Rethinking Mathematics Education Together

47th Annual Meeting of the International

Group for the Psychology of Mathematics
Education (PME 47)
17-21 July 2024
Auckland, New Zealand

Conference Programme
Conference Agenda
Wednesday, 17/July/2024 ..................................................................................................................... 3
Friday, 19/July/2024 ............................................................................................................................ 15
Saturday, 20/July/2024 ....................................................................................................................... 28
Saturday, 20/July/2024 ....................................................................................................................... 33

WIFI INFORMATION
For Massey:
As a guest or visitor to Massey, you can use the MUGuests Wi-Fi or Eduroam. This open, public network has a
data limit of 600MB a day.

For Albany Senior High School (ASHS):

• Locate the SSID called "ASHS-Guest" in your list of available networks.
• Select "ASHS-Guest" and click on "Connect."
• Enter the password "ashs2024" when prompted, and then click "Next."
• Once connected, a browser window will automatically open.
• You will be directed to a Captive Portal login page.
• Enter the password "DyBMFfWvv" and click "Login."

MAPS
 Albany Senior High School (ASHS) is about 5-minute walk away

Session Overview

Wednesday, 17/July/2024

1:00pm - 2:00pm Early Researchers Day lunch

Location:
Atrium Round Room
2:00pm - 4:00pm Registration

Location:
Atrium Round Room
Opening: Opening Ceremony
Session Chair: Jodie Hunter
4:00pm - 5:30pm
Overflow room is Sir Neil Waters 200
Location:
Sir Neil Waters Lecture
Theatre Building 300

5:30pm - 7:00pm Plenary: Mellony Graven: “Going national from the ground up: the case of the mental
starters assessment project”
Location:
Sir Neil Waters Lecture Overflow room is SNW Lecture Theater 200
Theatre Building 300
Thursday, 18/July/2024

9:00am - 10:30am
Plenary2: Keith Weber: “How should mathematics education researchers think about
proof?”
Location:

Massey Business
School Auditorium
Morning Tea
10:30am - 11:00am All breaks on Thursday and Friday will be held simultaneously in the Atrium Round room and the Innovation Centre Foyer.

Location: Specialist food options i.e. gluten free, dairy free, veg/vegan etc will only be available in the Atrium Round Room.
Atrium Round Room

11:00am - 11:40am Research Reports Session 1

Research Report 1.01

STRESS MATTERS? A CORRELATIONAL AND EXPERIMENTAL STUDY ON THE IMPACT
Location: OF STRESS ON FRACTION NUMBER LINE ESTIMATION
Atrium Building AT1 Wim Van Dooren, Jordy Heusschen
Session Chair: We investigated the impact of stress induction on the accuracy with which upper primary school learners
Julia Maria Aguirre conduct a fraction line number estimation task. The accuracy was investigated in a stress free and stress-
induced condition, and reported stress levels were compared across conditions. A distinction was made
between learners who are considered average mathematics performers as opposed to weak mathematics
performers. Overall, stress induction led to lower accuracy, both for average and weak learners, while
weak learners experienced a stronger increase of stress due to stress induction. Implications are
discussed.

Research Report 1.02

ADDITION AND SUBTRACTION PROFICIENCY INVOLVING NEGATIVE INTEGERS IN
Location: ZAMBIA
Learning Space 1 (ASHS) Shun Sudo, Koji Watanabe, George Chileya
Session Chair: Zambia is recognised for its low academic proficiency in south-eastern Africa. Urgent attention is needed
Suzanne M Abdelrahim to develop basic arithmetic skills, as seen in children, resorting to methods such as drawing sticks to count
for calculations such as 7 + 9, and only one in three correctly computing – 4 – 2. This study reveals the
calculation algorithms used by Zambian children in addition and subtraction, including operations with
negative integers. When providing incorrect answers, children associate calculations with those they can
already perform correctly. This insight highlights the importance of developing instructional strategies that
build upon existing abilities to address the pressing need for enhancing basic arithmetic proficiency in
Zambia.

Research Report 1.03

MATHEMATICAL REASONING AND PROBLEM-SOLVING IN PISA 2022 – HOW DO
Location: PERFORMANCE PROFILES VARY ACROSS COUNTRIES?
Innovation Complex Jenni Ingram, Gabriel Lee, Jamie Stiff
Room IC1.07
In PISA 2022, a new process subdomain was introduced focused on mathematical reasoning. This
Session Chair: process was seen as the core of the problem-solving process that typifies PISA mathematics
Uffe Thomas Jankvist assessments. The results of PISA 2022 suggest that students in some countries have relative strengths
specifically in mathematical reasoning, relative to the other problem-solving processes, while in other
countries, this is an area of relative weakness. In this paper, we explore whether distinctive country
profiles can be identified based on relative differences in performance on the four subdomain processes
using Latent Profile Analysis. The profiles identified offer further support for considering the role of cultural
and language contexts when comparing performance in international education studies.

Research Report 1.04

Grundvorstellungen in University Mathematics – The Definition of the Limit of a
Sequence
Location:
Learning Space 2 (ASHS) Kary na Umgelter, Sebastian Geisler
Session Chair:
In this paper, we analyse the presentation of the definition of the limit of a sequence using the theory of
Sebastian Gross Grundvorstellungen. Grundvorstellungen are mental images that lie behind mathematical concepts and
support the development of valid concept images. The sample consist of six definitions presented by six
different lecturers at German universities. The results show that lecturers usually address at least one
Grundvorstellung when introducing the definition of the limit of a sequence. However, it is questionable, if
this is enough to form a coherent concept image of the limit of a sequence. Finally, we give implications for
further research.
Research Report 1.05
Effect of Prompts on Expectancies for Success, Task Values, and Costs in Problem
Location: Posing
Learning Space 3 (ASHS) Janina Krawitz, Katharina Wiehe
Session Chair: Recent research has shown that problem-posing prompts affect students’ achievement-related outcomes
Jessica Hoth in problem-posing tasks. This study extends such findings by investigating the effects of problem-posing
prompts on students’ motivational outcomes. Ninth- and tenth-graders (N = 78) were prompted to pose
easy and difficult problems. Subsequently, each student reported their expectancy for success, task
values, and perceived cost in relation to posing easy versus difficult problems. The results revealed that
posing easy compared with difficult problems positively affected expectancy for success, utility value,
attainment value, and perceived cost but not intrinsic value. An implication of this study is that including
the prompt to pose easy problems in problem-posing tasks is important for students’ motivation.

Research Report 1.06

PROFILING INITIAL PEDAGOGICAL PRACTICES DURING MATHEMATICS
Location: PROFESSIONAL LEARNING AND DEVELOPMENT
Quad Block B Room Jodie Hunter, Julia Hill, Robyn Jorgensen, Roberta Hunter
QB3
Disparities in educational outcomes potentially indicate inequitable educational practices. This shows the
Session Chair: importance of considering pedagogical practices in use in mathematics classrooms and the shifts in
Eva Thanheiser practice during professional learning. The study presented in this paper used a specially designed profiling
tool to document the pedagogical practices used by 139 teachers in the first year of a professional
learning initiative focused on ambitious teaching, culturally sustaining mathematics pedagogy, and
mathematical wellbeing. The results showed that pedagogies focused on a supportive classroom
environment were more evident than those related to ambitious or culturally sustaining mathematics
pedagogy. We explain how profiling lessons can be used to identify areas that require more professional
learning opportunities.

Research Report 1.07

MATHEMATICS TEACHERS’ REIFIED IDENTIFYING
Location: Kawamura Mayumi
Learning Space 4 (ASHS) The aim of this paper is twofold: first, it proposes how the analysis of students’ implicit and indirect
identifying as found in previous studies, can be used as for the analysis of teachers’ identities; second, it
Session Chair:
Koji Watanabe
seeks the characteristics of actions according to which teachers’ identities are manifested. To achieve this
aim, I analyzed a trigonometric ratios class that took place in the first year of a Japanese public high
school. It was found that indirect verbal identifying was found in the activities set by the teacher for the
students, and implicit nonverbal identifying was found in the teaching arts used by the teacher. I also
demonstrate that the teacher intentionally set learning opportunities for exploration routine while
simultaneously having the students perform a ritual routine.

Research Report 1.08

DIFFERENCES IN MATHEMATICS LEARNERS ACCORDING TO IN-SERVICE AND PRE-
Location: SERVICE TEACHERS
Quad Block B Room Anna Hummel
QB7
Discussing which differences in learners are relevant for or in mathematics learning differs greatly
Session Chair: Ron Tzur depending on who is asked and their stance of observation. This paper provides empirical insight into
group discussions among pre-service and in-service elementary school mathematics teachers, discussing
differences in mathematics learners based on their experiences in practice. Comparing categories of
differences that were made explicit, reveals similarities and divergences between participating groups.
Beyond presenting first results on teachers’ innate attributions of difference to learners without
theoretically operationalizing lines of differences beforehand, a possible link between the meaning of
relevance and the shared context where these differences emerge is discussed.

Research Report 1.09

PROSPECTIVE TEACHERS' UNDERSTANDING OF THE INDIRECT PROOF OF THE
Location: CONVERSE OF THE INSCRIBED ANGLE THEOREM
Learning Space 5 (ASHS) Masakazu Okazaki, Keiko Watanabe
Session Chair: This study clarifies the geometric thinking of prospective teachers on the converse of the inscribed angle
Jason Cooper theorem toward van Hiele's fourth level concerned with the understanding of an indirect proof structure. As
a result of the analysis, the understanding process was divided into four stages from two perspectives:
acceptance of the theorem and construction of the indirect proof. The difference between the first and
second stages relates to whether the background theory is the direct proof scheme or logic that permits
the intuitive acceptance of the theorem. The third stage relates to indirect argumentations that are
facilitated by assuming impossible objects. The final formal proof stage relates to the logical structure
under conditions for which the secondary statement involving impossible objects can be proved as
contradictory.

Research Report 1.10

OPERATIONALIZING RE-PRESENTATION TO INVESTIGATE AND SUPPORT STUDENTS’
Location: COVARIATIONAL REASONING
Innovation Complex Kevin C. Moore, Erin Wood, Sohei Yasuda, Irma E. Stevens, Biyao Liang, Halil I. Tasova
Room IC1.15
Within the body of work on students’ covariational reasoning, researchers have called for more explicit
Session Chair: attention to the ways theoretical constructs are operationalized to develop characterizations of student
Ronnie Karsenty
thinking. Addressing this need, we outline how von Glasersfeld’s (1991) notion of re-presentation—the act of
reconstructing something previously experienced in its absence—has informed our research program on
students’ covariational reasoning. Specifically, we illustrate its multimodal use in framing claims regarding the
extent a student has constructed a particular covariational relationship.
Research Report 1.11
A PRELIMINARY ANALYSIS OF TWO PROOF LESSONS FROM AN INTERNATIONAL
Location: COMPARATIVE PERSPECIVE: A CASE STUDY ON GERMAN AND JAPANESE GRADE 8
Learning Space 6 (ASHS) CLASSROOMS
Session Chair: Yusuke Shinno, Fiene Bredow, Christine Knipping, Ryoto Hakamata, Takeshi Miyakawa, Hiroki
Iresha Gayani Ratnayake Otani, David Reid
In this paper, we aim to offer a preliminary analysis of two proof lessons from a comparative perspective. A
case study presented in this paper focuses on German and Japanese grade 8 classrooms, where a
common topic for a proof in algebra is introduced. Using the categories adapted from Boero’s (1999) six
phases, we discussed how the two lessons are organized differently, especially in the activities regarding
the categories: ‘pre-activities’, ‘exploration of proof ideas’, and ‘formulation of a proof’.

Research Report 1.12

Learning routes for algebraic thinking development in preschool
Location: Elena Polotskaia, Nathalie Sylvia Anwandter Cuellar, Annie Savard, Virginie Robert
Massey Business
School Room MBS2.15 In this theoretical essay, we use observations from our ongoing research with preschool children to
question the theoretical frameworks available for studying the developmental trajectories of algebraic
Session Chair: thinking in young children. We critically analyse two approaches. The theoretical approach employed by
Audrey Cooke Early Algebra presumes that elementary students develop algebraic thinking by using some knowledge of
numbers and arithmetic operations. The theoretical approach employed by Davydov, and his followers
presumes that the most general ideas of algebraic thinking are prerequisites for the study of numbers and
operations. How do these approaches interplay to allow for an interpretation of what we observe in
preschool?

Research Report 1.13

Students' explanations for unit conversions: specifying underlying structures to be
Location: addressed
Learning Space 7 Sofia Bielinski, Susanne Prediger
Session Chair: Visual models have been widely used to promote students’ understanding for mathematical procedures.
Egan J Chernoff Yet students’ explanations using visual models can reveal underestimated complexities that need to be
unpacked to provide targeted learning opportunities. In our qualitative study, we analyzed how 10–12-
year-old students explain the conversion of mass units, and we unpacked what different connections
between representations need to be verbalized. The analysis revealed that students who connect the
representations draw upon three kinds of underlying structures: bundle structures, refinement structures,
and place-value structures. All should be explicitly focused on and supported in future designs for
teaching-learning arrangements.
Thursday, 18/July/2024

12:00pm - 1:00pm Oral Communication Session 1

Oral Communication 12:00pm - 12:20pm
1.01
A new thinking of fractions 'fracturing'
Location: Aehee Ahn
Learning Space 1 (ASHS)
Session Chair: 12:20pm - 12:40pm
Pamela Vale Comparing Chinese Primary students’ conceptions of improper fractions and mixed
numbers
Xixi Deng, Rui Ding, Xinchun Wang, Michael Sun, Bingqian Wei, Ron Tzur

12:40pm - 1:00pm
NUMBER LINE ESTIMATION OF FRACTIONS: A COMPARATIVE STUDY
Khemduth Singh Angateeah, Anna Neena Georges, Mark Winter

Oral Communication
DEVELOPMENT OF THE PROSPECTIVE MATHEMATICS TEACHERS NOTICING
1.02
THROUGH THE MTSK MODEL
Location: Diana Zakaryan, Ledher López
Quad Block B Room
QB3
TEACHERS NOTICING IN THE MATHEMATICS CLASSROOM: INSIGHTS FROM TRU
Session Chair: MATH FRAMEWORK
Olive Chapman
Jacly n Murawska, Jing Guo, Qiaoping Zhang

ANIMATING CLASSROOM REALITIES FOR ENHANCED TEACHER NOTICING

Jihwa Noh, Byeongsoo Kim, Ho Kyoung Ko, Nan Huh
Oral Communication
Parents and Teachers Talking About Mathematics Education: Connecting Home and
1.03
School
Location: Marta Civil, Fany Salazar
Quad Block B Room
QB7
SHIFTING DEFICIT PERSPECTIVES OF TEACHER-PARENT PARTNERSHIPS: POST-
Session Chair: COVID TEACHER STORIES
Jodie Hunter
Pamela Vale, Mellony Graven

