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This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for Australia?" (Tony Brown), an introduction to lifelong learning policy with a list of questions to focus future discussion; two discussion starters, "Is Lifelong Learning Critical, Desirable, or Just a Good Idea?" (Philip C. Candy) and "A Vision for the Future of Australian Education and Training" (Moira Scollay), each with a list of questions to focus future discussions; and "Discussion and Recommendations of the Seminar Working Groups." Part 2 provides these examples of statements on lifelong learning from Australia and around the world: "Key Issues and Characteristics of Lifelong Learning" (National Board of Employment, Education, and Training, Australia); "Five Key Dimensions of Lifelong Learning in a Learning Society" (Peter Kearns); "Why We Need Lifelong Learning" (Australian National Training Authority [ANTA]); "The Attributes of a Lifelong Learning Policy Framework" (ANTA); "Lifelong Learning for All" (Donald J. Johnston); "Aims and Ambitions for Lifelong Learning" (G8 Summit Koln Charter, Germany); "The Learning Age: Towards a Europe of Knowledge" (Paul Belanger); "Learning to Succeed: A New Framework for Post-16 Learning" (United Kingdom policy document summary); "Lifelong Learning Summit" (Al Gore); and "Launch of Manpower 21 Plan" (Singapore government policy document). Part 3 has these appendixes: seminar program, seminar participants, and references. (Contains 31 references.) (YLB)

These proceedings contain the papers of the International Conference on Educational Technologies 2013 (ICEduTech 2013), which has been organised by the International Association for Development of the Information Society and co-organised by the Faculty of Computer Science & Information Technology, Universiti Putra Malaysia, Kuala Lumpur, Malaysia, 29 November - 1 December 2013. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. Papers in these proceedings include: (1) Learning in the Networked Society (Piet Kommers); (2) Mediating Authentic Learning: The Use of Wiki's and Blogs in an Undergraduate Curriculum in South Africa (Simone Titus); (3) Professional Learning to Nurture Adaptive Teachers (Kar-Tin Lee); (4) Understanding TPACK in Practice: Praxis through Technological Pedagogical Reasoning (Glenn Finger and Paul Finger); (5) A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies (Ugorji I. Ogbonnaya, David L. Mogari, and Eric Machisi); (6) Factors Influencing the Acceptance of Collaboration Technology within the Context of Virtual Teamwork Training (Joy J. Godin and Lars F. Leader); (7) Surveillance in Programming Plagiarism beyond Techniques: An Incentive-Based Fishbone Model (Yanqing Wang, Min Chen, Yaowen Liang, and Yu Jiang); (8) Elearning Strategic Planning 2020: The Voice of Future Students as Stakeholders in Higher Education (Glenn Finger and Vicky Smart); (9) Laptops in Classroom Interaction: The Dynamic Reach of the Laptoped Situation (Tomas Lindroth, Johan Lundin, and Lars Svensson); (10) Salapiggy: Usability Test of the Sifteo Cubes as a Game Interface for the Money Counting Game for Preschoolers (Adrian Orense, Berlyn Anne Decena, and Rommel Feria); (11) An Ontology for Software Engineering Education (Thong Chee Ling, Yusmadi Yah Jusoh, Rusli Adbullah, and Nor Hayati Alwi); (12) Technology Enhanced Analytics (TEA) in Higher Education (Ben Kei Daniel and Russell Butson); (13) Teachers' Learning in Online Communities of Practice: Two Case Studies from Australia (Ria Hanewald); (13) Teaching Teachers for the Future Project: Building TPACK Confidence and Capabilities for Elearning (Glenn Finger, Romina Jamieson-Proctor, and Peter Grimbeek); (14) The Comparison of Inductive Reasoning under Risk Conditions between Chinese and Japanese Based on Computational Models: Toward the Application to CAE for Foreign Language (Yujie Zhang, Asuka Terai, and Masanori Nakagawa); (15) Use and Production of Open Educational Resources (OER): A Pilot Study of Underground Students' Perceptions (Khe Foon Hew and Wing Sum Cheung); (16) Teaching 21st Century Competencies: Lessons from Crescent Girls' School in Singapore (Gucci Trinidad, Deepa Patel, Linda Shear, Peishi Goh, Yin Kang Quek, and Chen Kee Tan); (17) Research on Demand Analysis of the Users of the Senior English Diagnostic System (Chen Guo, Hui Zhang, Qian Yao, and Min Wu); (18) Using Self-Reflection and Badges in Moodle-Based Medical English Review Courses for Enhancing Learners' Autonomy (Jun Iwata, John Clayton and Sarah-Jane Saravani); (19) Investigating the Use of Social Media by University Undergraduate Informatics Programmes in Malaysia (Jane See Yin Lim, Shirley Agostinho, Barry Harper, and Joe F. Chicharo); (20) Educational Online Technologies in Blended Tertiary Environments: A Review of Literature (Kimberley N. Tuapawa); and (21) How Teachers Use and Manage Their Blogs? A Cluster Analysis of Teachers' Blogs in Taiwan. Individual papers contain references. An author index is included.

