Titlebook: Research in Mathematics Education in Australasia 2016–2019; Jennifer Way,Catherine Attard,Katherin Cartwright Book 2020 Springer Nature Si

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Innovative and Powerful Pedagogical Practices in Mathematics Education,chapter, we review Australasian studies that provide evidence of pedagogical practices that support creative and flexible mathematical thinkers for the 21st century. The review is structured around three key themes that were evident in the research literature. The first theme is the need to develop

勉强

Teaching and Learning Mathematics with Digital Technologies,and initial teacher mathematics education. The synthesis considers ways in which research has explored the use of digital technologies through the three dimensions identified by Pierce and Stacey’s map of pedagogical opportunity: mathematics content (subject), in classroom interactions (classroom),

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,Looking Back and Taking Stock: Reflections on the MERGA Research Review 2012–2015,initial teacher education, STEM teaching and learning, and the assessment of research impact and engagement. We use these three areas of reform to reflect on how related issues projected in the chapters of the last review played out and urge mathematics education researchers to focus their research on implications of these reforms for the field.

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Changing Landscapes,priorities that may inform change going forward. Drawing on specific chapter recommendations, I focus on three areas: (i) assessment; (ii) 21st century learning; (iii) and the use of voice within research endeavours.

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,Research in Mathematics Education in Australasia 2016–2019,forecast possible directions for future research in mathematics education. In this chapter, we provide a historical overview of the four-yearly review series, describe the current review’s production process and briefly introduce the review’s overall structure.

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Advancing Our Understanding of Initial Teacher Education Through Research,ew into the three ‘spaces’ of policy, teacher educators and pre-service teachers, and to reveal tensions that exist between these spaces. Our analysis of the research highlighted the multiple roles of teacher educators—as researchers, teachers, collaborators and curriculum designers—as they mediate the tensions that occur between the spaces.

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Researching the Affective Domain in Mathematics Education,cy, identity, attitudes, motivation and interest, feelings, anxiety and emotions, and engagement. Consideration is given to the methodologies used in research in the affective domain during this time period.

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sia, compiled by the Mathematics Education Research Group of Australasia (MERGA), critically reviews research in mathematics education in the four years from 2016 to 2019. Its goals are to provide a reference guide for researchers, and to promote further quality research in Australasia..978-981-15-4268-8978-981-15-4269-5