ENGAGING WITH MATHEMATICS AVERSE ADULTS THROUGH STORIES AND

REFLECTIONS
Caroline Yoon

Oral Communication
EXPLORING THE RELATIONSHIP BETWEEN MATHEMATICAL VALUES AND
1.04
ACHIEVEMENT AMONG GIRLS: A COMPARATIVE ANALYSIS IN SINGLE-SEX VS. CO-
Location: EDUCATIONAL SETTINGS USING TIMSS 2019 NZ DATA
Innovation Complex Huayu Gao, Tanya Evans, Gavin Brown
Room IC1.07
Session Chair: The use of person-oriented research methodology in identifying student and teacher
Maitree Inprasitha
values in mathematics education
Justine Sakurai, Cath Pearn, Wee Tiong Seah

A PHENOMENOLOGICAL STUDY OF THE FORMATION PROCESS OF VALUES IN

MATHEMATICS LEARNING
Mitsuru Matsushima
Oral Communication 1.05
GRAPH LITERACY AND MAGNITUDE PROCESSING ABILITIES:
Location: A STUDY OF AGES 3 TO 6
Massey Business School
Room MBS2.15 Eugenio Chandia, Paloma Nahuelhual, Anahí Huencho, Gamal Cerda

Session Chair:
Keiko Hino TEACHER ACTIONS TO SET UP FIVE-YEAR-OLD STUDENTS TO ENGAGE IN
MATHEMATICAL PRACTICES.
Emily Louisa Pearce

DOES AGENCY IMPACT YOUNG CHILDREN’S OPPORTUNITIES TO ENGAGE WITH

MATHEMATICS?
Audrey Cooke, Maria Johansson, Eva Norén

Oral Communication 1.06

Seeking Evidence of Grounding in an Online Mathematical Discourse in Combinatorics
Location: Maria Digi Anna Mance Avila, Maria Alva Aberin
Innovation Complex Room
IC1.15
Session Chair:
LEARNING TWO-SAMPLE T-TESTS WITH EXPERIMENTS AND VISUALIZED TOOLS
Barbara Jaworski Ching-Ching Yang, Jenn-Tsann Lin

AN ANALYSIS OF STUDENTS' PERSPECTIVES ON USING TEKS IN DETERMINING THE

SAMPLE SPACE OF AN EVENT
Dennis Lee Jarvis Baring Ybañez, Catherine Palisoc Vistro-Yu

Oral Communication 1.07

TEACHING AND LEARNING THE DERIVATIVE TO FUTURE COMMERCIAL ENGINEERS
Location: Maritza Galindo Illanes, Adriana Breda, Gemma Sala-Sebastià, Vicenç Font
Learning Space 2 (ASHS)
STUDENTS’ MEANINGS FOR THE INTEGRAL CONCEPTS
Session Chair: Anatoli Kouropatov, Lia Noah-Sella, Tommy Dreyfus, Dafna Elias
George Kinnear
UNIVERSITY STUDENTS’ PERSPECTIVES ON MATHEMATICS AND THEIR
CONCEPTUALIZATION OF FUNCTIONS
Angel Mae Opelanio Ombid, Dennis Lee Jarvis Baring Ybañez, Catherine Palisoc Vistro-Yu

Oral Communication 1.08

PEDAGOGICAL PRACTICES: PISA 2022 DATA ANALYSIS OF INQUIRY-BASED AND
Location: TEACHER-DIRECTED APPROACHES
Atrium Building AT1 Marcel Derkum, Tanya Evans
Session Chair: Jenni Ingram
RETRIEVAL PRACTICE - A TOOL TO NARROW THE KNOWLEDGE GAP IN LEARNING
HIGHER MATHEMATICS
Anna Muzsnay, Csaba Szabó

Does highlighting key information help or hinder mathematical reading?

Bethany Rose Woollacott, Lara Alcock, Matthew Inglis

Oral Communication 1.09

AN EMPIRICAL STUDY OF THE EFFECT OF USING LONG TERM GAMIFICATION IN
Location: HIGH SCHOOL MATHEMATICS LESSONS
Learning Space 3 (ASHS) Janka Szeibert, Sára Szörényi
Session Chair:
Nicola Hodkowski Exploring the Influence of Online Homework Format on Problem-Solving Strategy Use
on Related Rates of Change Problems in Calculus
Tyson Cassada Bailey, James A. Mendoza Alvarez

Maximizing Performance and Minimizing Dropout Rates with Flow: A Gamified

Mathematics Course
Sára Szörényi, Krisztina Anna Stirling, Evelin Anna Geszler
Oral Communication
UNPACKING THE COMPLEXITY OF TEACHERS’ THINKING THROUGH THEIR DESIGN
1.10
OF INSTRUCTIONAL MATERIALS
Location: Sze Looi Chin, Ban Heng Choy, Yew Hoong Leong
Learning Space 4 (ASHS)
Session Chair: CHARACTERISING TEACHERS’ KNOWLEDGE IN TEACHING DIVISION USING SORT-
Catherine Anne Pearn SEQUENCE-ACT (SSA) METHOD
Su Ngin Chia, Ban Heng Choy

TRANSFORMATION OF A MATHEMATICS TEACHER'S KNOWLEDGE FOR TEACHING

THE CONCEPT OF LIMIT
Cristián Aldo Bustos Tiemann, Elisabeth Magdalena Ramos Rodríguez

Lunch break
All breaks on Thursday and Friday will be held simultaneously in the Atrium Round room and the Innovation Centre Foyer.
1:00pm - 2:30pm
Specialist food options i.e. gluten free, dairy free, veg/vegan etc will only be available in the Atrium Round Room.
Location:
Atrium Round Room

Newcomers Lunch
1:30pm - 2:30pm
First time PME guests. Please collect your lunch from either the Atrium Road Room or the IC Foyer and
join us in IC 1.07 to meet and greet other first-time participants and the international committee.
Location:
Innovation Complex
Room IC1.07

SEMINAR & WORKING GROUPS SESSION 1

2:30pm - 4:00pm

Location: Seminar Day 1 WRITING PME RESEARCH REPORTS: A SEMINAR FOR EARLY- CAREER
Atrium Building: AT 7
RESEARCHERS
Kotaro Komatsu, Peter Liljedahl, Sean Chorney

Location: WG1: Mathematics in integrated STEM: dilemmas and strategies for success
Atrium Building AT1
A. Conner, K. Lesseig, C. Miller & A. Bloodworth

Location: WG2: International perspectives on proof and proving: recent results and future
Atrium Building: AT 3
directions
D. A Reid & Y. Shinno

Location: WG3: Critical mathematical thinking for sustainable futures

Innovation Complex
Room IC1.07 J. Aguirre, C. Andra, K. Beswick, A. Coles, S. Digan, V. Geiger, J. Hunter, S. Siller, A. Solares, J. Suh, E. Thanheiser, N.
Unshelm & D. Wagner

Location: WG4: Human dignity and mathematics education research

Innovation Complex
Room IC1.15 Y. Abtahi & R. Barwell

Location: WG5: Poetic methods in mathematics education

Quad Block B Room
QB3 A. Hare, R. Elizabeth Helme & S. Staats

Location: WG6: Creative methods for inquiry in mathematics education research

Massey Business
School Room MBS2.15 M. S Hannula, T. Helliwell & A. Ebbelind

Afternoon Tea
4:00pm - 4:30pm All breaks on Thursday and Friday will be held simultaneously in the Atrium Round room and the Innovation Centre
Location: Foyer.
Atrium Round Room
Specialist food options i.e. gluten free, dairy free, veg/vegan etc will only be available in the Atrium Round Room.
Thursday, 18/July/2024

4:30pm - 5:10pm Research Reports Session 2

Research Report 2.01

THE INFLUENCE OF BILINGUALISM ON CHILDREN’S SELF-EFFICACY BELIEFS
Location: IN MATHEMATICS
Atrium Building AT1 Yuhwa Hong
Session Chair: This study investigated the association between bilingualism and children’s self-efficacy beliefs in
Rachel Marie Restani mathematics using fourth-grade U.S. data from the 2019 TIMSS. Employing the Students Confident in
Mathematics (SCM) scale in TIMSS as a dependent variable and including control variables such as
gender, academic achievement, engagement, and socioeconomic status, this study showed that
bilingual children have significantly higher self-efficacy beliefs in mathematics than non-bilingual
children.

Research Report 2.02

Early division prior to formal instruction: Young children explain their
Location: solution strategies.
Learning Space 1 (ASHS) Luca Wiggelinghoff, Andrea Peter-Koop
Session Chair:
This paper is embedded in a larger international study of young children’s understanding of division prior
Achim J. Lilienthal to formal instruction. Real-world related division problems typically can be interpreted as either partitive
or quotitive division and respective solution strategies. However, previous papers have identified children
using grouping strategies that are typically related to a quotitive context for solving partitive division
problems. The related drawings and written result do not explain the under-lying thinking process.
Hence, this paper focusses on the results of a qualitative study in which children were asked to explain
their solution with or without modelling.

Research Report 2.03

Examining student wellbeing and parental educational attainment in a U.S.
Location: college mathematics course
Innovation Complex Marcelo Alonso Almora Rios
Room IC1.07
Promoting student wellbeing in mathematics may be one way to tackle long-standing equity issues in
Session Chair: Julia L Hill tertiary mathematics education. To expand our understanding of wellbeing in domain-specific settings,
this research paper presents findings from a pilot study examining the relationship between wellbeing
and parental educational attainment in 140 predominantly first- and second-year college students in the
United States taking an introductory statistics course. Findings suggest that first-generation college math
students experience a greater sense of engagement, meaning, and—most notably—accomplishment in
their math classes than students from higher educational backgrounds. This study frames student
wellbeing in mathematics today as an issue that is highly relevant for universities and math departments
in the long run, offering a way to measure the wellbeing of students via a five-dimensional operational
model.

Research Report 2.04

INQUIRY MATHEMATICS TEACHING IN A UNIVERSITY BRIDGING COURSE:
Location: CHALLENGES FOR STUDENTS AND TEACHERS
Learning Space 2 (ASHS) Barbara Jaworski, Despina Potari, Nikolaos Metaxas, Theodossios Zachariades
Session Chair:
This paper reports a study on the design and enactment of inquiry teaching approaches in a University
Anton Bastian Bridging Course, offered in a lecture format. In particular, the development of these approaches by the
teachers, and the students’ reactions to these as well as the tensions that both teachers and students
experienced are investigated. The data consists of recordings of the lectures and students’ work as well as
interviews with the students and reflective discussions between the teachers. The analysis is based on the
three layers of inquiry model of Jaworski (2019) and the framework of Potari et al., (2023). The identified
tensions of teachers and students reveal challenges in the developmental process of inquiry approaches
in the socio-cultural context.

Research Report 2.05

HOW DOES MATHEMATICAL CREATIVITY IN ALGEBRA CHANGE ACROSS
Location: SECONDARY UNDER STUDENT- CENTERED AND TEACHER-CENTERED PEDAGOGY?
Learning Space 3 (ASHS) Ying Zhang
Session Chair:
This study explores the developmental trajectory of mathematical creativity within secondary students, and
Takashi Kawakami whether this trajectory differs between pedagogy. A comparative case study of two Chinese secondary
schools (Grades 7-9) was conducted, which in our prior research we found differ significantly in their
delivered pedagogy: one is more student-centered pedagogy and the other more teacher-centered
pedagogy. Using cross-sectional data, this study conducted within- and between-school comparisons at
the beginning of Grade 8 (N=182) and at the end of Grade 9 (N=162). Notable findings included significant
differences between the creativity of Grade 8 and Grade 9 students, with the latter group demonstrating
creativity that was twice as high. This trend applies for both schools, regardless of the pedagogy students
received.
Research Report 2.06
WHAT NOVICE MATHEMATICS TEACHERS PERCEIVED IN ASSESSING STUDENTS’
Location: LEARNING OF FUNCTIONS
Quad Block B Room Runyu Zhang, Shuhui Li, Qiaoping Zhang
QB3
This study explores the perceptions of 96 novice mathematics teachers on assessing students’ learning of
Session Chair: functions via a collaborative task of constructing a specific test in China. By analyzing the 23 teacher-
Stanislaw Schukajlow- constructed tests, the study reveals that these teachers demonstrated strong subject knowledge in
Wasjutinski designing mathematics tests and tended to construct more high-level questions with an object-level
functional thinking focus, multiple steps, and high cognitive loads, aligned to or above the curriculum
standards and presented in a purely mathematics context using mixed representations. The results
provide evidence to explain the possible gaps between teachers’ intended curriculum and attained
curriculum, and also reflect the values of novice mathematics teachers in assessing students’ learning of
functions.

Research Report 2.07

UNVEILING PROSPECTIVE TEACHERS’ CONCERNS: USING A GUIDED REFLECTION
PROCESS AS PART OF MATHEMATICS TEACHER EDUCATION
Location:
Learning Space 4 (ASHS) Galit Nagari-Haddif, Ronnie Karsenty, Abraham Arcavi
Session Chair:
This report presents insights from a study focusing on guided reflection processes of prospective
Jyoti Rookshana Jhagroo mathematics teachers. The study explores how two prospective teachers, in their practicum year, use the
Six Lens Framework (SLF) - a tool originally designed for the professional development of practicing
teachers. The findings highlight unique concerns of future teachers and demonstrate how reflection
focused on distinct aspects of practice can contribute to their learning from observed lessons. We present
various kinds of analyses preformed on the teachers’ accumulating reflections and discuss the differences
and similarities between the two teachers’ implementation of SLF. Finally, we suggest implications for
teacher education.

Research Report 2.08

BEYOND IMMEDIATE ERROR REPAIR: HOW TO SUPPORT TEACHERS’ DECISION
MAKING FOR ENHANCING UNDERSTANDING: AN EXPERIMENTAL STUDY
Location:
Learning Space 8 (ASHS) Sebastian Gross, Susanne Prediger
Session Chair: How can diagnostic reports from formative assessment tools support teachers to derive decisions for
Jen Munson enhancing students’ understanding? In an experiment with 178 teachers, we compared two support
conditions: The Error-Analysis report analyses student errors in detail, the Next-Goal report additionally
explicates the next learning goal for this student. A quantitative analysis of teachers’ task selections
revealed that teachers using Next-Goal reports tended to select tasks focusing on more foundational
learning goals than teachers using Error-Analysis reports and that they justified their selections
significantly more often by referring to the essential learning goals. We conclude that Next-Goal reports
can indeed better support teachers’ targeted decision making.

Research Report 2.09

Prospective math teachers' vision of high-quality mathematics instruction with
Location: technology: A focus on role of the teacher
Learning Space 5 (ASHS) Allison W. McCulloch, Lara K. Dick, Nina G. Bailey, Jennifer N. Lovett, Joshua Wilson, Purity
Muthitu
Session Chair:
Anna Hummel We report on a study of preservice secondary mathematics teachers’ instructional vision evolves as a
result of engaging in practice-based approach to learning how to teach mathematics. Findings show that
preservice teachers developed a more sophisticated vision of the role of the teacher.

