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Forty-four papers from the 1981 conference of the Higher Education Research and Development Society are presented that focus on issues related to the planning of learning, technique and art in teaching, and judging the effectiveness of learning. Among the papers and authors are: "Planning the Means by Which Teaching and Learning Should Occur" (W. G. Malcolm); "The Climates of Teaching and Learning That Australian University Teachers Establish in Their Undergraduate Classes" (J. Genn); "Planning for Distance Learning" (N. Westwood); "Teaching Your Discipline to Students of Another" (V. Ullrich); "Supervision of Post-Graduate Research Students" (I. Moses); "Students Teach Students" (D. V. Queis, M. Frilling); "Some Suggestions on Implementing a Successful System of Student Evaluation" (J. F. Henderson); "Language and Study Skills across the Disciplines" (L. Marshall); "Special Entry Students in Tertiary Education" (R. Osman); "Mature Age Students in Tertiary Courses" (L. Greagg); "Exit Interviews--Talking to Those Who Leave" (N. Lawler); "Barriers to Instructional Development in Universities and Colleges" (I. D. Thomas, H. R. Poole); and "The New Technicalities of Educational Technology" (E. C. Snell). (SW)

The transition between arithmetic and algebraic thinking is challenging for students. One notable difficulty for students is understanding algebraic symbols--pronumerals. Researchers are exploring pedagogical approaches in seeking to address this issue. The current paper is contributing to this body of literature by illustrating how an online card matching game-based learning activity supports students' understanding of pronumerals.

This book contains papers presented at a conference on educational promise, performance, and expectations. Papers included in this volume are: (1) "Education in Australia: We Get What We Deserve" (S. Ball); (2) "The Size and Scale: What is Expected" (J. G. Owen); (3) "The Search for Educational Quality and Equality: A U. S. View" (A. Harry Passow); (4) "Community Expectations and the Secondary School Years" (C. W. Collins); (5) "Grading Schools--What Do We Expect and How Do They Rate" (N. Baumgart and C. Power); (6) "Giving an Account: Critics and Questioners" (J. G. Owen); (7) "Getting on with It: Classroom Disruption in the Primary Grades" (P. O'Brien); (8) "Pupils' and Teachers' Expectations for the Achievement of Year 4 Children" (J. Belme); (9) "Relationships between Family Characteristics and Primary School Related Outcomes" (A. Clark and P. O'Brien); (10) "Applications of Need-Press Theory in the Study of Australian Educational Environments" (J. M. Genn); (11) "Teaching and Learning in Higher Education--Promise and Performance" (J. Lublin); (12) "Educational Expectations--Today and Tomorrow: Common Curriculum and Individual Differences" (A. Harry Passow); (13) "The Physical Environment for Teaching and Learning" (C. J. McGuirk); (14) "All-Round Education: The Need for Personal Convictions" (M. F. Cusi); (15) "Challenge of the Eighties: Bringing Information Technology to People" (F. Barr-David); (16) "Communication and Expectations: The President's Address" (E. G. Eden); (17) "Expectations of Research in Colleges of Advanced Education" (J. G. Sekhon); and (18) "Making a Political Issue of Tertiary Education" (G. W. Jackson). (CJB)

This paper explores the construction of classroom contexts facilitative of student engagement in Mathematics. Employing a form of discourse analysis framed within a participation approach to learning, the paper provides insights into the construction of such contexts. The affordances and constraints of constructing such a context are discussed in the light of the writings of one Year 7 teacher as she employed Collective Argumentation to re-construct her classroom context to better engage students in the learning of Mathematics.

This paper presents a study of teachers' perceptions of '21st century literacy' practices and the dilemmas teacher face when these perceptions clash with the policies and the practices they feel are expected of them. Using narrative inquiry as its methodology, the paper presents 3 themes identified within the study, namely: 'Teachers' insights into 21st century literacy, 'Teachers' perceptions of necessary 21st century literacy skills for Year 6 students' and 'Influences on teachers' literacy pedagogical decision-making and practice'. The narratives present two teachers' perceptions (and misperceptions) of 21st century literacy, their pedagogical approaches, and how various factors influence their work. The paper considers how various factors influence teachers' pedagogical practices, and highlights discrepancies between teachers' professional beliefs and their practices based on external classroom influences. Narrative offers an insider's view of how these discrepancies are lived out in two Victorian classrooms.

