Search

This paper presents initial data from a study being undertaken into the potential effects of a mentoring program for teacher education students who have self-identified as suffering from mathematics anxiety. The first phase of the study saw 8 primary teacher education students opt into a program matching them in pairs with 4 mentor teachers who had been selected by their principals after meeting 6 criteria that identified them as highly capable mentors in mathematics education. The mentees worked with the mentors in classrooms for 8 weeks. After the program the students were interviewed. Data from these students is explored here with particular emphasis on an artefact presented by one of the students about her journey through the process.

This paper reports on the experiences of newcomers at the 36th Annual MERGA Conference. The paper applies Wenger's (1998) social learning theory to explore the kinds of feedback that might assist newcomers. Questionnaire responses to describe the experience of ten newcomers and interview responses from five of the ten are reported. The participants identified the stimulating presentations and being immersed in an environment conducive to rich dialogue as important factors that contributed to a positive experience. The newcomers felt welcomed by the MERGA community and were able to contribute, particularly those who had previous experience in research or at other conferences.

This paper reports the impact of a collaborative professional experience model on pre-service secondary mathematics teachers' perspectives and practices within a learning community. Nine pre-service teachers made 12 school visits over one year to observe and co-teach problem-solving lessons in two Year 8 classes. They discussed the lesson with the teacher and the university supervisor, and posted reflective comments to an online forum. Data from questionnaires, interviews, and reflections indicate participation in the learning community helped pre-service teachers link theory and practice, learn from each other, and become more reflective.

Declining participation rates in advanced mathematics courses and STEM-related occupations has been an issue in Australia for some time, particularly for females. As students continue to disengage with mathematics and complain about its usefulness, it is important to explore what we can do to stem the tide of departing students. One area worthy of investigation is students' interest in mathematics including whether they are able to name a mathematical role model in their lives. Forty-three students in Years 7 to 9 from three schools were asked to name people they knew who were interested in mathematics. There was a strong bias towards male figures (44 to 17), particularly fathers and male peers.

A modified form of Lesson Study was used to deliver several lessons over two weeks to develop students' relational thinking and to improve teachers' knowledge of this thinking. Fifteen students in a multi-grade 4, 5 & 6 classroom were surveyed and interviewed using true/false sentence and open number problems involving one unknown number before and after the study. Students in all three grades increased their understanding of the role of equivalence and their capacity to use relational thinking. Questionnaires were also undertaken by three participating teachers before and after the study. Their knowledge about students' relational thinking improved, and they demonstrated how they would integrate it into their future teaching of number and number operations.