Research Report 2.10

THE ROLE OF MATHEMATICS AND INSTRUCTIONAL PRACTICES IN INTEGRATED
Location: STEM EDUCATION
Innovation Complex Carina Spreitzer, Verena Kaar, David Kollosche, Konrad Krainer
Room IC1.15
The integration of science, technology, engineering, and mathematics (STEM) in education has gained
Session Chair: momentum, driven by the acknowledgment that real-world challenges demand a holistic approach. This
study explores the intersection of integrated STEM and mathematic. The research assesses eleven
existing materials according to instructional practices and the role of mathematics. Results reveal a
comprehensive incorporation of STEM instructional practices. However, the role of mathematics is often
used as an ancillary discipline, employed primarily as a tool in STEM activities. Only a minority of
materials explicitly integrate mathematical concepts within interdisciplinary contexts. The findings
underscore the need for a more pronounced role of mathematics in integrated STEM education.

RR 2.11: Research
EFFECTS OF THE TYPE OF ARGUMENT ON STUDENTS’ PERFORMANCE IN PROOF-
Report 2.11
RELATED ACTIVITIES
Location: Milena Damrau
Learning Space 6 (ASHS) Different types of arguments, such as empirical arguments and generic proofs have been discussed in the
literature regarding students’ convictions and their potential for proof comprehension. However, their
Session Chair:
Yusuke Shinno influence on proof-related activities is still not clear. The experimental study presented in this paper aims
at closing that gap. Data from N=430 first-year university students suggests that generic proofs are easier
to understand than ordinary proofs. Moreover, it indicates that students’ self-reported conviction by
different types of arguments does not reflect their actual conviction of the truth of statements. The findings
highlight students’ difficulties with the relation between the validity of the statement and that of its proof
and provide a basis for developing courses in a manner that eases the transition to proof-based
mathematics.
Research Report 2.12
CREATING A SENSE OF BELONGING IN THE ELEMENTARY MATHEMATICS
CLASSROOM: RESPONDING TO (SOME OF) PAOLA VALERO’S 2023 PME PLENARY
Location:
Massey Business Eva Thanheiser, Molly Robinson, Sugimoto Sugimoto, Byeonguk Han, Courtney Koestler, Mathew
School Room MBS2.15 Felton-Koestler
Session Chair: Mathematics classrooms need to be spaces where each student experiences a sense of belonging, but
Nuria Planas what does this look like in an elementary mathematics classroom? To examine this issue, we designed
lessons that allowed all students to see themselves and their classmates in the data they examined and
thus learn mathematics while learning about themselves. We videotaped these lessons and analysed
them using the construct of Belonging. We found that allowing students to explore ideas about themselves
both allowed them to experience a sense of belonging as well as engage in the mathematics and
contextual goals of the activity. We identified target teaching and learning practices to achieve these goals.

Research Report 2.13

Human Graphs as Mathematical Dramatic Codifications
Location: Katherina von Bülow
Learning Space 7 (ASHS)
In this paper, critical educator Paulo Freire’s theory and method of codification/decodification is applied, by
Session Chair: means of a drama technique, to mathematics education. A classroom activity, in which students’ bodies
Sofia Bielinski form a frozen tableau representing data on wealth disparity, is described. The study focuses on students’
perceptions of their own relationship with the social issue and with mathematical representations of the
data. Students’ discussion and written reflections on the activity are analysed thematically. A parallel is
drawn between shifts in students’ recognition of themselves within the issue of social concern and shifts in
their critical perceptions of mathematical representations of the data.

5:30pm - 6:10pm Research Reports Session 3

Research Report 3.01

A Preliminary Systematic Review on How Productive Struggle is Defined in
Mathematics Education Research
Location:
Atrium Building AT1 Nitchada Kamlue, Laura R. Van Zoest
Session Chair:
This systematic review investigated how productive struggle was defined in studies investigating productive
Yuhwa Hong struggle in mathematics learning. Following PRISMA guidelines, we identified 10 such peer- reviewed
journal articles from the Scopus database from 2007 to 2023. We reported (a) (proxy) definitions of
productive struggle for each study; (b) structural elements across the definitions—subject, action, object,
and aim; and (c) synthesizing aspects across the definitions—definition foci and features of the objects.
Finally, we initiated the process of rethinking together how to investigate what it means for mathematics
learners to engage in productive struggle by sharpening the productive struggle construct.

Research Report 3.02

A UNIDIMENSIONAL, MULTI-STRAND MEASURE VERIFIES A 6-SCHEME MODEL OF
Location: FRACTIONAL REASONING
Learning Space 1 Ron Tzur, Rui Ding, Bingqian Wei, Michael Sun, Beyza Dagli, Xixi Deng
Session Chair: We report on a new assessment to help address the problem: How may a feasibly large-scale written-test,
Luca Wiggelinghoff informed by a 6-scheme constructivist model, measure students’ fractional reasoning in different
countries? We developed and validated the 35-item measure as a proxy of labor-intensive assessment
forms of this model. We used mixed methods to develop it in English, translate it to Chinese, and analyze
its properties to verify that (a) it is reliable (□ >0.95) and valid (unidimensional) and (b) each scheme’s
items constitute a stand-alone, reliable (□ >0.7) strand. We present initial findings of student responses
(USA, n=61; China, n=217) that indicate similarities in their reasoning and discuss implications of our
design, validation processes, and findings about students’ fractional reasoning to theory, future research,
and practice.

Research Report 3.03

EFFECTS OF TEACHING STUDENTS TO SOLVE OPEN MODELLING PROBLEMS ON
Location: UTILITY, INTRINSIC, AND ATTAINMENT VALUES
Innovation Complex Stanislaw Schukajlow, Janina Krawitz, Katharina Wiehe, Katrin Rakoczy
Room IC1.07
Task values are important for learning. However, prior research has indicated a lack of studies that have
Session Chair: addressed students’ task values in mathematics. In the following study (N = 293), we analyzed (1) the
Marcelo Alonso Almora Rios relationships between intrinsic, attainment, and utility values and (2) how teaching students to solve open
modelling problems affects these values. Students in the experimental group were taught how to solve
open modelling problems, whereas those in the control group were taught how to solve real-world
problems with no missing information. Students reported their values before and after the intervention. The
results revealed positive relationships between values plus a trend toward a positive effect of the
intervention on utility value. We conclude that content-related interventions in modelling can improve
motivational outcomes.
Research Report 3.04
USING APPLICATIONS IN FIRST-SEMESTER CALCULUS FOR ENGINEERING.
Location: SOURCES OF APPLICATIONS, USE OF TEXTBOOKS, AND EXTERNAL CONSTRAINTS.
Learning Space 2 (ASHS) Alejandro S. González-Martín, Gisela Hernandes-Gomes
Session Chair: In this paper, we analyse the use of applications by instructors with different backgrounds teaching first-
Karyna Umgelter semester calculus in engineering programmes. Adopting the perspective of the Anthropological Theory of
the Didactic (ATD), we investigate the teachers’ sources of these applications, as well as the teachers’
rationales for using or not using them. Our results indicate that while teachers may draw on their
professional experience as a source of real-world applications, some opt to adhere to examples provided
in the course textbook. Moreover, other constraints, such as the perceived size of the syllabus, the
heterogeneity of classes, and the students’ lack of advanced knowledge may hinder teachers’ use of
applications.

Research Report 3.05

VICARIOUS LEARNING SCRIPTED VERSUS UNSCRIPTED VIDEOS: PROBLEM-
SOLVING BEHAVIORS
Location:
Learning Space 3 (ASHS) Michael Foster
Session Chair:
Vicarious learning research is a growing area of inquiry examining the learning of students who observe
Janina Krawitz video-/audio-taped students engaged in learning (Mayes, 2015). To date, several projects have reported
on the learning gains of indirectly participating in dialogue. However, an important question remains about
the influence the nature of the dialogue—whether it is scripted or unscripted—has on viewers. For this
study, two sets of dialogic videos were created capturing the inquiry process of students engaged in either
unscripted or scripted dialogue. Each video type was shown to a pair of students over five research
sessions. Using thematic analysis, patterns and differences between how each pair used their respective
set of videos were identified. Preliminary findings suggest a difference in the pairs’ problem-solving
behaviors.

Research Report 3.06

Co-constructing an image of valued mathematics teaching: Noticing and naming
Location: strengths in video records of practice
Quad Block B Room Anna Hoffmann, Jen Munson
QB3
While much of the literature on supporting teacher noticing in video records of practice advocates for a
Session Chair: neutral approach, recent research on classroom-based noticing has pointed to the value of applying a
Runyu Zhang strength-based lens. In this study, situated in a video-based professional development program in which
teachers were asked to attend to strengths, we explored what teachers identified as strengths in video
records of mathematics teaching and to whom they attributed these strengths. Analysis of six discussions
identified five themes: (1) Designing and engaging in the mathematical space, (2) Designing and engaging
in the discursive and collaborative space, (3) Establishing norms, (4) Growth, and (5) Engagement. This
study suggests affordances for designing teacher noticing protocols for video records with a strengths-
based lens.

Research Report 3.07

Teachers' motivations to transition to de-streamed secondary mathematics
Location: Kaitlin Riegel, David Pomeroy, Sara Tolbert, Kay-Lee Jones
Learning Space 4 (ASHS) An initiative supported by the Ministry of Education to combat educational inequity has positioned de-
streaming New Zealand secondary mathematics as a critical issue. Using the lens of self-determination
Session Chair:
Galit Nagari-Haddif
theory (SDT), understanding teachers’ beliefs, motivations, and goals in de-streaming may facilitate this
transition. This report presents the results of a thematic analysis on interviews from 11 secondary
mathematics teachers. Findings suggest that teachers can internalise goals of externally introduced de-
streaming initiatives and teacher intrinsic motivation can originate from knowledge of the broader negative
consequences of streaming. Practical implications are discussed together with the results.

Research Report 3.08

THE SIGNIFICANCE OF TEACHING TO RECOGNISE THE MATHEMATICAL TERMS AND
Location: NOTATIONS
Learning Space 8 (ASHS) Lucian Olteanu, Constanta Olteanu
Session Chair: While the concept of a function has been extensively researched worldwide, there has been limited
Ying Zhang investigation into how functions are taught in the classroom and the students’ opportunities to understand
the uses of notation in two upper-secondary classroom settings. This paper aims to address this gap by
examining the content presented in a textbook and within the teaching that occurs in two upper secondary
classrooms. Data for the analysis were collected from two classes, involving two teachers and 45
students, and included video recordings of lessons and tests. The analytical framework is grounded in
variation theory. The findings underscore the crucial role of teaching in providing students with the
opportunity to discern the meaning of the notation related to the concept of a function.
Research Report 3.09
Study satisfaction, program change, and dropout intention of mathematics preservice
Location: teachers from an expectancy-value theory perspective
Learning Space 5 (ASHS) Robin Göller, Lara Gildehaus
Session Chair:
In this paper, we aim to better understand the relations of mathematics preservice teachers’ mathematics-
Allison W. McCulloch specific expectancy, values, and costs with their intention to drop out or change their study program as
well as with their study satisfaction. Based on data from 209 mathematics preservice teachers, we analyze
a structural equation model that highlights the importance of students’ expectancy for success as well as
the mediating role of students’ emotional cost for dropout intention, study program change intention, and
study satisfaction. These findings have theoretical and practical implications, which are discussed.

Research Report 3.10

MODELLING PERFORMANCE USING FUNCTIONS: RELATION TO PERSON
Location: CHARACTERSITICS AND DIFFERENT SOLUTION APPROACHES
Innovation Complex Michael Jonscher, Marielena Menzel, Sebastian Geisler, Stefanie Rach
Room IC1.15
Although mathematical modelling is undoubtedly a key competence, students often encounter challenges
Session Chair: when working on modelling tasks. In a study with 122 tenth- and eleventh-grade students, we examined
Carina Spreitzer students’ performance in modelling using functions by predicting it based on task values, self-concept,
content knowledge, and prior achievement. In addition, we analysed students’ solution approaches.
Results indicate that students with high content knowledge and self-concept perform better in modelling.
Both algebraic and graphical solution approaches enable precise solutions, but algebraic approaches are
often abandoned. These results contribute the importance of both content knowledge and self-concept for
modelling and indicate the potential of graphical assistance for algebraic solutions.

RR 3.11: Research Report 3.11

Cancelled

Research Report 3.12

PRESERVICE TEACHERS’ USE OF TEACHER MOVES THAT PROVIDE SENSE-MAKING
Location: OPPORTUNITIES TO STUDENT WHEN THEY IMPLEMENT NUMBER TALKS
Massey Business Simon Byeonguk Han, Byungeun Pak
School Room MBS2.15
Supporting students to make sense of mathematical ideas is crucial in mathematics classrooms. Number
Session Chair: Talks center students’ mathematical ideas, which is suitable for pursuing students’ sense-making of
Masakazu Okazaki mathematics. However, there are a very limited number of empirical studies regarding the efficacy of
Number Talks. Also, teacher moves during the Number Talks have not been studied yet. In this study, we
analyzed videos of 22 Preservice Teachers’ 48 Number Talks from grades 3 to 5. We examined what teacher
moves were used and their frequencies in the Introducing and Idea Sharing phase. We identified nine teacher
moves, either constructive or interactive, and their frequencies, which could potentially support students’ sense-
making, within three teaching practices in NTs.
 Friday, 19/July/2024

9:00am - 10:30am
Plenary3: JeongSuk Pang: “Five words for rethinking mathematics education"
Location:
Massey Business School
Auditorium
Morning Tea
10:30am - 11:00am All breaks on Thursday and Friday will be held simultaneously in the Atrium Round room and the Innovation Centre Foyer.

Location: Specialist food options i.e. gluten free, dairy free, veg/vegan etc will only be available in the Atrium Round Room.
Atrium Round Room

11:00am - 11:40am Research Reports Session 4

Research Report 4.01

MAPPING COGNITIVE ENGAGEMENT AND MOTIVATION: FINDINGS FROM THE
Location: ORRSEM PROJECT
Atrium Building AT1 Karen Skilling
Session Chair: The ORRSEM Project is concerned with secondary mathematics teachers’ Observations, Recordings and
Nitchada Kamlue Reports of Student Engagement and Motivation. A framework is presented that maps important
motivational theories to types and levels of engagement, bringing achievement motivation and
mathematics education research together. The findings from 4 teacher workshops sought teachers’
descriptions of 41 engagement characteristics. Specifically, the 15 cognitive engagement characteristics
are detailed because they are fundamentally valuable for educational outcomes, yet they are the least
clearly conceptualised aspects of engagement research. The findings revealed that experienced teachers’
are adept at identifying and describing the nuanced phases of self-regulation strategies and metacognitive
processes.