Agile learning spaces have the potential to afford flexible and innovative pedagogic practice. However there is little known about the experiences of teachers and learners in newly designed learning spaces, and whether the potential for reimagined pedagogies is being realised. This paper uses data from a recent study into the experiences of teacher-librarians, teachers, students and leaders of seven Queensland school libraries built with Building the Education Revolution (BER) funding, to explore the question, "how does the physical environment of school libraries influence pedagogic practices?" This paper proposes that teachers explored new pedagogies within the spaces when there was opportunity for flexibility and experimentation and the spaces sufficiently supported their beliefs about student learning. The perspectives of a range of library users were gathered through an innovative research design incorporating student drawings, videoed library tours and reflections, and interviews. The research team collected qualitative data from school libraries throughout 2012. The libraries represented a variety of geographic locations, socioeconomic conditions and both primary and secondary campuses. The use of multiple data sources, and also the perspectives of the multiple researchers who visited the sites and then coded the data, enabled complementary insights and synergies to emerge. Principles of effective teacher learning that can underpin school wide learning about the potential for agile learning spaces to enhance student learning, are identified. The paper concludes that widespread innovative use of the new library spaces was significantly enhanced when the school leadership fostered whole school discussions about the type of learning the spaces might provoke. This research has the potential to inform school designers, teachers and teacher-librarians to make the most of the transformative potential of next generation learning spaces.

Reflective, intelligent, professional teachers research their own practice to inform future improvements. However, the demands upon teacher graduates and early career teachers do not enable the space and time to engage effectively in "praxis" (Freire, 1970) which involves "highly developed educational practice that consciously articulates the theory on which it is based, and, in turn, generates new theory" (O'Toole & Beckett, 2013). Freire (1970) articulates the term 'limit situations' which can enable teacher voice to portray experience and reflection which might differ from those around them. This paper is situated within an understanding of the complexities of the contexts for graduate and early career teachers to develop Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006) to have the confidence and capabilities to use technologies to support their teaching and to support student learning. This paper provides an Australian early career teacher's story through praxis by drawing upon the TPACK conceptualisation and recent attempts to explore teachers' Technological Pedagogical Reasoning (TPR) (Smart et al., 2013). The praxis is also considered in relation to the expectations of the "Australian Professional Standards for Teachers" (AITSL, 2011a), and the "ICT Elaborations" (AITSL, 2011b) which complement those standards. The authors suggest that this approach can significantly contribute to the TPACK literature to inform what TPACK looks like in practice through the experiences and reflections of teachers and explore the "black box of technology integration" (Tondeur et al. 2013) through teacher perspectives. [For full proceedings, see ED557168.]

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

This study explores the effects of a vocational education-based program on academic motivation and engagement of primary school aged children. The Get Into Vocational Education (GIVE) program integrated "construction" and the mathematics, English and science lessons of a Year 4 primary classroom. This paper focuses on investigating the components of the GIVE program that led to student changes in mathematical academic motivation and engagement resulting in outstanding gains in NAPLAN Numeracy results. The components proposed to have contributed to effectiveness of the GIVE program are: teacher and trainer expectations, task mastery and classroom relationships. These findings may be useful to researchers and educators who are interested in enhancing students' mathematical academic motivation.

