Research in Mathematics Education in Australasia 2020?2023

This book provides a critical review of research in mathematics education published in or about the Australasian region in the four years from 2020 to 2023. Research in Mathematics Education in Australasia 2020-2023 (RiMEA 2020-2023) is the eleventh edition of the four-yearly review of mathematics education research in Australasia. It is compiled by the Mathematics Education Research Group of Australasia (MERGA). It is primarily focused on research from Australia, New Zealand, and Singapore but also includes research from other Southeast Asian countries and the South Pacific.

Although each edition of RiMEA is shaped by the preceding volumes, each new edition evolves in response to events coinciding with each new review period. Following an introduction by the editors, RiMEA 2020-2023 will contain a reflection chapter authored by the editors of the previous edition, 'Research in Mathematics Education in Australasia 2016-2019, ' on how research in mathematics education in theAustralasian region has progressed over the four years since.

This book provides a comprehensive critical review of research literature in the Australasian region on significant topics published within the review period. It serves as a resource for researchers and promotes quality research in the Australasian region. Furthermore, it provides an introduction to mathematics education research in the Australasian region for Ph.D. candidates, early career researchers, and other researchers beginning a new field of research.

Carmel Mesiti is a Senior Lecturer in Mathematics Education at The University of Melbourne. Carmel's research has centred on exploring, through international video-based research, the nature of teaching and learning in mathematics classrooms. Carmel's recent research as part of The International Classroom Lexicon Project contributed new knowledge in the form of the Australian Lexicon; a cognitive and cultural artefact of the mathematics teaching community in which its practitioners have named the valued, pedagogical practices of their mathematics classrooms. Carmel co-leads the International Community for Classroom Research (ICCR) research hub which brings together researchers investigating classroom teaching and learning in physical and virtual spaces.

Wee Tiong Seah is a Professor in Mathematics Education at The University of Melbourne. Wee Tiong's research has focussed on how motivational constructs (e.g., values) support the cognitive and affective dimensions of mathematics education, as well as the roles that cultural variables play in facilitating mathematics learning. He is Founding Director of the 22-nation research consortium, Third Wave Lab, which has coordinated 12 international research studies utilising values/valuing. Over the last decade, Wee Tiong has been invited to present more than 30 research keynote addresses. He is editor of the Springer Mathematics Education Library book series, and the Mathematics Education Research Journal.

Berinderjeet Kaur is an Emeritus Professor of Mathematics Education at the National Institute of Education, Nanyang Technological University in Singapore. She has been with the Institute since 1989 and is a leader of Mathematics Education in Singapore. She was the Mathematics Consultant to TIMSS 2011 and a core member of the MEG (Mathematics Expert Group) for PISA 2015. Her research involves teaching and learning of mathematics, mathematical problem solving and development ofmathematics teachers. Over the last three decades, Berinderjeet has delivered more than 75 research keynote addresses. She is the series editor of the Springer Mathematics Education - An Asian Perspective book series and editor of the Fourth International Handbook of Mathematics Education.

Catherine Pearn is a Senior Lecturer in Mathematics Education at The University of Melbourne, as well as a Senior Research Fellow in the Assessment and Reporting Division at the Australian Council for Educational Research. Cath's research includes both cognitive and affective aspects of mathematics learning for primary and secondary students as well as pre-service and experienced teachers. She is particularly interested in the identification and assistance for students mathematically 'at risk' of not meeting national minimum standards and for those who are not achieving their mathematical potential. Cath's PhD investigated the links between fractional competence and algebraic reasoningof middle-years students.

Anthony Jones is a Research Fellow at The University of Melbourne. His research interests include mathematics pedagogies which link mathematics to the everyday lives and experiences of students, educational applications of information technologies, as well as the (mathematics) learning of hospitalised and disabled students. He was co-editor of the Springer journal 'Education and Information Technologies' for more than a decade.

Scott Cameron is a Lecturer in Mathematics Education at The University of Melbourne. Scott's research has focussed on senior secondary students' use of, attitudes towards, and factors influencing the use of Computer Algebra Systems. Scott is also exploring the potential impact of other technologies, including Mathematics Analysis Software and Artificial Intelligence, on the teaching and learning of mathematics.

Emma Every is a Graduate Researcher and sessional Lecturer in Mathematics Education at The University of Melbourne. Emma's research uses a mixed methods approach to explore perceptions of the affordances of a STEM approach in mathematics education. This research is undertaken with a view to identifying how both STEM and mathematics teaching and learning might be adapted to better suit future needs. This research focuses on both student outcomes and teaching strategies.

Kate Copping is a Graduate Researcher and Lecturer in Mathematics Education at The University of Melbourne. Kate's research explores the nature of primary mathematics leadership; how it is conceptualised, experienced, and enacted within schools. This qualitative research positions primary mathematics leaders as middle leaders. The research aims to develop a stronger understanding of the role of primary mathematics leaders and inform school policy and decision making. Kate also researches the teaching and learning of mathematics in the primary education sector to support the development of educators in building student engagement and understanding in mathematics.