Research Report 4.02

IS IT A FRACTION, OR SHALL I DIVIDE IT?
Location: Linda Marie Ahl, Ola Helenius
Learning Space 1 (ASHS) The fraction representation can symbolize different mathematical concepts because the symbol a/b is
polysemic. Since students’ difficulties in acquiring the different conceptual meanings that the fraction
Session Chair:
Rui Ding
representation denotes are well documented in research, we examined two commonly used textbook
series in Sweden concerning how the polysemic aspect is displayed by analyzing how fractions and
division are introduced and how the first image of the concepts is challenged with other images. We found
one-sided representations of fractions as part of the whole, division as quotients greater than one, and
weak support for understanding the polysemic aspect of a/b.

Research Report 4.03

CHINESE STUDENTS’ MATHEMATICAL WELLBEING THREE YEARS ON: A RE-
Location: ASSESSMENT IN GRADE 6
Innovation Complex Room Juan Zhong, Veysel Akçakın, Wee Tiong Seah
IC1.07
The mathematical wellbeing (MWB) of 76 students in a suburban elementary school in Chengdu, China
Session Chair: were assessed twice, once in 2020 when they were part of a bigger Grade 3 participant group, and again
Qiaoping Zhang in 2023 when they were in Grade 6. The same questionnaire was used, with its presentation adjusted to
match students’ ages. Variable/facet parameters were determined using Many Facet Rasch Measurement,
and the Rasch-Welch t-test was employed to compare differences between Grades 3 and 6. Analysis
found that the fulfilment of the same values contributed to students’ MWB at both grade levels. However,
at Grade 6, MWB was associated with more experiencing of the valuing of accomplishment and
perseverance, less experiencing of engagement and bliss, and similar levels of relationship and
meaningfulness.

Research Report 4.04

Students’ views of e-assessment feedback in undergraduate mathematics
Location: George Kinnear, Paola Iannone
Learning Space 2 (ASHS) This paper reports on undergraduate mathematics students’ views on the feedback delivered through an
e-assessment system, based on thematic analysis of interviews with 20 students. The results highlight
Session Chair:
Katherina von Bülow
students’ views on the content of feedback – with many students expressing a preference for detailed,
specific feedback, and mixed opinions about whether e-assessment delivered this. Students also reported
strategic approaches to using the feedback. The findings resonate with existing frameworks on students’
interactions with feedback, and provide a basis for further work to explore students’ views toward e-
assessment feedback in other contexts.
Research Report 4.05
AN EMPIRICAL EVALUATION OF USING INSTRUCTIONAL VIDEOS IN DIFFERENTIATED
INSTRUCTION FOR EIGHTH GRADERS’ LEARNING OF MATHEMATICAL PROBLEM
Location:
Learning Space 3 (ASHS) SOLVING
Yu-Hsuan Dai, Kai-Lin Yang
Session Chair: Mike Foster
This study aimed to develop instructional videos for assisting differentiated eighth graders’ learning in
mathematical problem solving. To evaluate the effect of the intervention strategy, we used pre- and
posttests on the participants’ performance and learning motivation as well as semi-structured interviews to
understand high, medium, and low-achieving participants’ perceptions of the learning experience. The
results showed that the teaching designs had significant effects on improving students’ performance and
learning motivation in mathematical problem solving. The interviews revealed that the effect may have
resulted from using the instructional videos for individual learning pace, clarifying the concepts applied for
problem solving, and providing clear instructional guidance, especially for low-achieving students.

Research Report 4.06

BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE: EXPLORING A
Location: . COLLABORATIVE ASSEMBLAGE OF MATHEMATICIANS AND MATHEMATICS
Quad Block B Room QB3 EDUCATORS
Yiorgos Mavrommatis, Despina Potari
Session Chair:
Vanessa Magdalena Bialy In the evolving landscape of undergraduate mathematics education research, the collaboration between
mathematicians and mathematics educators has been an area of study. Drawing on Assemblage theory,
this research explores the formation of a collaborative group, as process oriented, in the between space of
research and practice. The study investigates the affordances and constraints that shape and are shaped
by collaborative praxis in the context of a three-year collaboration between mathematics educators and
mathematicians. The analysis reveals the complexities, tensions, and potentialities within the collaborative
assemblage, offering insights into what such a group can accomplish in the nexus of research and
practice.

Research Report 4.07

PSYCHOLOGICAL THEORY AND INNOVATIONS IN REFORMS OF MATHEMATICS
Location: EDUCATION – A QUESTION OF DISCOURSE AND GRAMMAR
Learning Space 4 (ASHS) Johan Prytz, Uffe Thomas Jankvist, Linda Ahl, Iresha Ratnayake
Session Chair: This philosophical essay delves into the role of theories in mathematics curriculum reforms, particularly
Kaitlin Riegel how theories can contribute to creating and implementing innovations. Using the concepts of discourse
and grammar of schooling, we investigate two well-researched Swedish curriculum reforms. With these
two concepts, we discuss the possible contribution of the underlying theories to the success of one reform
and the failure of the other.

Research Report 4.08

NAVIGATING THE JOURNEY FROM PROFESSIONAL DEVELOPMENT TO THE
Location: CLASSROOM: ACCOUNTABLE TALK IMPLEMENTATION IN PRIMARY MATHEMATICS
Quad Block B Room QB7 CLASSES
Merit Deri, Ronnie Karsenty, Baruch Schwarz
Session Chair:
Lucian Olteanu Orchestrating high-quality dialogic discourse in primary mathematics classes is a considerable challenge
for teachers. Research on the design and impact of professional development (PD) programs aimed at
this challenge is limited. In particular, studies examining the trajectory of change in teachers’ quality of
discourse during and after PD programs are scarce. Our research focused on a specific type of discourse
named Accountable Talk (AT). In this report we describe the cases of two mathematics teachers who
participated in a PD program around AT. We followed them into their classes, to assess the impact of the
PD on the quality of the discourse. Findings point to factors that may affect teacher learning and
implementation of AT.

Research Report 4.09

Math for teaching or university? - Preservice teachers' motivation in their first study
year
Location:
Learning Space 5 (ASHS) Lara Gildehaus, Michael Liebendörfer
Session Chair:
Many preservice teachers lose their motivation in mathematics during their first year of study, displaying
Robin Göller an unfavorable view of not being interested in mathematics. Given the evidence that they are not only
interested in mathematics, but teaching as well, we operationalized career- and subject-specific
dimensions in their motivation for mathematics, using expectancy-value-cost theory. Findings based on
209 higher-secondary and primary preservice teachers show a great fit between the theoretically
anticipated model and the empirical data. The motivational development based on those dimensions
shows a decrease for subject-specific interest but an increase for subject-specific relevance, indicating a
shift from intrinsic to extrinsic motivation, while career-specific values remain stable in the first year.
Practical implications how to address career-specific values in mathematics teacher education are being
discussed.
Research Report 4.10
Modelling with experiments - students' trait values mediated by students' state values
Location: Marielena Menzel, Michael Jonscher, Stefanie Rach, Sebastian Geisler
Innovation Complex Room Students’ motivation is crucial for successful learning. This study focusses on a repetitive structure of
IC1.15 modelling tasks with experiments to examine the development of students’ motivation, distinguishing
Session Chair:
between their stable trait value regarding mathematics in general and their variable state value regarding a
Elin Berggren certain task. Studies show a tendency for students to dislike modelling tasks. Thus, we chose that context
to foster students’ motivation. In this quantitative semi-experimental study, 111 secondary school students
work on modelling tasks related to linear and exponential functions. Mediation analysis indicate that
students’ trait and state values are clearly related and that the students’ state values partly mediate the
changes of students’ trait values before and after working on the modelling tasks.

Research Report 4.11

Formal and linguistic breaches of conventions in written student proofs
Location: Nathania de Sena Maier, Silke Neuhaus-Eckhardt
Learning Space 6 (ASHS) Learning how to prove is difficult. Especially at the beginning of their studies, students may have
difficulties with the mathematical language, but also with the academic language or the formal
Session Chair:
Lukas Hellwig
presentation of a proof. To investigate this, we analyzed 124 students’ attempts at proofs from 34 linear
algebra submissions using qualitative content analysis. The analysis aimed to identify potential linguistic
and formal breaches of convention. Nearly all submissions contained breaches at the level of academic
language, mathematical language and at the level of the proof structure. One reason for this may be that
the proofs students see in their lectures may not be model proofs. Implications for future research are
discussed.

Research Report 4.12

PARENT PERCETIONS OF THEIR MATH PARENTING ROLES IN THE HOME MATH
Location: ENVIRONMENT
Massey Business School Anastasia Betts, Ji-Won Son
Room MBS2.15
Type A growing body of research has demonstrated the critical importance of the early home mathematics
Session Chair: learning environments of children prior to the onset of formal schooling in kindergarten. However, very few
Fany Salazar studies have looked specifically at factors that influence the motivations and decision-making of parents
with respect to their math parenting. This study used the RESET framework to examine the perceptions of
parents (n = 847) of 4- to 5-year-old children who were not yet in kindergarten to better understand how
they perceived their role and actions in the HME. Better understanding of parents as agents in the HME
can inform stakeholders desiring to improve the success of home intervention and support programs.

Research Report 4.13

Investigating students' understanding of algebraic letters using Latent Class Analysis
Location: Katrin Klingbeil, Filip Moons
Learning Space 7 (ASHS) To design valid assessment tools, it is necessary to understand what hurdles, common errors and
misconceptions students encounter in the tested domain. Identifying typical patterns of thinking can be
Session Chair:
Kevin C. Moore
helpful to diagnose and communicate students’ understanding to teachers. In this report, we investigate
response patterns of 2051 German Year 7 and 8 students to six multiple-choice tasks of the SMART test
“Meaning of Letters” that has been designed to assess the letter-as-object misconception. Using Latent
Class Analysis, six response patterns could be identified. These patterns are described and analysed, and
implications for improving the current assessment discussed.

12:00pm - 1:00pm Oral Communication Session 2

Oral Communication 2.01
NUMBER TALKS IN SECONDARY MATH CLASSROOMS
Location:
Richelle Marie Mary nowski, Sandy Bakos
Learning Space 1 (ASHS)

Session Chair: IMPACT OF THE PROBLEM-BASED LEARNING MODEL ON THE ACHIEVEMENT IN

Masataka Koyama NUMBER SEQUENCES AMONG SENIOR HIGH SCHOOL STUDENTS IN CHINA
Huixin Gao, Kwan Eu Leong

AN ALTERNATIVE QUANTITATIVE LENS ON LAVIE-SFARD’S DEVELOPMENTAL MODEL

OF NUMERICAL DISCOURSE
Christine Chambris, K. {Ravi} Subramaniam
Oral Communication 2.02
PRE-SERVICE TEACHERS’ CURRICULAR NOTICING: ATTENDING TO FRACTION
Location: ACTIVITIES’ FEATURES
Quad Block B Room QB3 Juan Manuel González-Forte, Cristina Zorrilla, Pere Ivars, Ceneida Fernández
Session Chair:
JeongSuk Pang BULDING AN INSTRUMENT TO CHARACTERIZE TEACHER NOTICING ABOUT
ARGUMENT AND MATHEMATICAL MODELING COMPETENCIES
María Victoria Martínez Videla, Victoria Arriagada, Horacio Solar

A CROSS-CULTURAL COMPARISON OF MATHEMATICS TEACHERS’ NOTICING ON

TASK POTENTIAL IN DEVELOPING FLEXIBLE PROBLEM-SOLVING STRATEGIES
Yu-Ting Lin, Josephine Paul, Anke Lindmeier, Anika Dreher, Feng-Jui Hsieh, Ting-Ying Wang

Oral Communication 2.03

DEVELOPING EFFECTIVE SCHOOL LEADERSHIP FOR CULTURALLY SUSTAINING
Location: MATHEMATICS PEDAGOGY PROFESSIONAL LEARNING AND DEVELOPMENT
Quad Block B Room QB7 Mary Annie Lourie Rahiti
Session Chair:
Marta Civil FOLLOWING A CONVERSATION SCRIPT: ADDRESSING THE DISCORD OF THE IMPACT
OF LANGUAGE SUPPORTS IN PEER INTERACTIONS FOR MULTILINGUAL STUDENTS
Rachel Marie Restani, Margarita Jimenez-Silva, Tony Albano, Suzanne Abdelrahim, Rebecca Claire
Ambrose, Robin Martin

A Study of Bilingual Mathematics Teaching on Second-Graders’ Learning Effect –

Taking the topic of Length as an Example
Yenting Lai

Oral Communication 2.04

Creating a Positive Learning Environment: Preliminary Results
Location: Kien Lim, Hilda Sotelo
Innovation Complex Room
IC1.07
Math Wellbeing and Math Value Among Taiwanese Upper Elementary School Students
Session Chair: in Mathematics Learning
Markku Hannula
Yu Shan Ting, Yu Liang Liou

Valuing in mathematics curriculum and textbooks for grades 1 and 2

MinYoung Oh

Oral Communication 2.05

VOCABULARY AS AN INDICATOR OF NUMBER SENSE? A CASE STUDY WITH PRE-
Location: SCHOOL PUPILS
Massey Business School Oduor Olande
Room MBS2.15
Session Chair: ENRICHING PRIMARY MATHEMATICS LESSONS THROUGH PICTURE STORY BOOKS:
Lynn Hodge
AN OVERVIEW
Ergi Acar Bayraktar

Improving mathematical thinking by playing board games in mathematics lessons

Csilla Zámbó, Anna Muzsnay, Janka Szeibert

Oral Communication 2.06

INTEGRATING MATH INTO PLANETARY SCIENCE PBLS FOR THE DIVERSE
Location: CLASSROOM UTILIZING EQUITABLE PROFESSIONAL LEARNING
Innovation Complex Room Tiana Woolard, Deena Khalil, Alexandra Matiella Novak, Jennifer Heldmann
IC1.15
Session Chair: INQUIRY- AND MODELLING-BASED LEARNING IN AN ARCHAEOLOGICAL SITUATION
Vincent Stephan Geiger
Pere J. Falcó-Solsona, Carlos Ledezma, Gemma Sala-Sebastià, Vicenç Font, Adriana Breda

MATHEMATICAL CONSCIOUSNESS AND THE ECOSYSTEM: AN EXAMPLE OF

MATHEMATICAL MODELLING
Richard Barwell
Oral Communication 2.07
Homework at univeristy - why do students (not) do assignments?
Location: Silke Neuhaus-Eckhardt, Hans-Stefan Siller
Learning Space 2 (AHS)
Session Chair: Messaging for Success: Student Perceptions of Nudges in First-Year Tertiary
Boris Koichu Mathematics
Alex Che Yeung Lee, Antony Sowards, Paul Hernandez-Martinez, Jason Skues