This research study: (1) looks at what happens in social studies classrooms; and (2) attempts to determine the characteristics and behaviors of effective teachers. To collect data, the researcher observed several high school (grades 9-12) social studies classes since the fall semester of 1991 in the San Francisco (California) Bay Area for 3 months and in five other countries (Australia, New Zealand, Germany, Poland, and Korea). In addition, teachers and students answered questionnaires and were interviewed. Teachers were asked about their expectations for students, what good or effective teaching is, how they characterized today's students, and whether or not they treat honors classes differently than they treat non-honors classes. Students were asked whether or not they liked social studies, and to define good and poor social studies teachers. Tests, lesson plans, teacher's notes, and student notebooks and assignments were examined. The study found that effective teachers behave similarly and share certain characteristics. They tend to maintain high expectations for their students, are able to explain things clearly to their students, and vary their teaching methods and classroom activities. The study also showed that effective teachers saw their courses as having an impact on their students' lives, and were concerned with not only course contents, but also with student learning processes. Tables throughout the paper describe types of research activities, compare classroom activities of effective teachers to those of ineffective teachers, show evidence of student learning, compare how frequently various classroom activities occurred in United States and overseas schools, list student ratings of classroom activities, and list characteristics and behaviors of effective social studies teachers. (LP)

This paper reports on the use of a semistructured but open-ended format to gather students' perceptions about the activities and behaviors they experience in different tertiary learning environments and the reasons why they feel the way they do. Tertiary students were asked to write about events they liked, did not like, felt helped their learning, and felt hindered their learning in six learning environments: large group lectures, small group lectures, seminars/tutorials, one-to-one teaching, practical settings on campus, and practical settings off campus. Subjects included 1,249 students at the Queensland University of Technology in Australia. Findings indicated that students like it when practical application or experiential learning occurs, presentations by the lecturer are clear, discussion of content occurs, class size is appropriate, and the classroom is personalized. Students do not like it when pacing of presentations is not appropriate, presentations are unclear, there is no variety in classroom presentation or activities, the class is not disciplined by the lecturer, and the content and discussion are not structured by the lecturer. There were strong links between what students like and what they claim helps them learn, and vice versa. Appendices contain the questionnaire format and a categorization of statements and reasons. (Contains 17 references.) (JDD)

This study reports a high school teacher professional learning program involving the integration of feedback from students' perceptions of their classroom learning environment using the "Classroom Climate Questionnaire" (CCQ) with teachers' feedback from a Classroom Observation program. Participating teachers used feedback from these two sources to devise intervention strategies in their endeavours to optimise the classroom learning environment. Preliminary findings indicate that feedback from the classroom observations provided teachers with a highly-valued source of data that complemented the data from the school's well-established CCQ-based program in supporting teacher professional learning.

While there are many considerations for effective mathematics teachers, one key factor is the development of a classroom culture that supports the desired form of learning. In examining the opportunities and constraints associated with posing challenging tasks, we are exploring ways that teachers might influence classroom culture positively. The data presented below suggest that it is possible to foster a classroom culture in which teachers pose tasks that challenge students and encourage them to persist when working on those tasks. The key elements seem to be the ways the tasks are posed, the interactive support for students when engaged in the tasks, collaborative reviews of class explorations and assessment against criteria.