South Australia's PISA performance has been in constant decline since 2003 with the proportion of PISA participants meeting the Australian national proficient standard dropping from 73% (in 2003) to 50% (in 2018). In contrast, Singapore is a consistently strong performer. To better understand student readiness in answering PISA questions, this paper reports a curriculum comparison between Australia and Singapore for Years 9 and 10 in Measurement and Geometry. The findings highlight the similarities and differences in the topics covered in both countries' curricula and raise questions about potential implications for student outcomes in PISA.

Timely analysis of trends and issues in TVE can help TVE stakeholders cope with rather than oppose them. Educating in the direction of the trend and resolving the important issues can maximize TVE's chance of success. The purpose of this paper was to identify trends and issues in the TVE in 10 Indo-Pacific countries. To achieve this purpose, a cross-country analysis with a word cloud analysis was employed. Consequently, the following nine trends were identified: (1) Accelerated adaptation to emerging technologies and the evolution of industry; (2) Improving or diversifying TVE accessibility and increasing the enrollment rate; (3) Enhancing alignment between the TVE and higher education sectors; (4) Promoting employment-based, work-based, or competency-based learning models; (5) Strengthening TVE educators'/trainers' practical skills, industrial working experience, or qualification requirements; (6) Gearing TVE with lifelong learning; (7) Encouraging employer or industry involvement in TVE; (8) Enhancing quality assurance and autonomy in the TVE system; and (9) Providing more career counseling or career exploration. In addition, the following six issues were identified: (1) TVE does not have the same positive public image as academic education; (2) Insufficiency of qualified TVE trainers/teachers; (3) Extreme challenges to teach hands-on skills online; (4) Weak involvement of social partners; (5) Fragmentation of TVET management; and (6) The continued lack of a well-constructed qualification framework and quality assurance system.

Education for children with special needs, especially with mild intellectual disabilities, has not received much attention from researchers and practitioners. The education of intellectual disabilities children also has the same right to develop according to the needs of the times as regular children's education in general. The changing and evolving needs of the times should also be followed by changes in the curriculum used, considering that one of the learning goals in special schools for intellectual disabilities children is to make the children who can live independently. In special schools for intellectual disabilities children in Indonesia, mathematics learning is combined with other lessons to discuss specific themes in everyday life. Based on an extensive literature search on the mathematics curriculum in special schools for intellectual disabilities children, this paper aims to review the literature involving two things: (1) mathematics education curriculum in special schools for intellectual disabilities children in Indonesia, and (2) mathematics curriculum in special education in Australia and Singapore. A view is also provided. This paper concludes that: (1) learning in special schools for intellectual disabilities children in Indonesia uses thematic learning where mathematics learning is focused on its usefulness in everyday life, (2) numeracy is the focus of education in Australia, not least for intellectual disabilities children, and learning Mathematics for mild intellectual disabilities children in Singapore includes the concepts of numbers, spaces, arithmetic procedures, problem solving and measurement. [ABSTRACT FROM AUTHOR]

