Directions? Research in Tertiary Mathematical Science Education; Uncertainty in Mathematics Education: What to do with Statistics?; TEACHERS; The Professional Education and Development of Prospective Teachers of Mathematics; Professional Knowledge of Practising Teachers of Mathematics; THE FUTURE; Taking Stock: From here to the Future; CONTRIBUTORS AND REVIEWERS; Contributors; Reviewers.
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