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 document contains the second volume of the proceedings of the 30th Annual 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 60 research reports by presenters with last names beginning between Abr and Dri: (1) The Odds of Understanding the Law of Large Numbers: A Design for Grounding Intuitive Probability in Combinatorial Analysis (Dor Abrahamson and Rose M. Cendak); (2) Imaginary-Symbolic Relations, Pedagogic Resources and the Constitution of Mathematics for Teaching in In-Service Mathematics Teacher Education (Jill Adler and Zain Davis); (3) Relationship between Pre-Service Mathematics Teachers' Teaching and Learning Beliefs and Their Practices (Hatice Akkoc and Feral Ogan-Bekiroglu); (4) Teachers' Awareness of Dimensions of Variation: A Mathematics Intervention Project (Thabit Al-Murani); (5) The Student Teacher and the Others: Multimembership on the Process of Introducing Technology in the Classroom (Nelia Amado and Susana Carreira); (6) Improving Student Teachers' Understanding of Fractions (Solange Amorim Amato); (7) Autodidactic Learning of Probabilistic Concepts through Games (Miriam Amit and Irma Jan); (8) Graduate Students' Processes in Generating Examples of Mathematical Objects (Samuele Antonini); (9) Reasoning in an Absurd World: Difficulties with Proof by Contradiction (Samuele Antonini and Maria Alessandra Mariotti); (10) Will Penelope Choose Another Bridegroom? Looking for an Answer through Signs (Ferdinando Arzarello, Luciana Bazzini, Francesca Ferrara, Ornella Robutti, Cristina Sabena, and Bruna Villa); (11) Motivation and Perceptions of Classroom Culture in Mathematics of Students across Grades 5 to 7 (Chryso Athanasiou and George N. Philippou); (12) Deductive Reasoning: Different Conceptions and Approaches (Michal Ayalon and Ruhama Even); (13) The Tendency to Use Intuitive Rules among Students with Different Piagetian Cognitive Levels (Reuven Babai); (14) Coming to Appreciate the Pedagogical Uses of CAS (Lynda Ball and Kaye Stacey); (15) Students' Conceptions of "m" and "c": How to Tune a Linear Function (Caroline Bardini and Kaye Stacey); (16) A Contradiction between Pedagogical Content Knowledge and Teaching Indications (Ibrahim Bayazit and Eddie Gray); (17) Identifying and Supporting Mathematical Conjectures through the Use of Dynamic Software (David Benitez Mojica and Manuel Santos Trigo); (18) Students Constructing Representations for Outcomes of Experiments (Palma Benko and Carolyn A. Maher); (19) Logarithms: Snapshots from Two Tasks (Tanya Berezovski and Rina Zazkis); (20) Trying to Reach the Limit--The Role of Algebra in Mathematical Reasoning (Christer Bergsten); (21) Semiotic Sequence Analysis--Constructing Epistemic Types Empirically (Angelika Bikner-Ahsbahs); (22) Service Teaching: Mathematical Education of Students of Client Departments (Erhan Bingolbali, John Monaghan, and Tom Roper); (23) Students' Thinking about the Tangent Line (Irene Biza, Constantinos Christou, and Theodossios Zachariades); (24) Habermas' Theory of Rationality as a Comprehensive Frame for Conjecturing and Proving in School (Paulo Boero); (25) Extending Students' Understanding of Decimal Numbers via Realistic Mathematical Modeling and Problem Posing (Cinzia Bonotto); (26) Different Media, Different Types of Collective Work in Online Continuing Teacher Education: Would You Pass the Pen, Please? (Marcelo C. Borba and Rubia B. A. Zulatto); (27) Reformulating "Mathematical Modelling" in the Framework of the Anthropological Theory of Didactics (Marianna Bosch, Fco. Javier Garcia, Josep Gascon, and Luisa Ruiz Higueras); (28) Students' Impressions of the Value of Games for the Learning of Mathematics (Leicha A. Bragg); (29) The Transition from Arithmetic to Algebra: To Reason, Explain, Argue, Generalize and Justify (Trygve Breiteig and Barbro Grevholm); (30) Resisting Reform Pedagogy: Teacher and Learner Contributions (Karin Brodie); (31) Manifestations of Affordances of a Technology-Rich Teaching and Learning Environment (TRTLE) (Jill P. Brown); (32) Types of Representations of the Number Line in Textbooks (Alicia Bruno and Noemi Cabrera); (33) Educational Neuroscience: New Horizons for Research in Mathematics Education (Stephen R. Campbell); (34) Variability in a Probability Context: Developing Pre-Service Teachers' Understanding (Daniel L. Canada); (35) Implementing a Reform-Oriented Mathematics Syllabus: A Survey of