Over the past couple of decades, there have been rapid advancements in the field of technology which transformed pedagogical strategies in higher education. Online education with an emphasis on technology augmented learning strategies and an increasing stress for cost effectiveness have mounted the pressure on educators. This is exacerbated by the demand for educators to come up with innovative instructional methods which are flexible, user-friendly, empowering and student-centred. Collaboration and sharing learning-teaching practices would be the most sensible response to these demands. This paper shares and explores the experiences of flipping an online classroom with a large cohort of externally enrolled Undergraduate Nursing and Midwifery students in a regional Australian university. The design, implementation, and outcome of this active learning strategy are examined using the theoretical framework, Community of Inquiry by Garrison, Anderson, and Archer [1]. The students' accountability to engage in the task, in a student-centred model of pedagogical strategy which reinforced higher order thinking was the key to this successfully flipped task. [ABSTRACT FROM AUTHOR]

Why have an organisation like MERGA? This question will be addressed from past, present and future perspectives (1976, 2012, and 2025). One focus of the paper will be the need to improve mathematics curricula, and to improve the teaching and learning of mathematics, at all levels. I shall argue that we have not done enough to make sure that MERGA has delivered, is still delivering, and will continue to deliver the goods on such basic curriculum/teaching/learning issues. Part of the difficulty is that we researchers have not reached agreement on what we mean by "improvement". That is as much a political issue as anything else, of course, but the MERGA community needs to do more to make sure that the responsibility for defining what improvement means, and how it is assessed, is not in the wrong hands. A second focus of the paper will be some reflections on what the "A" in MERGA might represent. This Conference is being held in Singapore, and the challenge is for a wider vision of MERGA's role in Asia to be formulated and implemented.

The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers.

This paper reports on an action research study that aimed to investigate whether an online discussion board could provide feedback to a lecturer to cater for specific learning needs and improve student engagement and outcome in a first year undergraduate nursing unit delivered externally. And whether a reflective practice approach to content delivery based on student feedback could improve learning outcomes and student satisfaction. An online forum was used to identify students' learning needs, encourage collaboration, discussion of learning materials and create a learning community that is supportive of each other to enhance learning. A reflective practice approach was used to reflect upon student feedback and teaching practice that allowed modifying teaching materials and practice throughout the semester. At the end of week 10, students provided feedback on their learning experience that formed part of the qualitative data along with the researcher's reflective journal which were analyzed using thematic analysis. Descriptive statistics were used to compare student engagement with the School of Health average for the semester and grades between two semesters of the same unit. It was found that on average the student engagement with the unit was more than the average for the school of health and there was a marked improvement on student grade. Three themes emerge from the student feedback (sense of belonging, sense of satisfaction and sense of ownership). The themes that emerge from the researcher reflections were: lack of engagement/anxiety, developing trust and enjoyment with engagement. It was concluded that an online discussion forum could provide an educator the opportunity to identify students' learning needs and modify the educational materials and delivery according to the expressed needs. This has the potential to improve the time students spend on Learnline by enhancing their engagement with the learning materials and improving their academic performance. [ABSTRACT FROM AUTHOR]

Immigrants to the USA and Western Europe show a disadvantage in academic achievement that persists into the second generation. In contrast, an immigrant advantage is often seen in countries with selective immigration policies. This paper examines whether four countries with selective migration policies continue to show an academic advantage in data from PISA 2012; whether the advantage applies equally across reading, mathematics and science; and whether any advantage can be attributed to greater access to three personal (school belonging, attitude towards school learning activities and outcomes), and two teacher-related academic resources (student-teacher relationship, teacher support). Three groups (first-generation immigrant; second-generation immigrant; native-born) of 15-year-old students were compared in Australia, New Zealand, Canada, and Singapore. In Australia and Singapore, first- and second-generation immigrant students showed an advantage in all three subjects. In New Zealand and Canada, there was no evidence of a consistent immigrant disadvantage. The five academic resources were related to individual differences in PISA scores, but did not account for differences between migrant and native students.

Australian and Singaporean students have been exposed to different forms of teaching due to cultural differences in education. In each country, varying degrees of importance has been placed on explicitly teaching problem-solving heuristics. This paper highlights the different strategies employed by students from each country when solving a word problem and the role direct teaching has played in the development of these strategies. Implications for classroom practice are also discussed.

This paper identifies the strategies Singaporean and Australian students (n = 1,187) employed to solve a 24-item mathematics test. A mathematics-processing framework is proposed, which describes the way primary-aged students successfully process graphic and non-graphic mathematics tasks. There were distinct differences in the way in which the students from the respective countries approached the tasks with the Singaporean students more likely to employ strategies that were explicitly taught and practiced in the classroom, whereas the Australian students tended to employ a more diverse range of approaches.