DIMINISHED CONFIDENCE IN THE LIGHT OF MISSED CURRICULUM OPPORTUNITIES

Sarah Bansilal

Oral Communication 2.08

EXAMINING HOW TEACHERS ADAPT AND IMPLEMENT A HIGHLY PRESCRIBED
Location: MATHEMATICS CURRICULUM: THE SWEDISH CASE
Atrium Building AT1 Tuula Koljonen
Session Chair:
Tanya Evans Eriching Math Teaching Guides: a Competency-Based Framework
Albert Vilalta, Jordi Deulofeu, Laura Morera

21ST CENTURY COMPETENCIES: DIDACTICAL INSIGHTS ON CHANGES IN THE

MATHEMATICS CURRICULUM
Evelin Anna Geszler, Janka Szeibert
Oral Communication 2.09
CHATGPT AS A TUTORING TOOL FOR NONPARAMETRIC STATISTICS: A
Location: COMPREHENSIVE ANALYSIS
Learning Space 3 (ASHS) Joel Lagundi De Castro, Dennis Lee Jarvis Baring Ybañez
Session Chair:
Sebastian Geisler Embracing the Age of Artificial Intelligence: Teachers’ Knowledge and Practice on the
Responsible Use of AI in Mathematics Education
Joseph Ma. Steven Sales Cabalo, Pablo Agos Regalario, Jenny Pandi Macalalad

Oral Communication 2.10

A Self-Based Collaborative Concept Exploration Approach to Mathematics Teachers’
Location: Learning
Learning Space 4 Olive Chapman
Session Chair:
Tracy Helliwell Teachers’ professional development and mathematics LSA: first result of national
project
Giada Viola, Federica Ferretti, Alessandro Gambini, Francesca Martignone, Carlotta Soldano,
Camilla Spagnolo

MATHEMATICS PD ONLINE AND IN PERSON: DO STRUCTURE AND FACILITATION

MOVES VARY?
Victoria Shure, Vanessa Bialy, Pöhler-Friedrich Pöhler, Bettina Roesken-Winter
Oral Communication 2.11
NEW INSIGHTS FROM “IDENTITY SITES”: OPERATIONALISING MATHEMATICS
LEARNER IDENTITY WITH A THEATRE METAPHOR
Location:
Learning Space 5 (ASHS) Lisa J Darragh
Session Chair:
Laura Van Zoest Influence of prior knowledge on pre-service teachers' performance in solving Fermi
problems
Carlos Segura, César Gallart, Irene Ferrando

A STUDY ON THE DETERMINATION INDICATORS FOR MATHEMATICAL LITERACY

QUESTION: FROM THE PERSPECTIVES OF THE SCHOOL TEACHERS
Chia-Jui Hsieh, Yu-Zhen Zhang, Lin-Chieh Tsai, Ching-Wen Chiu
 Lunch break
All breaks on Thursday and Friday will be held simultaneously in the Atrium Round room and the Innovation Centre Foyer.
1:00pm - 2:30pm
Location:
Atrium Round Room Specialist food options i.e. gluten free, dairy free, veg/vegan etc will only be available in the Atrium Round Room.

1:30pm - 2:30pm

Location: Policy Meeting

Massey Business School

Auditorium

2:30pm - 3:10pm Research Reports Session 5

Research Report 5.01

UNDERSTANDING STUDENTS’ REASONS AND AIMS OF EFFORTS AND PERSISTENCE
Location: IN MATHEMATICS
Atrium Building AT1 Elaine Yu Ling Cai, Gregory Arief D. Liem
Session Chair: In the present study, we investigate the ‘aims’ elementary school students pursue through effort and
Karen Skilling persistence (i.e., their achievement goals) and the ‘reasons’ driving them (i.e., their motivations) in their
mathematics classes. Self-report instruments measuring students’ motivational reasons, achievement
goals, and effort and persistence in their mathematics classes were administered. Mediational path
analysis showed that achievement goals, collectively, played a significant mediating role in almost all the
links connecting motivational reasons to effort and persistence. Autonomous motivation was associated
with greater effort and persistence. Self-based goals strengthened the positive direct effects of
autonomous motivation on effort and persistence.

Research Report 5.02

AN INVESTIGATION OF LENGTH ESTIMATION SKILLS OF HIGH SCHOOL STUDENTS
Location: WITH MILD INTELLECTUAL DISABILITY
Learning Space 1 (ASHS) Hsin-Mei E. Huang, Xuan Liao, Jessica Hoth, Silke Ruwisch, Aiso Heinze
Session Chair:
This study investigated the length estimation skills of high school students with mild intellectual disabilities
Ola Helenius (N = 39) by means of a paper-and-pencil assessment and interviews. The results showed that the
students performed differently in different estimation situations involving size discrepancy and accessibility
of to-be-estimated objects. The students tended to underestimate the lengths of daily objects. The uses of
body parts, objects in convenience, mental rulers such as 1, 10 and 15 cm as reference points through
unit iteration were the strategies reported by the interviewees.

Research Report 5.03

Students' conceptions about mathematics for climate change and related issues
Location: Chiara Andrà, Domenico Brunetto
Innovation Complex Room In recent PME and ICMI conferences, a need for curriculum innovation that takes into account the role of
IC1.07 mathematics in understanding and contrasting climate change and related issues has been stressed by
Session Chair:
prominent scholars, taking a rather cognitive stand. In this paper, we focus on the affective side of the
Heather Lynn Johnson phenomenon, arguing that the students’ conceptions both about mathematics and about climate change
and related issues need to be taken into consideration in order to make such an innovation effective.
Hence, we report and analyse the narratives that a small sample of students enrolled in an Environmental
Sciences program produced during the activity of writing a letter to a fictitious class of students living in the
future describing how mathematics has helped humans to survive in the next 200 years.

Research Report 5.04

ESSENTIAL PROGRAM FEATURES IDENTIFIED BY STUDENTS WORKING TOWARD A
DOCTORATE IN MATHEMATICS EDUCATION
Location:
Learning Space 2 (ASHS) Scott Courtney, Anita Alexander
Session Chair:
What are the essential components of a doctorate program in mathematics education or didactics of
Alejandro S. González-Martín mathematics concerning research, coursework, seminars, and collaboration? The purpose of this study
was to learn from doctoral students across the world about how their programs in mathematics education
are preparing them for research and teaching in mathematics education; how their programs provide
academic research and writing support; and what they view as missing from their experiences. Online
surveys, along with follow-up interviews from a subset of survey respondents, indicated that doctoral
students from 17 different countries stressed the importance of international collaboration, examining
fundamental theories of learning mathematics, and identified a need for more support with academic
writing.
Research Report 5.05
EXPLORATIONS WITH AMBIGUITIES IN MATHEMATICAL PROBLEM-SOLVING
Location: Elin Berggren
Learning Space 3 (ASHS) This study explores the characteristics of narratives in a problem-solving discourse, where the reasoning
processes of two students are analysed. It aims to examine the factors contributing to endorsing students’
Session Chair:
Yu-Hsuan Dai
generated narratives during the process. The results indicate that explorative actions are characteristic of
the narratives generated by the students. The primary factors contributing to the endorsement of
narratives are identified as “Ambiguity of difference in sameness” and “Ambiguity of generalization”.
Awareness of these different ambiguities, their nature, and their role in the discourse is crucial for how
mathematics teacher educators can support students’ development in mathematical reasoning.

Research Report 5.06

Learning to teach mathematics with instructional technology: A praxeological analysis
of a Swedish mathematics teacher education course
Location:
Quad Block B Room QB3 Farouq Sessah Mensah
Session Chair:
The study used the Anthropological Theory of the Didactic to understand how, why, and what is privileged
Georgios Mavrommatis in a Swedish mathematics teacher preparation course. A mathematics teacher-educator interview was
analysed using a reference model. The study results show that teaching with instructional technology in
cognitive ways was privileged pre-didactically, didactically, and post-didactically. The didactical cognitive
praxis addressed teachers’ and learners’ use of instructional technologies. The privileged didactical logos
linking the praxis were competencies (förmågor) in the Swedish upper secondary curriculum. The
privileged meta-didactical praxis was the decomposition, representation and approximation of practice, with
some implicit meta-didactical logos discussed.

Research Report 5.07

EXPLORING PERCEIVED VALUE DIFFERENCE SITUATIONS IN AUSTRALIAN
Location: MATHEMATICS CLASSROOMS
Learning Space 4 (ASHS) Anni E, Wee Tiong Seah
Session Chair: Recent research has highlighted how students might disengage from classroom activities when their
Lisa J Darragh values and their teachers’ are different. The present study examined 625 secondary school students’
perspectives and experiences to better understand what these value difference situations look like.
Analysis of the 29 identified instances of value differences revealed the need to propose a new category -
mathematical content value – to add to the existing classification of values. The findings reveal an issue
where students often struggle to appreciate the value of learning specific mathematical content, even
when teachers emphasise its practical usefulness. The results also highlight that teacher’ excessive
reliance on textbooks runs counter to student’ mathematics educational values, hindering their learning.

Research Report 5.08

Snapshots of a teacher's productive talk moves when orchestrating a whole-class
Location: discussion
Quad Block B Room QB7 Ban Heng Choy, Jason Lai
Session Chair:
Orchestrating productive mathematics discussions by building on students’ ideas is challenging. Although
Merit Deri certain talk moves involving eliciting student responses are associated with this high-leverage practice,
they may not be sufficient for enhancing student reasoning. Telling, on the other hand, may play an
important role despite the perception they are contradictory to a more interactive stance in teaching. In this
paper, we examined how an elementary school teacher orchestrated a productive whole-class discussion
through the skilful interweaving of talk moves and telling.

Research Report 5.09

EFFECTS OF REFLECTION PHASE TIMING ON PRE-SERVICE MATHMATICS
Location: TEACHERS’ DIAGNOSTIC PROCESSES
Learning Space 5 (ASHS) Stephanie Kron, Daniel Sommerhoff, Kathleen Stürmer, Stefan Ufer
Session Chair:
Research on pre-service teachers’ diagnostic competence revealed that they could benefit from
Lara Gildehaus simulation-based learning environments to foster their diagnostic competence. It is emphasized that the
diagnostic processes leading to diagnostic judgments should be investigated to understand the
development of diagnostic competence. Instructional support, implemented in the simulation-based
learning environment, is assumed to affect diagnostic processes positively. This contribution investigates
the effects of different timings of reflection phases (concurrent versus final) on the quality of diagnostic
processes of N=66 pre-service mathematics teachers. Results reveal that effects of reflection phases on
the quality of the diagnostic process differ in accordance with its timing.

Research Report 5.10

PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS’ COMPUTATIONAL THINKING
IN MATHEMATICAL PROCESS
Location:
Innovation Complex Room Lan-Ting Wu, Feng-Jui Hsieh
IC1.15
This study explores the performance of junior high school students in computational thinking within
Session Chair: mathematical tasks, which were systematically designed based on 4 computational thinking elements and
Marielena Menzel 3 PISA mathematical processes. We employed inductive analysis to explore types of responses from 60
junior high school students, with 30 students from each of the 7th and 9th grades. The results showed that
students performed well in decomposition and pattern recognition but performed relatively weaker in
abstraction. Their algorithm designs could be classified into three major types: graph-oriented, direct code-
oriented, and pattern code-oriented. The 9th-graders outperformed 7th-graders in algorithmic design. As
long as students could design algorithms for simple cases, they had no difficulty with more complex cases.
Research Report 5.11
FROM INNOVATION TO IMPACT: FACTORS SHAPING THE SCALING SUCCESS OF THE
TRIUMPHS PROJECT
Location:
Learning Space 6 (ASHS) Iresha Gayani Ratnayake, Linda Marie Ahl, Johan Prytz, Uffe Thomas Jankvist
Session Chair:
The paper recounts the successful implementation story of the TRansforming Instruction in Undergraduate
Nathania de Sena Maier Mathematics via Primary Historical Sources (TRIUMPHS) project. Our analysis of the project involved
examining influential factors (Century & Cassata, 2016) and scaling dimensions (Coburn, 2003). We
identified how influential factors and strategies employed by the TRIUMPHS project positively impacted
scalability, particularly highlighting sustainability. These findings underscore the importance of innovation,
user engagement, and the operational context in driving project expansion and long-term viability.

Research Report 5.12

Algebraic Seeds for Graphing Functions
Location: Mathías Agustín López, Susanne Strachota, Bárbara Brizuela, María del Carmen Pérez-Martos,
Massey Business School Angela Murphy Gardiner, Maria Blanton
Room MBS2.15 This case study of one first grade student involves the analysis of three interviews that took place before,
Session Chair:
during, and after classroom teaching experiments (CTEs). The CTEs were designed to engage children in
Anastasia Betts representing algebraic concepts using graphs. Using a knowledge-in-pieces perspective, our analysis
focused on identifying students’ natural intuitions and ways of thinking algebraically about a functional
relationship represented using graphs. Findings reveal four seeds, two of which were identified in prior
studies, and how the activation and coordination of these seeds results in students' production of function
graphs.