Secondary Teachers (Michael Cavanagh); (36) Student's Modelling with a Lattice of Conceptions in the Domain of Linear Equations and Inequations (Hamid Chaachoua, Marilena Bittar, and Jean-Francois Nicaud); (37) Using Reading and Coloring to Enhance Incomplete Prover's Performance in Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (38) Aspects of Teachers' Pedagogical Content Knowledge for Decimals (Helen Chick, Monica Baker, Thuy Pham, and Hui Cheng); (39) Collaborative Action Research on Implementing Inquiry-Based Instruction in an Eighth Grade Mathematics Class: An Alternative Mode for Mathematics Teacher Professional Development (Erh-Tsung Chin, Yung-Chi Lin, Yann-Tyng Ko, Chi-Tung Chien, and Hsiao-Lin Tuan); (40) Routine and Novel Mathematical Solutions: Central-Cognitive or Peripheral-Affective Participation in Mathematics Learning (Mei-Shiu Chiu); (41) The Role of Self-Generated Problem Posing in Mathematics Exploration (Victor V. Cifarelli and Jinfa Cai); (42) A Longitudinal Study of Children's Mental Computation Strategies (Barbara Clarke, Doug M. Clarke, and Marj Horne); (43) Assessing Fraction Understanding Using Task-Based Interviews (Doug M. Clarke, Michal Sukenik, Anne Roche, and Annie Mitchell); (44) Evaluation of a Teaching Concept for the Development of Problem Solving Competences in Connection with Self-Regulation (Christina Collet and Regina Bruder); (45) Developing Probability Thinking in Primary School: A Case Study on the Constructive Role of Natural Language in Classroom Discussions (Valeria Consogno, Teresa Gazzolo, and Paulo Boero); (46) Collaboration with Teachers to Improve Mathematics Learning: Pedagogy at Three Levels (Tom J. Cooper, Annette R. Baturo, and Edlyn J. Grant); (47) "Aim High--Beat Yourself": Effective Mathematics Teaching in a Remote Indigenous Community (Tom J. Cooper, Annette R. Baturo, Elizabeth Warren, and Edlyn J. Grant); (48) Development of Children's Understanding of Length, Area, and Volume Measurement Principles (Margaret Curry, Michael Mitchelmore, and Lynne Outhred; (49) Mathematics-for-Teaching: The Cases of Multiplication and Division (Brent Davis, Elaine Simmt, and Dennis Sumara); (50) Generative Concept Images (Gary E. Davis and Catherine A. Pearn); (51) Developmental Assessment of Data Handling Performance Age 7-14 (Pauline Davis, Maria Pampaka, Julian Williams, and Lawrence Wo); (52) The Effect of Different Teaching Tools in Overcoming the Impact of the Intuitive Rules (Eleni Deliyianni, Eleni Michael, and Demetra Pitta-Pantazi); (53) Investigating Social and Individual Aspects in Teacher's Approaches to Problem Solving (Fien Depaepe, Erik De Corte, and Lieven Verschaffel); (54) Maths Avoidance and the Choice of University (Pietro Di Martino and Francesca Morselli); (55) Primary Students' Reasoning about Diagrams: The Building Blocks of Matrix Knowledge (Carmel M. Diezmann); (56) Integrating Errors into Developmental Assessment: "Time" for Ages 8-13 (Brian Doig, Julian Williams, Lawrence Wo, and Maria Pampaka); (57) Vygotsky's Everyday Concepts/Scientific Concepts Dialectics in School Context: A Case Study (Nadia Douek); (58) Creating Mathematical Models with Structures (Katherine Doyle); (59) Mechanisms for Consolidating Knowledge Constructs (Tommy Dreyfus, Nurit Hadas, Rina Hershkowitz, and Baruch Schwarz); and (60) Reconciling Factorizations Made with CAS and with Paper-and-Pencil: The Power of Confronting Two Media (Paul Drijvers, Carolyn Kieran, Andre Boileau, Fernando Hitt, Denis Tanguay, Luis Saldanha, and Jose Guzman). (Individual papers contain references.)

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 proceedings is comprised of the edited papers presented at the 21st meeting of the Western Australian Science Education Association (WASEA). The 26 papers included here relate to many different topics such as proportional reasoning, the state of primary science in Western Australia, faculty culture, concept formation in elementary science, use of technology, employing a constructivist philosophy in curriculum and instruction, understanding the atomic model, use of multimedia materials, understanding chemical equations, differentiating heat and temperature, managing science equipment, prior knowledge, social justice in school science, portfolio assessment, gender-inclusive technology, culturally sensitive learning environments, kinematics graphs, and delivery of an inclusive science curriculum. (DDR)