This paper describes Singapore and Australian Grade 6 students' (n=1,187) performance on a symmetry task in a recently developed Mathematics Processing Instrument (MPI). The MPI comprised tasks sourced from Australia and Singapore's national assessments, NAPLAN and PSLE. Only half of the cohort solved the item successfully. It is possible that persistence of prototypical images of a vertical line of symmetry and reinforcements in the classrooms could have attributed to this low success rate.

The use of high-stakes assessment to measure students' mathematical performance has become commonplace in schools all over the world. Such assessment instruments provide national or international comparisons of student (and potentially teacher performance). Each form of assessment is specialised in nature and is characteristic of the culture and intent of the governing bodies. The purpose of this paper is to highlight differences and similarities between two national high-stakes assessments and the possible implications to students' sense making.

Rhetoric about the importance of students being equipped to apply mathematics to relevant problems arising in their lives, individually, as citizens, and in the workplace has never been matched by serious policy or curricular support. This paper identifies and elaborates authenticity implications for addressing this issue, and describes aspects of a modelling challenge in which students were mentored to engage in problem solving located in real world settings. Characteristics of the approach and selected student responses to the challenge are provided.

In this paper, the relationships between students' beliefs about knowing and learning mathematics, and how they engage with calculators, are investigated. An online survey was conducted for 964 Singaporean and 176 Victorian senior secondary students. Students' "connected knowing-deep approach" conception of mathematics was found to be associated with their use of "calculators as collaborator," and their "separate knowing-surface approach" conception of mathematics was associated with use of "calculators as master." Gender differences in students' beliefs were also found.

This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8 percent to as much as 22 percent of individual score variance depending on the country and subject. Being male was almost a universal advantage in math, but was a far greater disadvantage in reading for every country. The relative performance of some countries changed when scores were adjusted for demographic differences; however, the Asian countries and Finland remained on top. Instructional strategies related to countries performing above expectations were explored.

This paper describes the impact of three early childhood education research programs in Australia, Singapore, and Malaysia, and funded by the Bernard van Leer Foundation. The Mount Druitt Project in Australia has implemented institution- and home-based educational programs, which also monitor children's physical development and work closely with parents. One of the most important outcomes has been the spread of preschools into the Government system, especially in disadvantaged areas. There has been little short-term effect on school performance; lasting effects are more closely related to social and attitudinal development than to cognitive variables. The Singapore Project is a 9-year longitudinal study investigating cognitive and social development in preschoolers in three 3-year phases: (1) collecting baseline data on the normative development of 3,000 preschoolers; (2) providing center-based intervention focusing on English language skills; and (3) developing a closer home-school-society relationship. This project provided the first comprehensive data on social and cognitive development of Singapore children, provided intensive training programs for practitioners in approximately 40 preschools, and developed effective parent and community involvement strategies. The Malaysian study investigated the development of over 3,000 preschoolers from various sections of Malaysian society. Findings indicated that urban advantaged children were more advanced in physical, cognitive, language, and socio-emotional development than were children from other groups. Estate children were the least advanced and rural children and urban disadvantaged did not differ from each other. Changes in child-rearing practices and preschool education were recommended to alleviate some of the differences among the groups. (KDFB)

This study, drawing on date from the Programme for International Student Assessment (PISA) 2009, examined the relationships of out-of-school-time mathematics lessons to mathematical literacy in Singapore and Australia. Results of two-level hierarchical linear modelling (HLM) analyses revealed that out-of-school-time enrichment lessons in mathematics were not significantly associated with mathematical literacy in Singapore and Australia. Out-of-school-time remedial lessons in mathematics were negatively associated with mathematical literacy in Australia, while such remedial lessons in mathematics were not significantly related to mathematical literacy in Singapore. Learning time in out-of-school-time lessons in mathematics was significantly negatively linked to mathematical literacy in Singapore and Australia. Implications of the findings are discussed.

This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2011, examined whether mathematics teachers' perceptions of their students' mathematical competence were related to mathematics achievement, affect toward mathematics, and engagement in mathematics lessons among Grade 8 students in Singapore and Australia. Structural equation modelling (SEM) analyses revealed that mathematics teachers' perceptions of their students' mathematical competence were positively linked to eighth-graders' mathematics achievement, affect toward mathematics, and engagement in mathematics lessons in both Singapore and Australia. Implications of the findings are briefly discussed.