National Presentation: AOTEAROA NEW ZEALAND MATHEMATICS EDUCATION

3:30pm - 4:30pm RESEARCH AND CURRICULUM DEVELOPMENT
Presented by Jodie Hunter, Naomi Ingram, Generosa Leach, Tony Trinick, Sze Looi Chin
Location:
Atrium Building AT1 This national presentation will focus on mathematics education research and curriculum development related to Aotearoa
New Zealand. We recognise that there are many countries that share similar histories of colonisation. We begin by
highlighting that the educational systems in Aotearoa New Zealand have been heavily influenced by colonisation with a
resulting negative impact on both Indigenous Māori and Pacific peoples in relation to mathematics teaching and learning
(Allen & Trinick, 2021; Hunter & Hunter, 2018; Trinick & Heaton, 2021). With the underpinning of centering indigenous
knowledge and developing social justice and equitable mathematics classrooms, the presentation will provide an
overview of policy, curriculum changes, initiatives, and research projects that have transformative potential.
During the first part of the presentation, we will provide background information in relation to schooling structures and
mathematics education including both historical context, successes, and ongoing challenges. This part of the session will
include an overview of the changes in curriculum and policy development over the past 30 years from 1993 until present
times. We will then shift focus to examine Māori and Pacific initiatives in mathematics education. This part of the
presentation will focus on both policy development and research studies which have centred Māori or Pacific knowledge,
language, and ways of being in relation to mathematics education. We will finish with our concluding remarks to
summarise the key-points of the session.
3:30pm - 4:30pm Poster Presentations
Location: Improving engineering mathematics problem-solving through interactive computer
Albany Senior High School
simulation and animation
Ning Fang, Seyed Tajvidi

A Case Study of MGTA Growth in Supporting Group Work

Kelsey Isla Quaisley, Mary Beisiegel

A COMPARATIVE ANALYSIS OF CHINESE AND KOREAN MATHEMATICS TEXTBOOKS

FOCUSING ON THE EQUAL SIGN IN GRADE 1 AND 2
JoHyeon Chang

A Graph-Theoretic Analysis of Calculus Textbook Tasks

Haile Marie Gilroy

A study of Chilean early childhood education study plans with a focus on mathematics
education and gender and SES inequities
Claudia Cornejo Morales, Mayer Soto Sarmiento, David Maximiliano Gomez

Bibliometric Analysis of Research on the Usage of Augmented Reality (AR) in

Mathematics Education
Daniel Vadim O'Brien, Katherine Riding

Cognitive Conflict as Instructional Strategy for teaching Logical Principles

Alexander Holvoet

CONCEPT OF EQUIVALENCE IN THE CONTEXT OF WEIGHT: A CASE STUDY IN

KINDERGARTEN
Nathalie Silvia Anwandter Cuellar, Elena Polotskaia, Virginie Robert, Ildiko Pelczer, Raphaëlle
Dufour

Creating Space for Data, Art, and Stories: Student-Created Data Visualizations for
Community Learning

Lynn Hodge, Yilang ZhaUsing Teaching Applications in University-level Mathematics

Courses
Elizabeth Arnold

EFFECTS OF UNIVERSALLY DESIGNED SERIOUS GAMES STUDENTS’ FRACTION

KNOWLEDGE
Jessica Hunt Hunt

Mathematical Reasoning in a Middle-School Mobile Security Intervention

Suzanna Schmeelk, Carolyn Maher, Rasha Abadir, Victoria Krupnik, Louise Wilkinson

Mathematics on the river, mathematics of the river

Chiara Andrà, Alberto Doretto, Cristina Scalvini

The Proposal of Emergent Hypothesis Modelling in Statistics Education

Hiroto Fukuda

CREATION AND VALIDATION OF THE ALGEBRA CONCEPT INVENTORY IN THE

TERTIARY CONTEXT
Claire Wladis, Kathleen Offenholley, Benjamin Sencindiver, Nils Myszkowski, Geillan Dahab Aly

(Mis)alignment of Teacher- and Student- Facing Texts in a Geometry Unit Across

Curricula
Soobin Jeon
CULTIVATING STEM AFFINITY THROUGH INFORMAL MATHEMATICS-BASED CODING
AND ROBOTICS ACTIVITIES
Mina Sedaghat Jou, Anton Puvirajah, Uriah Mcclain

DEVELOPMENT OF MULTIPLICATION LESSONS AIMING AT THE PROGRESS OF

PROPORTIONAL REASONING
Hisae Kato, Hiraku Ichikawa, Keiko Hino

Differences in student proofs across media

Vasiliki Laina

EFFECTIVE TEACHING IN MATHEMATICS CLASSROOM: FROM THE LOW-ACHIEVERS’

PERSPECTIVES
Yun Hsia Pai

ELEMENTARY STUDENTS’ UNDERSTANDING OF VARIABLES THROUGH A UNIT ON

PATTERNS AND CORRESPONDENCE
JeongSuk Pang, Ji-Eun Lee

Emerging Principles of Digital Task Design to Support Students' Developing Graphing

Meanings
Claudine Margolis, Teo Paoletti, Allison Olshefke

ENGINEERING DESIGN: A CYCLE TO SOLVE AUTHENTIC PROBLEMS AND DEVELOP

COLECTIVE CREATIVITY
Isabel Vale, Ana Barbosa, Isabel Cabrita

ENHANCING ALGEBRA LEARNING IN TAIWANESE JUNIOR HIGH STUDENTS

THROUGH A DIGITAL MICROWORLD
Tai-Yih Tso, Feng-Lin Lu, Shu-Hao Hsu

Enhancing Self-Regulated Teaching in Mathematics: A Lesson Study Approach

ChangHua Chen, ChiaHui Lin

Examining names in different languages through math

Simon Byeonguk Han, Amanda Sugimoto

EXPLORING STUDENTS’ GRAPHING MEANINGS USING EYE-TRACKING TECHNOLOGY

Erin Wood, Sohei Yasuda, Kevin C. Moore

EXPLORING THE EFFECTIVENESS OF TRANSFORMING MATHEMATICS-GROUNDING

ACTIVITIES INTO DIGITAL EXPERIMENT ACTIVITIES
Tai-Yih Tso, Shu-Hao Hsu, Feng-Lin Lu

EXPLORING THE ROLE OF DATA EXPLORATIONS IN MATHS LEARNING

Jasneet Kaur

Investigating the facilitation of self-regulated learning by mathematics teachers: A

perspective on teacher agency
Chia-Hui Lin, Chang-Hua Chen

IS MIDDLE SCHOOL MATH ENOUGH FOR OCCUPATIONS? DATA FROM

PRACTITIONERS’ RATINGS
Su-Wei Lin, Chao-Jung Wu, Yuan-Horng Lin, Hong-Wen Chang

LINEAR NIM-DIGITAL – PROBLEM-SOLVING DEVELOPMENT OF WINNING STRATEGIES

Birgit Brandt, Andreas Kirsche

Linking virtual and physical manipulatives by designing learning environments

Jan Löffert, Jessica Hoth

Making sense(s) of functions: A design engaging blind learners through movement and
sound
Krause Christina, Gfrerrer Johanna, Fischer Michael, Pumm Aaron
Managing figure and ground in mathematical discourse
Susan Kimberley Staats, Claire Halpert, Alyssa Kasahara

MATHS EDUCATION LABS - ECHOES ON TEACHER TRAINING

Américo Silva, Isabel Cabrita, Isabel Vale, Ana Barbosa

Measuring and Promoting Teacher Noticing for Inclusive Mathematics Education

Anton Bastian, Natalie Ross, Sarah Strauß, Isabelle Klee-Schramm, Johannes König, Gabriele
Kaiser

Monologic centering analysis for group work

Allison L. Gantt

PRESERVICE MATHEMATICS TEACHERS AS TEACHER-RESEARCHERS

Leah Atienza Nillas

PRIMARY SCHOOL STUDENTS’ UNDERSTANDING OF TIME MEASUREMENT -

COMPONENTS OF A CONCEPT OF TIME
Lukas Knorr, Jessica Hoth, Constanze Schadl

SATISFACTION, SATISFACTORINESS, MOTIVATION AND AMBIENTAL FACTORS OF

SECOND YEAR UNIVERSITY STUDENTS
Jacopo Vicini, Chiara Andrà, Matteo Pezzutto

Students' reasoning through graph conventions

Brandi Rygaard Gaspard, Hwa Young Lee, Mai Bui, Hamilton Hardison, Teo Paoletti, Lucinda Ford,
Holly Zolt, Stephanie Tarigan

Students' understanding of the "general validity" of mathematical statements and

proofs
Sarah Lundt, Milena Damrau, Stefan Ufer

What's Good in Math?

Michelle Friend, Gabriel Meints, Kirsten Tetzlaff, Betty Love, Nicole Infante

Task Design Principles to Support Graph Reasoning

Teo Paoletti, Allison L. Gantt, Srujana Acharya, Claudine Margolis

THE CONVERGENCE OF FORMAL AND INFORMAL MATHEMATICS LEARNING: USING

PLANETARY SCIENCE TO BRIDGE THE GAP AND ENGAGE WITH DIVERSE
COMMUNITIES
Tiana Woolard, Deena Khalil, Alexandra Matiella Novak, Jennifer Heldmann

SURFACING FAMILY PRACTICES THAT SUPPORT FRENCH IMMERSION STUDENTS IN

MATHEMATICS
Julianne Denyka Gerbrandt

TAILORING STRATEGIES TO ENHANCE READING COMPREHENSION AND

ACHIEVEMENT IN GEOMETRY
Chao-Jung Wu

SUCESSIVELY, COLLECTIVELY ANALYTICAL ARGUMENTATION IN PHILOSOPHICO-

MATHEMATICAL CLASS DISCUSSIONS ABOUT INFINITY
Julchen Brieger

Studying the relationship between students' functional thinking and algebra

performance
Anneli Christina Blomqvist

Trends and predictors of math anxiety in Canada: The role of learning strategies
Haoyi Wang

TWO-COLOURED TOWERS AND BEYOND: NAVIGATING AND DEVELOPING PRE-

SERVICE TEACHERS’ COMBINATORIC AND PROBABILISTIC THINKING
Gale Louise Russell, Egan Chernoff
 Afternoon Tea
4:30pm - 5:00pm All breaks on Thursday and Friday will be held simultaneously in the Atrium Round room and the Innovation Centre Foyer.

Location:
Specialist food options i.e. gluten free, dairy free, veg/vegan etc will only be available in the Atrium Round Room.
Atrium Round Room

12:00pm - 1:00pm Oral Communication Session 3

Oral Communication 3.01

THE RELATIONSHIP BETWEEN UNDERSTANDING EQUIVALENCE AND RELATIONAL
THINKING
Location:
Learning Space 1(ASHS) Atsushi Sawada
Session Chair:
Susanne Marie Strachota FACILITATING ARITHMETIC-ALGEBRA TRANSITION WITH PROGRESSIVE LINKING
STRATEGY
Huansen Jian, Yanxing Qi

ASSESSMENT OF BIG IDEAS OF EQUIVALENCE: INVESTIGATING AN AGGREGATED

APPROACH
Jahangeer Mohamed Jahabar, Tin Lam Toh, Eng Guan Tay, Cherng Luen Tong

Oral Communication 3.02

DEVELOPING PRE-SERVICE MATHEMATICS TEACHERS’ COMPETENCY IN DESIGNING
MODELING TASKS
Location:
Quad Block B Room QB3 Hee-jeong Kim, Gima Lee, Byoung-rag Soh, Yun Hwa Noh, Jinfa Cai
Session Chair: David Wagner
EXPLORING ALGEBRAIC TASK DYNAMICS, PRE-SERVICE TEACHERS’ REASONING
AND SENSE-MAKING
Monica Jonsson, Constanta Olteanu

Pre-service primary teachers´ decision making: Attending to relevant pedagogical

content knowledge aspects
Tjorven Lea Seibold, Christin Laschke, Lars Meyer-Jenßen, Bettina Rösken-Winter

Oral Communication 3.03

What math do I need to know? Perspectives on special education teachers’ knowledge
Location: Juan Luis Piñeiro, Eder Pinto
Quad Block B Room QB7
Session Chair: Sean Chorney
Gender and socioeconomic biases in adults' judgments of children's mathematical
arguments
Jorge Peña Araya, Maria Guerrero, Claudia Cornejo Morales, David Maximiliano Gomez

FOSTERING GENDER EQUALITY IN FINANCIAL MATHEMATICS UNIVERSITY

PATHWAYS AND PROFESSIONS
Amedeo Matteucci, Adamaria Perrotta, Francesco Saverio Tortoriello, Ilaria Veronesi

Oral Communication 3.04

DOES EVERYONE HAVE TO KNOW BY HEART HOW MUCH 8 TIMES 7 IS? A CROSS-
Location: SECTIONAL STUDY ON STUDENTS’ VIEWS AND PERFORMANCE
Innovation Complex Room Csaba Csíkos, Ildikó Bereczki, Fanni Biró
IC1.07
Session Chair: A MULTIPLE-CASE STUDY ON THE PROCESS OF APPRECIATING THE AESTHETIC
Rachel Elizabeth Helme
QUALITIES OF MATHEMATICAL OBJECTS
Hayato Hanazono

A STUDY OF ELEMENTARY SCHOOL STUDENTS’ CORE LEARNING OUTCOME

REGARDING DESIRABLE ATTRIBUTES
Anucha Koyata, Dhanachat Anuniwat, Kanita Pamuta, Narumon Changsri, Maitree Inprasitha
Oral Communication 3.05
Teacher actions to support mathematical reasoning through the use of a conceptual
Location: starter in upper primary classrooms
Massey Business School Lauren Kaye Frazerhurst
Room MBS2.15
Session Chair: Stefan Ufer PROBLEM SOLVING: THE EFFECTIVE CHOICES OF REPRESENTATIONS
Ana Barbosa, Isabel Vale

VISUAL SOLUTIONS: A RESOURCE TO SOLVE CHALLENGING PROBLEMS AND BE

CREATIVE
Isabel Vale, Ana Barbosa, Isabel Cabrita

Oral Communication 3.06

EXPLORING COMPUTATIONAL THINKING IN INQUIRY-BASED MODULES FOR
Location: VOCATIONAL HIGH SCHOOLS
Innovation Complex Room Lin-Chien Tsai, Chia-Jui Hsieh, Jeng-Shin Wu
IC1.15
Session Chair: Jennifer Suh Designing Opportunities for Computational Thinking: Leveraging Family Stories and
Community Practices in Teacher Professional Development
Lynn Hodge, Amy Maples

ENHANCING STUDENTS’ IDEAS OF ALGORITHM WITH COLORING BOOK IN

MATHEMATICS CLASSROOM
Narumon Changsri, Maitree Inprasitha, Roberto Araya, Masami Isoda

Oral Communication 3.07

UNIVERSITY STUDENTS' READING OF MATHEMATICAL PROOFS VARIES BY CONTEXT
Location: AND PROFICIENCY LEVEL
Learning Space 2(ASHS) Takuo Oguro, Masahiko Okamoto, Mitsuru Kawazoe
Session Chair:
Helena Johansson LECTURER’S TOOLS FOR TEACHING PROOFS AND PROVING
Angeliki Mali

Mathematicians' oral communication of their research to a mathematics education

researcher
Rox-Anne L'Italien-Bruneau

Oral Communication 3.08

How Teachers’ Actions Prompt Dialectic and Dialogic Mathematical Argumentation
Location: Sheena Tan
Atrium Building AT1

Session Chair: David A Reid THE FUNCTIONS OF ARGUMENTATION: A LITERATURE REVIEW FOR MATHEMATICS
EDUCATION
Jorge Olivares-Aguilera, Manuel Goizueta

TEACHER LEADERS PROGRAM TO SUPPORT TEACHER NOTICING IN PROMOTING

MATHEMATICAL MODELING AND ARGUMENTATION COMPETENCIES
Horacio Solar, Florencia Gómez, María Victoria Martínez, Andrés Ortiz
Oral Communication 3.09
AN ERP STUDY ON MEASURING STUDENTS’ DETECTION OF EQUIVALENCE
Location: FRACTIONS
Learning Space 3 (ASHS) Chen Yu Yao, Hui Yu Hsu, Tsu Jen Ding
Session Chair: Wim Van Dooren
Applying multilevel modelling to analyse factors affecting mathematics performance in
New Zealand schools: Evidence from TIMSS data
Tanya Saxena, Tanya Evans, Stephanie Budgett

ADAPTATION OF THE MONTY HALL PROBLEM AS AN ACTIVITY FOR HIGH SCHOOL

PROBABILITY
Harold Vertudes Mangubat, Angel Mae Opelanio Ombid, Dennis Lee Jarvis Baring Ybañez

Oral Communication 3.10

FROM THE INTENDED TO THE PERCEIVED CURRICULUM: TEACHER’S
Location: PERSPECTIVES ON CURRICULM CHANGE
Learning Space 4 (ASHS) Yoshinori Shimizu
Session Chair: Andreas Ebbelind
Navigating Professional Roles: A Qualitative Analysis on Shifts in Teacher's Beliefs
Jude Buot, Lester Cu Hao

MATHEMATICS TEACHER EDUCATORS’ PERSPECTIVES ON THEIR PREPAREDNESS

FOR ONLINE TEACHING
Annatoria Zanele Ngcobo, Jyoti Jhagroo, Msebenzi Rabaza, Justice Enu
 Saturday, 20/July/2024

Plenary Panel
9:00am - 10:30am The Plenary panel will be held according to the Oxford-style debate protocol on a topic related to the theme of the
conference: Rethinking Mathematics Education Together.
Location: The panel for PME 47 Conference currently consists of the following researchers:
Sir Neil Waters Lecture
Theatre Building 300 Nuria Planas – Universitat Autònoma de Barcelona, Spain
Tony Trinick – University of Auckland, New Zealand
Session Chair: Stefan Ufer – University of Munich, Germany
Armando Solares-Rojas
Vilma Mesa - University of Michigan, United States of America

10:30am - 11:00am
Morning Tea
Location:
Sir Neil Waters Lecture
Theatre Building Foyer

2:30pm - 3:10pm Research Reports Session 6

Research Report 6.01

Relationality in Productive Struggle: A Somali Algebra Conversation
Location: Susan Kimberley Staats, Claire Halpert, Alyssa Kasahara, Emily Posson, Fardus Ahmed
Atrium Building AT1 This paper analyses relationality as a source of mathematical meaning during productive struggle in a
multilingual, Somali and English algebra conversation. Relationality—meaningful interpretations based on
Session Chair: Yasmine Abtahi
interactions of multimodal dialogue, past language occurrences, mathematical writing, and learning
environments—can take the form of conversational repetition. We show that the students’ conversational
repetition allowed them to express uncertainty in useful ways, exploring what it means to explain
mathematically, and transforming the Somali meanings of words “add” and “write” in ways that enhanced
their work towards algebraic generalization. Our analysis deepens the theoretical understanding of
productive struggle when it involves uncertainty in explaining and sensemaking.