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

This study, drawing on data from the Programme for International Student Assessment (PISA) 2009, explored the influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of metacognitive learning strategies and control strategies for reading on mathematical literacy of adolescents in Australia and Singapore. In contrast, the two components of self-regulated learning strategies for reading--memorization and elaboration--had negative influences on mathematical literacy of adolescents in Australia and Singapore.

The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary lectures include: (1) Modelling Students' Learning in Argumentation and Mathematics Proof (Fou-Lai Lin); (2) Travelling the Road to Expertise (Stacey); (3) Telling Identities (Sfar and Prusak); and (4) Co-Constructing Artefacts and Knowledge in Net-Based Teams (Reimann). The plenary panel section includes: (1) What Do Studies Like PISA Mean to the Mathematics Education Community? (Jones); (2) From a Profile to the Scrutiny of Student Performance (Yoshinori); (3) The PISA-Study (Neubrand); (4) Some Results from the PISA 2003 International Assessment of Mathematics Learning (Kieran); and (5) The Foundation and Spectacle of [the Leaning Tower of] PISA (Williams). The first research forum (RF01) includes: (1) Not Everything Is Proportional (De Brock, Van Dooren, and Verschaffel); (2) Designing Instruction on Proportional Reasoning with Average Speed (Gravemeijer, van Galen, and Keijzer); (3) Folding Perimeters (Friedlander and Arcavi); and (4) The Dolls' House Classroom (Ainley and Pratt). The second research forum (RF02) includes: (1) Shaping a Multi-Dimensional Analysis of Signs (Arzarello, Ferrara, Robutti, Paola, and Sabena); (2) Working with Artefacts (Bussi and Maschietto); (3) The Role of Gestures in Mathematical Discourse (Edwards); (4) Connecting Talk, Gesture, and Eye Motion for the Microanalysis of Mathematics Learning (Ferrara and Nemirovsky); (5) Why Do Gestures Matter? Gestures as Semiotic Means of Objectification (Radford); (6) Gestures, Signs and Mathematisation (Williams); and (7) Building Intellectual Infrastructure to Expose and Understand Ever-Increasing Complexity (Kaput). The third research forum (RF03) includes: (1) Using Growth Points to Describe Pathways for Young Children's Number Learning (Gervasoni); (2) Number Attainment in Sri Lankan Primary Schools (Hart); and (3) Mathematics Recovery (Pearn). The fourth research forum (RF04) includes: (1) The Place of Theory in Mathematics Education Research (Lester, Jr.); (2) Theories of Mathematics Education (Lerman); (3) The Articulation of Symbol and Mediation in Mathematics Education (Armella); (4) Using Theory to Advance Our Understandings of Student Cognitive Development (Pegg and Tall); (5) Trends in the Evolution of Models and Modeling Perspectives on Mathematical Learning and Problem Solving (Lesh and English); and (6) Issues and Tendencies in German Mathematics-Didactics (Torner and Sriraman). (Individual papers contain references.)

This document contains 43 papers presented at a conference on research in teaching adults at the University of Exeter, England, in 1998. Among the papers are the following: "Reconstructing Academic Practice: Research and Teaching in a University School of Adult Education" (David Boud); "Re-searching Adult Education Practice: Paradoxes and Possibilities" (Allie Clemans); "Learning in Virtual Space: Potential and Pitfalls in Electronic Communication" (Mike Davis, Kate Denning); "Becoming Expert: Using Ethnographies of Everyday Learning To Inform the Education of Adults" (Mary Hamilton); "Making Links between Teaching and Research: An Example from an Inquiry into Networked Learning" (Michael Hammond); "The Trinity Ring of Knowledge: Teaching, Learning, and Research" (William Hampton and Danny Mashengele, with Fang Xiao, Conchita Felix-Corrall, Kevin Longmore, Carmen Morales-Guarda, Gillian White); "Informal Practitioner Theory: Eliciting the Implicit" (Yvonne Hillier); "Guidance as Research, Teaching, and Learning" (Anne-Marie Houghton); "Getting Connected: Involving Part-Time Tutors of Adults in Researching Their Own Development" (Ann Jackson); "Adult Learning in Civil Society: Exploring Roles for Adult Educators" (Rennie Johnston); "The Experience of Young Adults in Transition: Making Connections" (Rob Lawy); "College Knowledge: Power, Policy, and the Mature Student Experience at University" (Mark Murphy, Ted Fleming); "Connecting the Personal and the Social: Using Auto/Biography for Interdisciplinary Research and Learning About Experience" (Nod Miller, Linden West); "Professional Development, Teaching, and Lifelong Learning: Is There a Connection?" (Gill Nicholls); "Researching Learning: A United Kingdom/Singapore Comparison" (Janet Parr); "Collaborative Research: A Disturbing Practice" (Nicky Solomon); "Only Connect: Constructing the Compleat Adult Educator/Student" (Malcolm Tight); "Post-Modern Teaching: The Facilitation of Learning" (Li-Jiuan Lilie Tsay); "Lost and Found: 'Cyberspace' and the (Dis)location of Teaching, Learning, and Research" (Robin Usher, Richard Edwards); "The Little Boy and His Antics: Redefining Knowledge in Development Worker Training" (Astrid von Kotze); "Obsessives, Groupies, and the Role of Research in Adult Education" (Chris Wiltsher); and "Combining Teaching, Learning, and Research" (David Wray). Each paper contains references. (KC)

This study compares the regulations and practices of cross media ownership in Australia, Hong Kong, and Singapore, utilizing a conceptual framework to explore triangular relationships between the government, service providers and. Government regulatory policies are then analyzed in the context of recent technological trends pushing media convergence. Study findings suggest that market size does not affect policy-making and that private ownership is the key determinant of policy outcomes. The relative merit of various regulatory approaches (i.e. “government- guided” vs. “market-oriented”) are discussed, alongside implications of cross media ownership changes wrought by technology. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "E-Learn 2015: World Conference on E-Learning" took place in Kona, Hawaii, October 19-22, 2015. This year's E-Learn conference again covered many different topics from the ever-present MOOCs to learner analytics to more rare topics such as personal innovativeness and semantic text theme generation. There are over 300 papers covering these topics in the proceedings. The following are the award papers presented at the conference: (1) Implementation of the Inverted Classroom Model for Theoretical Computer Science (Karsten Morisse); (2) Students' Conceptual Understanding of Leadership in a Global World: Learning via a Web-based Simulation of Political and Economic Development (Seungoh Paek and Daniel L. Hoffman); (3) Ready to Practice? Learning Skills Using Digital Simulated Patients (Nataly Martini, Ashwini Datt, Anuj Bhargava, and Craig Webster); (4) Mobile Learning for Students with and without Disabilities in K-12 Educational Setting (Jingrong Xie and James Basham); and (5) Using ADDIE to Design Online Courses via Hybrid Faculty Development (Michelle Read, Gwendolyn Morel, and Danyelle Hennington). [For the E-Learn 2014 proceedings, see ED602926.]