Research Report 6.02

Geometry learning of students with general learning difficulties: An eye-tracking study
Location: on the identification of quadrilaterals
Sir Neil Waters Lecture Maike Schindler, Anna Lisa Simon, Elisabeth Czimek, Benjamin Rott, Achim J. Lilienthal
Theatre Building 2.31
Geometry is an important mathematical domain, especially for students with general learning difficulties
Session Chair: Hsin-Mei E. Huang (LD). However, not much is known about geometry learning of students with LD, possible difficulties, and
needs for support. The aim of this paper is to investigate if and how students with LD differ in the
identification of quadrilaterals from students without LD. We carried out an eye-tracking study with 184
students (20 with LD, 164 without LD) in which students were asked if given shapes were quadrilaterals.
We analyzed students’ error rates (from their oral responses) and their strategies, based on qualitative
analysis of eye-tracking videos. We found that students with LD tended to make more mistakes than
students without LD and to regard the quadrilaterals more often holistically, paying less attention to their
properties.

Research Report 6.03

AGE MATTERS WHEN IT COMES TO STUDENTS’ ATTITUDES TOWARD ONLINE
Location: MATHEMATICS ASSESSMENTS
Innovation Complex Room Erica Dorethea Spangenberg
IC1.07
This study established how students’ attitudes toward online mathematics assessments relate to age due
Session Chair: Alicia C. Gonzales to the shift to online learning during COVID-19. Quantitative data were collected through an adapted
Attitudes Toward Mathematics Inventory from 734 students in seven South African schools. Although
enjoyment, perceived usefulness, ease of use, and self-confidence in engaging in online mathematics
assessments decline with age, they are significantly lower for students 13-16 years old compared to those
older (17-22 years) and younger (10- 12 years). Intrinsic motivation is statistically the same for older and
younger students but significantly lower for students who are 13-16 years old. This study suggests further
research on affective aspects influencing specific types of online mathematics assessments.

Research Report 6.04

Self-efficacy expectations of mathematics university students
Location: Stefanie Rach, Timo Kosiol, Stefan Ufer
Sir Neil Waters Lecture Self-efficacy expectations, which are learners’ estimation of being able to solve a task, are an important
Theatre Building 2.32 motivational variable in learning processes. Learners with high expectations may be more ambitious when
Session Chair: Scott Courtney
dealing with mathematical tasks, particularly in the challenging entry stage of a university program. It is not
clear how situation and person characteristics influence these expectations. Results of a study with 338
students enrolled in mathematics study programs show that stable person characteristics, such as
different facets of self-concept, and the mathematical practice required in the task (calculating, modelling,
and proving) interact in predicting self-efficacy expectations. The results shed light on the complex
interplay of person and situation characteristics, highlighting the situation-specificity of expectations.
Research Report 6.05
Instructions in math problems: Are proof tasks considered more difficult by university
Location:
students?
Sir Neil Waters Lecture
Lukas Hellwig, Sebastian Geisler
Theatre Building 2.33 Proof tasks are the most used tasks in university mathematics programs. They pose a particular challenge
at the transition from school to university because first-year students often have little experience with proofs
Session Chair: from school. It can therefore be assumed that they are less likely to tackle these tasks or to find them easy.
Catarina Andersson This study examines the extent to which students are guided by the wording – in terms of used operators –
of proof tasks when assessing them. N=298 first-year students were surveyed. A MANOVA revealed no
significant differences in situational interest, self-efficacy and perceived difficulty that could be attributed to
the used operators. However, personal characteristics had an influence on the perceived difficulty of tasks.
Implications of the results for further research are deduced and discussed.
Research Report 6.06
Teacher Noticing of Pre-Service and In-Service Secondary Mathematics Teachers -
Location: Insights Into Structure, Development, and Influencing Factors
Quad Block B Room QB3 Anton Bastian, Johannes König, Gabriele Kaiser
Session Chair: Teacher noticing is a crucial component of teachers’ professional competence and has become a focus of
Farouq Sessah Mensah educational research. However, evidence based on large-scale quantitative studies of the construct’s
structure, development, and influencing factors is scarce. Thus, in this paper, we briefly present the results
of three recent studies that address these research gaps, summarize and discuss the findings, and
formulate implications for future research. In the studies, we assessed noticing skills of pre-service and in-
service teachers cross-sectionally and in a pre-post design, respectively, using an established
standardised video-based instrument. Results shed light on the facet structure of teacher noticing, its
development with increasing teaching experience, and the impact of learning opportunities in initial
teacher education.

Research Report 6.07

Contemplating the Role of Mathematical Egotism
Location: Rebecca Leticia Burtenshaw
Sir Neil Waters Lecture This theoretical paper considers Mathematical Egotism’s role in the development and reinforcement of
Theatre Building 2.34 particular views of mathematics, beliefs about mathematics, and students’ beliefs about themselves.
Session Chair:
Various literature, examples, and considerations are presented in exploring how Mathematical Egotism
Anni E contributes to students’ disengagement, disillusionment, or disaffection with mathematics. This paper also
provides a possible antidote via Mathematical Empathy.

Research Report 6.08

TEACHER AGENCY AND THE USE OF CURRICULUM MATERIALS ACROSS CULTURAL
CONTEXTS
Location:
Quad Block B Room QB7 Janine Remillard, Lara Condon, Tuula Koljonen, Heidi Krzywacki, Riku Sayuj
Session Chair: Using an ecological and dynamic view of teacher agency, this study explores the relationships between
Pauline Tiong teachers’ professional actions and decisions, mathematics curriculum materials (CMs), and cultural norms
and values at play in four educational contexts: Finland, Flanders (Belgium), Sweden, and the United
States. The data were drawn from a survey of 397 teachers (grades 1-6), inquiring into self-reported use
and perceptions of their CMs. Analysis of the most commonly reported CMs illustrated characteristics that
reflect cultural values in each context. Survey findings indicated that teachers in all contexts use CMs
purposefully and in relation to their own ideas about teaching. We also found context-specific differences
in how teachers relied on CMs for different curricular aims, adding complexity to notions of CM use.

Research Report 6.09

Mathematics teacher educators’ expertise based on pedagogical communication
Location: Jonei Barbosa, Olive Chapman
Sir Neil Waters Lecture This study aimed to understand features of expertise of Mathematics Teacher Educators (MTEs) based on
Theatre Building 2.35 their pedagogical communication in the form of academic booklets to support preservice teachers’
Session Chair:
learning. The booklets, authored by experienced Brazilian MTEs, were analysed using grounded theory
Camilla Spagnolo methods. The findings offer insights of MTEs' expertise in terms of three pedagogical contexts
(mathematics, teaching mathematics, and academic research) and bridge-building skills linking these
contexts. The study offers a basis to enhance our understanding and conduct future research on MTEs'
expertise.

Research Report 6.10

Simulations of Problem-Based Lessons: Using a Conjecture Map to Relate Design and
Outcomes
Location:
Innovation Complex Room Gil Schwarts, Patricio Herbst, Amanda Brown
IC1.15
Virtual simulations are a promising tool for mathematics teachers’ preparation and professional
Session Chair: development. This paper focuses on a set of simulations of a problem-based lesson, illustrating how their
Lan-Ting Wu design informed prospective teachers’ changes in decision-making during simulations. Using a design-
based approach and conjecture mapping, we trace the processes that could be attributed to the observed
changes in teachers' decisions. The analysis shows that after completing the set of simulations, teachers
increased their selection of student work that relates to the lesson goal, regardless of its correctness. The
paper contributes to the understanding of virtual simulations as a sustainable tool for teacher preparation
and professional learning.
Research Report 6.11
YOUTUBE CONTENT CREATORS’ DISCOURSE: A MULTIPLE CASE STUDY ON THE
Location: CROSS PRODUCT USING COMMOGNITION AND POSITIONING THEORY
Sir Neil Waters Lecture Farzad Radmehr, Kristin Krogh Arnesen, Anita Valenta
Theatre Building 2.36
Many university students turn to YouTube as a learning resource to reinforce their mathematical learning.
Session Chair: However, there is a lack of research in mathematics education on the learning potentials of this type of
Mathilde Hitier resource. Through a multiple case study with two cases, we utilize commognition and positioning theory to
investigate (a) what types of mathematical discourse are demonstrated and (b) how YouTube content
creators position themselves and their viewers in the learning resources on the cross product. The findings
indicate that different types of mathematical discourse are promoted (i.e., rituals vs. explorations), and
different positioning occurs on the cross product (e.g., similar to many tutors helping students to get
correct answers vs. promoting a storyline that mathematics makes sense, similar to discourse of many
mathematicians).

Research Report 6.12

Children's Beginning Use of Multiplication in Early Proportional Reasoning:
Location: Examination of Written Work by Second Graders
Massey Business School Keiko Hino, Hisae Kato, Hiraku Ichikawa
Room MBS2.15
In this study, we explore how learning whole-number multiplication relates to progress in early proportional
Session Chair: reasoning. We conducted two written surveys of 64 Japanese second-grade children, aged 7−8, before
Mathias Agustin Lopez and after learning whole-number multiplication. The change in children’s performance depended on the
numerical features of the presented problems. We analyzed how they used multiplication to solve the
problems in the “after learning” survey and identified four codes on their uses of multiplication: “use the
form of the expression,” “use in the process of calculation,” “use to simplify the problem,” and “use to find
the relationship between two quantities.” We discuss how these codes relate to the change in children’s
proportional reasoning that they had previously developed.

11:50am - 12:50pm Oral Communication Session 4

Oral Communication 4.01

What is functional thinking? An ontological analysis of different definitions
Location: Anneli Blomqvist, Lovisa Sumpter
Sir Neil Waters Lecture
Theatre Building 2.31
KNOWLEDGE OF PATTERNING AMONG JAPANESE KINDERGARTEN TEACHERS
Session Chair:
Mellony Holm Graven
Atsuya Fukuzawa

YOUNG STUDENTS FUNCTIONAL THINKING: RECURSIVE MEANS OR AN EMERGING

FUNCTIONAL RULE
Bridget Wadham

Oral Communication 4.02

LEVELS OF NOTICING IN EXPERT MATHEMATICS TEACHERS WHEN TEACHING THE
Location: PYTHAGOREAN THEOREM
Quad Block B Room QB3 Ledher M. Lopez, Diana Zakaryan
Session Chair:
Alf Coles HOW DO JAPANESE TEACHERS INTERVENE STUDENTS’ MATHEMATICAL META-
RULES?
Yuka Funahashi

EXPLORING MATHEMATICS TEACHERS’ NOTICING ON ADDRESSING STUDENT

THINKING — A CROSS-CULTURAL COMPARISON BETWEEN TAIWAN AND GERMANY
Fung-Wen Yeh, Josephine Paul, Anika Dreher, Anke Lindmeier, Feng-Jui Hsieh, Ting-Ying Wang

Oral Communication 4.03

Storylines experienced by Indigenous and newly migrated mathematics students
Location: David Wagner, Sacha Dewolfe, Julianne Gerbrandt
Quad Block B Room QB7
Session Chair: PARENT-CHILD INTERACTIONS: MOTHERS DOING MATHEMATICS WITH THEIR
Susan Kimberley Staats CHILDREN
Fany Salazar, Marta Civil

Ethnomathematics: Learning from Reality

Karli Bergquist
OC 4.04: Oral
DEVELOPMENT OF A FOUR-INDICATOR MATHEMATICAL CREATIVITY TEST FOR
Communication 4.04
Location: Innovation Complex GRADE FIVE STUDENTS
Room IC1.07 Rhett Anthony Latonio, Catherine Vistro-Yu
Session Chair: Chiara Andrà

Conceptions of Mathematical Creativity of High School Students IN CHINA

Yuhan Wen, Xinrong Yang

OC 4.05: Oral
Transformative teaching: Enhancing educators and practices through task-oriented
Communication 4.05
Location: Sir Neil Waters Lecture learning
Theatre Building 2.36 Natalia Karlsson, Constanta Olteanu
Session Chair: Vilma Mesa

PRIMARY TEACHERS’ CONCEPTIONS OF PROBLEM SOLVING

Mary Achieng Ochieng, Penina Kamina

Investigating Problem Posing in Mathematics Classrooms: What Makes a Problem

Good?
Anna Krisztina Stirling, Csaba Szabó, Csilla Zámbó

OC 4.06: Oral
EXPERIENTIAL LEARNING FOR MATHEMATICAL THINKING & 21ST CENTURY
Communication 4.06
Location: Innovation Complex COMPETENCIES
Room IC1.15 Leng Low, Wan Teh
Session Chair: Narumon Changsri