This document contains the fifth volume of the proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 59 research reports by presenters with last names beginning between Sac and Zaz: (1) Bryan's Story: Classroom Miscommunication about General Symbolic Notation and the Emergence of a Conjecture during a CAS-Based Algebra Activity (Ana Isabel Sacristan and Carolyn Kieran); (2) A Teacher's Method to Introduce Story-Problems: Student-Generated Problems (Adalira Saenz-Ludlow); (3) "There's More than Meets the Eye": Analysing Verbal Protocols, Gazes and Sketches on External Mathematical Representations (Jonathan P. San Diego, James Aczel, Barbara Hodgson, and Eileen Scanlon); (4) Notions of Variability in Chance Settings (Ernesto Sanchez and Miguel Mercado Martinez); (5) Elementary Preservice Teacher Learning Levels (Victoria Sanchez and Miguel Mercado Martinez); (6) Mathematics Achievement: Sex Differences vs. Gender Differences (Dora Santos, Sonia Ursini, Martha Patricia Ramirez, and Gabriel Sanchez); (7) Self Assessment and Appropriation of Assessment Criteria (Leonor Santos and Anabela Gomes); (8) Drawing as Problem-Solving: Young Children's Mathematical Reasoning through Pictures (Carole Saundry and Cynthia Nicol); (9) The Role of the Teacher in Turning Claims to Arguments (Baruch Schwarz, Rina Hershkowitz, and Shirly Azmon); (10) Learning Mathematics for Teaching (Nanette Seago and Lynn Goldsmith); (11) Coherence of Mathematics Lessons in Japanese Eighth-Grade Classrooms (Yasuhiro Sekiguchi); (12) Triangle Property Relationships: Making the Connections (Penelope Serow); (13) Access to Mathematics versus Access to the Language of Power (Mamokgethi Setati); (14) Compartmentalization of Representation in Tasks Related to Addition and Subtraction Using the Number Line (Myria Shiakalli and Athanasios Gagatsis); (15)The Derivation of a Learning Assessment Framework for Multiplicative Thinking (Dianne Siemon, John Izard, Margarita Breed, and Jo Virgona); (16) Sources of Students' Frustration in Bridging Mathematics Courses (Anna Sierpinska); (17) What Makes a Good Problem? An Aesthetic Lens (Nathalie Sinclair and Sandra Crespo); (18) Discovering a Rule and Its Mathematical Justification in Modeling Activities Using Spreadsheet (Hong-chan Son and Hee-chan Lew); (19) Investigating Preservice Teachers' Understanding and Strategies on a Student's Errors of Reflective Symmetry (Ji-Won Son); (20) Exploring the Role Played by the Remainder in the Solution of Division Problems (Alina Galvao Spinillo and Sintria Labres Lautert); (21) Incomplete or Incorrect Understanding of Decimals: An Important Deficit for Student Nurses (Vicki Steinle and Robyn Pierce); (22) Proportional Reasoning: Variable Influencing the Problems Difficulty Level and One's Use of Problem Solving Strategies (Olof Bjorg Steinthorsdottir); (23) The Impact of the Intuitive Rule "If A Then B, If Not A Then Not B" in Perimeter and Area Tasks (Lambros Stephanou and Demetra Pitta-Pantazi); (24) Process-Object Difficulties in Linear Algebra: Eigenvalues and Eigenvectors (Sepideh Stewart and Michael O. J. Thomas); (25) Conceptual Changes as Dialectical Transformation (Nadia Stoyanova Kennedy); (26) Content Knowledge for Mathematics Teaching: The Case of Reasoning and Proving (Andreas J. Stylianides and Gabriel J. Stylianides); (27) "Making Proof Central to Pre-High School Mathematics Is an Appropriate Instructional Goal": Provable, Refutable, or Undecidable Proposition? (Gabriel J. Stylianides and Andreas J. Stylianides); (28) Power and Poverty--Whose, Where, and Why?: School Mathematics, Context and the Social Construction of "Disadvantage" (Dalene M. Swanson); (29) Documenting Learning in School-Based Mathematics Communities of Teachers (Paola Sztajn); (30) Research and Teaching--Can One Person Do Both? A Case Study (MichalTabach); (31) Computer "Knowledge" and Student's Images of Figures: The Case of Dragging (Varda Talmon and Michal Yerushalmy); (32) Graphics Calculators for Mathematics Learning in Singapore and Victoria (Australia): Teachers' Views (Hazel Tan and Helen J. Forgasz); (33) Vague Language in Greek and English Mathematical Talk: A Variation Study in Face-Work (Konstantinos Tatsis and Tim Rowland); (34) Teachers Using Computers in Mathematics: A Longitudinal Study (Michael O. J. Thomas); (35) Analysing Classroom Interactions Using Critical Discourse Analysis (Steve Thornton and Noemi Reynolds); (36) Pre-Service and In-Service Mathematics Teachers' Concept Images of Radian (Tahsin Topcu, Mahmut Kertil, Hatice Akkoc, Kamil Yilmaz, and Osman Onder); (37) Adaptive Expertise in the Number Domain 20-100 (Joke Torbeyns, Lien Vanderveken, Lieven Verschaffel, and Pol Ghesquiere); (38) Mathematical Activity in a Technological Workplace: Results from an Ethnographic Study (Chrissavgi Triantafillou and Despina Potari); (39) Pupils' Over-Use of Proportionality on Missing-Value Problems: How Numbers May Change Solutions (Wim Van Dooren, Dirk De Bock, Marleen Evers, and Lieven Verschaffel); (40) Arithmetical Procedures in the Solution of a Problem Involving Velocity (Veronica Vargas and Jose Guzman); (41) Introducing Algebraic Thinking to 13 Year-Old Students: The Case of the Inequality (Petros Verikios and Vassiliki Farmaki); (42) Why Is a Discontinuous Function Differentiable? (Antti Viholainen); (43) Overgeneralization of Linear Models: Presence and Characteristics among University Students (Monica Villareal, Cristina Esteley, and Humberto Alagia); (44) Educational Design Research in Mozambique: Starting Mathematics from Authentic Resources (Pauline Vos, Tiago G. Devesse, and Assane Rassul); (45) "The Big Test": A School Community Experiences Standardized Mathematics Assessment (Fiona Walls); (46) Numeracy Reform in New Zealand: Factors that Influence Classroom Enactment (Margaret Walshaw and Glenda Anthony); (47) An Investigation of Factors Influencing Teachers' Scoring Student Responses to Mathematics Constructed-Response Assessment Tasks (Ning Wang and Jinfa Cai); (48) Teacher Actions that Assist Young Students to Write Generalizations in Words and in Symbols (Elizabeth Warren); (49) Promoting Pre-Service Teachers' Understanding of Decimal Notation and Its Teaching (Wanty Widjaja and Kaye Stacey); (50) Impetus to Explore: Approaching Operational Deficiency Optimistically (Gaye Williams); (51) Generating and Evaluating Geometry Conjectures with Self-Directed Experiments (Chao-Jung Wu, Wing-Kwong Wong, Ying-Hao Cheng, and Yunn-Wen Lien); (52) The Distributions of van Hiele Levels of Geometric Thinking among 1st and 6th Graders (Der-bang Wu and Hsiu-Ian Ma); (53) Elementary Teacher Education and Teacher Efficacy toward Mathematics and Science (Su-Chiao Wu and Yu Liang Chang); (54) Spatial Rotation and Perspective Taking Abilities in Relation to Performance in Reflective Symmetry Tasks (Xenia Xistouri and Demetra Pitta-Pantazi); (55) Elementary Teachers' Mathematics Beliefs and Teaching Practices after a Curriculum Reform (Shirley M. Yates); (56) Inquiry Activities in a Classroom: Extra-Logical Processes of Illumination vs. Logical Process of Deductive and Inductive Reasoning. A Case Study (Oleksiy Yevdokimov); (57) Developments of a Child's Fraction Concepts with the Help of Psychological Tools: A Vygotsky's Cultural-Historical Perspective (Kaori Yoshida); (58) A Teacher's Treatment of Examples as Reflection of Her Knowledge-Base (Orit Zaslavsky, Guershon Harel, and Alfred Manaster); and (59) Cognitive Conflict and its Resolution via Pivotal/Bridging Example (Rina Zazkis and Egan Chernoff). (Individual papers contain references.)

The titles and authors of the 12 conference papers presented in this document are: (1) "China's Immediate Future: Renewed Cultural Borrowing" (R.F. Price); (2) "The Feminization of the Teaching Profession in Singapore" (Christine Inglis); (3) "Towards Equity and Efficiency in the Education System of Mauritius" (Helen Topor); (4) "PNG Education System: Equity Trends and Comparisons" (Michael Sheret); (5) "What is a Community School? Decentralising Curriculum Planning in Papua New Guinea" (Audrey Aarons); (6) "Moving Away from the Package of Subjects Curriculum in the Secondary School: Some Insights into Possible Problems from an Attempted Innovation in Papua New Guinea" (Denis J. Donohoe); (7) "But Based on What? Village Primary Education and Urban Educationists in India" (R.S. Newman); (8) "Primary Schools in the Lands of Padi and Palm or the Western Primary School in R/Evolution: Fiji and Java" (R. Pearse); (9) "The Work Ethic in Australia--Comparative Perspectives" (Kelvin Grose); (10) "The Shock of the Old--The Militant Church and Education" (Roger Hunter); (11) "Prospective Patterns of Staff Changes in Higher Education: The United Kingdom, the United States and Australia" (J.R. Liesch); and (12) "Australia's Educational Aid c.1975-1982" (Lynn Lee). (KH)