EQUATION-TYPE TASKS IN FINNISH GRADE 3 TEXTBOOKS

Markku S. Hannula

ON DEVELOPING TEACHING MATERIALS IN USING CONTINUED FRACTIONS TO

EXTRACT SQUARE ROOTS
Yung-Fa Lin, Hak Ping Tam

OC 4.07: Oral
ANALYZING THE RELATIONSHIP BETWEEN UNDERGRADUATE STUDENTS’
Communication 4.07
Location: Sir Neil Waters Lecture COMBINATORIAL THINKING AND COMPUTATIONAL THINKING
Theatre Building 2.32 Won Jung, Oh Nam Kwon
Session Chair: Sarah Bansilal

STRUCTURING PLCS FOR COLLEGE-LEVEL INSTRUCTIONAL CHANGE

Jessica Gehrtz, Priya V. Prasad

Mathematical communication: the first-year undergraduate perspective

Alba Santin Garcia, TriThang Tran

OC 4.08: Oral
ARE YOU QUITE SURE OF CONSIDERING ETHICS AS OUR RESEARCH ALPHA?
Communication 4.08
Location: Atrium Building AT1 Daiki Urayama
Session Chair: Richard Barwell

What does Interpretive Description have to offer mathematics education as a research

methodology
Kerri Spooner

MATHEMATICS TEACHER EDUCATORS AND PRACTICUM PARTNERSHIPS DURING

THE PANDEMIC
Jyoti Rookshana Jhagroo, Zanele Ngcobo, Msebenzi Rabaza, Justice Enu
OC 4.09: Oral
Is transparent also beautiful? features of graphs that make them accessible in students’
Communication 4.09
Location: Sir Neil Waters Lecture views
Theatre Building 2.33 Luca Doria, Andrea Amico
Session Chair: Yoshinori Shimizu

COLORFUL CIRCLES AND ARROWS: WRITING GESTURES IN ONLINE TUTORING

SESSIONS
Nicole Infante, Keith Gallagher, Deborah Moore-Russo, Michelle Friend

Students’ Graphing Activity & Digital Task Design: The Sketch-to-Animation Bottle
Problem
Claudine Margolis

OC 4.10: Oral
A COIN FLIP SEQUENCE CONTENTION: RELATIVE PROBABILITY COMPARISON
Communication 4.10
Location: Sir Neil Waters Lecture RESEARCH IS INCLUSIVE
Theatre Building 2.34 Egan J Chernoff
Session Chair: James A. Middleton

Categorization of Figure-related Mathematics content and Navigation from spatial

ability perspective
Li Jung Chang, Yu Yao Yao

CHARACTERIZATION OF SPATIAL ABILITY: AN ERP COMPARISON BETWEEN

GEOMETRY AND CARTOGRAPHY
Tsu-Jen Ding, Hui-Yu Hsu, Yin-Hsuan Yeh, Chen-Yu Yao

12:50pm - 1:50pm
Lunch break
Location:
Sir Neil Waters Lecture Theatre
Building Foyer

1:50pm - 3:20pm SEMINAR & WORKING GROUPS SESSION 2

Location: Seminar Day 2: WRITING PME RESEARCH REPORTS: A SEMINAR FOR EARLY-CAREER
Atrium Building: AT 7 RESEARCHERS
Kotaro Komatsu, Peter Liljedahl, Sean Chorney

Location: WG2.1 MATHEMATICS IN INTEGRATED STEM: DILEMMAS AND STRATEGIES FOR

Atrium Building AT1 SUCCESS
A. Conner, K. Lesseig, C. Miller & A. Bloodworth

Location: WG 2.2 INTERNATIONAL PERSPECTIVES ON PROOF AND PROVING: RECENT

Atrium Building: AT 3 RESULTS AND FUTURE DIRECTIONS
D. A Reid & Y. Shinno

WG 2.3 CRITICAL MATHEMATICAL THINKING FOR SUSTAINABLE FUTURES

Location:
Innovation Complex Room J. Aguirre, C. Andra, K. Beswick, A. Coles, S. Digan, V. Geiger, J. Hunter, S. Siller, A. Solares, J. Suh, E. Thanheiser, N.
IC1.07 Unshelm & D. Wagner

WG 2.4 HUMAN DIGNITY AND MATHEMATICS EDUCATION RESEARCH

Location:
Innovation Complex Room Y. Abtahi & R. Barwell
IC1.15

WG 2.5 POETIC METHODS IN MATHEMATICS EDUCATION

Location: A. Hare, R. Elizabeth Helme & S. Staats
Quad Block B Room QB3

WG 2.6 CREATIVE METHODS FOR INQUIRY IN MATHEMATICS EDUCATION RESEARCH

Location: M. S Hannula, T. Helliwell & A. Ebbelind
Massey Business School
Room MBS2.15
 Saturday, 20/July/2024

3:30pm - 4:10pm Research Reports Session 7

Research Report 7.01

MIGRANT STUDENTS’ PERCEPTIONS OF EXPERT SYSTEMS IN MATHEMATICS
Location: CLASSROOMS IN CANADA
Atrium Building AT1 Yasmine Abtahi, Heidi Stokmo, Athar Firouzian, Richard Barwell, Christine Suurtamm, Ruth Kane
Session Chair: Bianca Nicchiotti
International migration flows have had a growing impact on mathematics classrooms in many parts of the
world. Research suggests that many students from immigrant backgrounds face challenges in the learning
of mathematics. We present findings from a study designed to explore how migrant students experience
mathematics classrooms in Canada. We utilised Bauman’s notion of expert systems to analyse how
migrant students position themselves with respect to authorities in mathematics classrooms. Our findings
show students do perceive elements of the expert systems, which hinders the feeling of equality and
inclusion in the mathematics classroom, resulting in three tensions. These tensions allow us to recognise
the structural constraints within which migrant students operate and the perceived opportunities for
multiplicity of expertise.

Research Report 7.02

Relevant measurement skills to solve word problems with lengths
Location: Jessica Hoth, Constanze Schadl
Sir Neil Waters Lecture Several instances in daily life require dealing with lengths. These challenges are generally connected to
Theatre Building 2.31 real-life situations and require (among other things) skills to measure, estimate, or convert lengths. In
Session Chair: Maike Schindler
order to analyse the extent of these interrelations, we assessed 277 third and fourth-grade students’ skills
in solving word problems with lengths. We used a latent multiple regression model to explore the
predictive contributions of length measurement, estimation, and conversion skills. Even though all latent
variables are significantly correlated, only students’ length conversion skills explain relevant variance in
the solving word problems skills, while their length measurement and estimation skills did not.

Research Report 7.03

STUDENTS’ PERSPECTIVES ON TEACHING BEHAVIORS TO ENHANCE THEIR
Location: MOTIVATION FOR PARTICIPATION IN MATHEMATICS CLASS COMMUNICATION
Innovation Complex Room Chang-Min Chiang, Ting-Ying Wang, Feng-Jui Hsieh
IC1.07
This study explores the factors contributing to the teaching behaviours that can enhance students'
Session Chair: Erica Spangenberg motivation to participate in classroom communication, from the perspective of students. A questionnaire,
developed based on a year-long qualitative investigation, was administered to 542 junior high school
students. Exploratory factor analysis was applied separately to three communication-related learning
activities: listening to the lecture, asking questions, and discussing with peers. Eight factors relating to
three facets — students’ cognitive needs in mathematics, a safe environment and good atmosphere, and
teachers’ arrangements of modes and materials for activities — are identified. The study also revealed the
inevitable intertwining between cognitive and affective facets from the factors identified.

Research Report 7.04

NAVIGATING FLIPPED LEARNING: INSIGHTS FROM A GRADUATE-LEVEL ALGEBRAIC
GEOMETRY COURSE
Location:
Sir Neil Waters Lecture Sang Hy un Kim, Tanya Evans, Ofer Marmur
Theatre Building 2.32
This study explores the integration of flipped learning into a graduate-level algebraic geometry course,
Session Chair: Charlott Thomas addressing gaps in understanding its implementation at this educational level. Through an exploratory
case study, students' experiences were examined, and thematic analysis revealed that students had
nuanced perceptions of this integration with four major themes arising: Preparation and Workload, Content
Interaction, Social Interaction, and Resources. While students appreciated collaborative aspects and the
emphasis on problem-solving, challenges emerged, including an increased workload and a strong
preference for explicit forms of instruction. This research underscores the need for further exploration to
refine flipped learning practices and gain a comprehensive understanding of its implications on student
experiences in graduate mathematics education.
Research Report 7.05
DOES STUDENTS’ CREATION OF PROBLEM-SOLVING VIDEOS ENHANCE THEIR EXAM
PERFORMANCE?
Location:
Sir Neil Waters Lecture Igor' Kontorovich, Hongjia {Henry} Chen, Ian Jones, Nicolette Rattenbury, Padraic Bartlett
Theatre Building 2.33
We explore the impact of undergraduates’ creation and peer reviewing of problem-solving videos on their
Session Chair: Stefanie Rach exam performance. In a large first-year course for non-mathematics majors, students were provided with a
bank of problems from past exams with historically low scores. As part of the homework assignment, the
students video-recorded a solution to a problem of their choice, while elaborating on the involved concepts
and steps. Then, the submitted videos were randomly allocated for peer reviewing. We consider this
activity through the lens of effective digital task design and deep active learning. Quantitative results offer
some evidence of the positive impact of the activity on students’ performance on similar problems in a final
exam.

Research Report 7.06 ILLUSTRATING A METHOD FOR ANALYZING MULTIMODAL ARTIFACTS USED IN
TRANSACTIONS OF PRACTICE
Location:
Quad Block B Room QB3 Patricio Guillermo Herbst, Gil Schwarts, Amanda Brown
We illustrate how concepts from systemic functional linguistics are adapted for the analysis of multimodal
Session Chair: Elena Polotskaia
representations of practice used in activities where teachers and teacher educators transact meanings
about practice. We focus on the transactive register used to project practice meanings to the audience of
these representations. We showcase the systems called visibility (how much of the classroom experience
happening is made visible to the viewer), temporality (how sequence and duration of events are
represented), and theme (how semiotic resources maintain and develop themes). We apply these systems
to examine the differences between two storyboards of algebra lessons that were used in a professional
development context and the different kinds of reactions teachers offered to the different storyboards.

Research Report 7.07

Proposal for the study of mathematics teachers’ beliefs based on the analysis of their
Location: actions
Sir Neil Waters Lecture Graciela Acevedo, Luis R. Pino-Fan
Theatre Building 2.34
In recent years, research on mathematics teachers’ beliefs has increasingly focused on their relationship
Session Chair: with the instructional practices of teachers. This article proposes a model that enables the study of
Rebecca Leticia Burtenshaw mathematics teachers’ beliefs through comprehensive analysis of their actions in the classroom. The
proposal incorporates the notions of teachers’ actions, norms and metanorms of the Ontosemiotic
Approach as its articulating axis. Furthermore, this paper presents an example of a practical
implementation of these levels of analysis in the study of a prospective teacher’s beliefs, showing the
viability of this model.

Research Report 7.08

MATHEMATICAL KNOWLEDGE FOR TEACHING COLLEGE ALGEBRA AT COMMUNITY
Location: COLLEGES
Quad Block B Room QB7 Vilma Mesa, Inah Ko, Irene Duranczyk, Patrick Kimani, Laura Watkins, Dexter Lim, Mary Beisiegel,
April Ström, Bismark Akoto
Session Chair: Janine Remillard
We report on the relationship between community college instructors’ performance on an instrument
measuring mathematical knowledge for teaching college algebra with their teaching experience and their
frequency of using specific tasks of teaching. The findings support the argument that the instrument
assesses critical knowledge for teaching college algebra. We propose further work based on these
findings.

Research Report 7.09

ENACTING MULTIPLE POSITIONS IN BECOMING A MATHEMATICS TEACHER
EDUCATOR
Location:
Sir Neil Waters Lecture Tracy Helliwell, Andreas Ebbelind
Theatre Building 2.35
This paper initiates a longitudinal study that explores the growth and development of mathematics teacher
Session Chair: Jonei Barbosa educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE.
While existing research often employs self-based methodologies, this study adopts positioning theory as
an alternative approach, examining Mikaela, a lower primary school teacher transitioning to a university-
based MTE in Sweden. The paper contributes to the broader understanding of growth and development,
offering insights into the challenges and strategies involved in transitioning from mathematics teacher to
MTE. The study marks the beginning of a more extensive exploration of this transition process,
emphasising the need for a nuanced conceptualisations of MTE learning and expertise.
 Research Report 7.10
TWO MORE OR TWICE AS MUCH? PROPORTIONAL REASONING STRATEGIES IN
GRADES 5 TO 7
Location: Innovation Complex
Room IC1.15 Ildikó Bereczki, Csaba Csíkos
Session Chair: Gil Schwarts
Proportional reasoning determines the school performance of students not only in mathematics, but in
other areas, and it plays an important role in everyday life as well. The early emergence of proportional
reasoning is influenced by many factors, including the recognition of multiplicative relationships. In our
research, we examined proportional reasoning by means of the interview method among 5th, 6th, and 7th-
grade students. During the interview, in addition to solving proportional problems, the students solved
open-ended problems that gave insight into their additive and multiplicative thinking. Our data and results
can bring us closer to understanding the important requisites of proportional reasoning and the possible
developmental step between additive and multiplicative reasoning strategies.

Research Report 7.11

DO YOU SEE MATH? HOW BAYESIAN INFERENCE AND INTERNET MEMES CAN SHED
LIGHT ON STUDENTS’ UNDERSTANDING OF MATHEMATICAL CONCEPTS
Location: Sir Neil Waters
Lecture Theatre Building 2.36 Giulia Bini
Session Chair: Farzad Radmehr
This study examines mathematics students' engagement with visual resources, using Bayesian inference and
Wittgenstein's "seeing as" concept to explore how they use meme templates to represent mathematical
concepts. The analysis of memes created by two high-school students reveals the significant influence of their
mathematical knowledge and conceptual understanding on their representations, uncovering strengths and
weaknesses not easily captured by conventional tasks. The findings contribute a fresh viewpoint on students’
understanding of mathematical concepts, broadening the conversation on the role of visual inputs in mathematics
education.

Research Report 7.12

A FRAMEWORK FOR ANALYZING LONG-TERM EARLY ALGEBRA PROGRESSION IN
Location: Massey Business TEXTBOOK SERIES
School Room MBS2.15 Ola Helenius, Linda Marie Ahl
We present a two-dimensional framework capable of characterizing the algebra content in textbook series
Session Chair: Christine Chambris
spanning over at least all years of comprehensive schooling. Our framework extends well-known previous
work and subdivides school algebra into algebra classes such as structure, operations on non-numerical
symbols, functional thinking, and patterns. In each class, we characterize the presented content according
to the explicitness levels potential, formal and explicit. We examine two book series, both spanning nine
years of schooling, and in one series, two versions for grades 1-3. Results include a radically different focus
on algebra in the middle grades in the two series and overarching trends that algebra content is well spread
out over school years early but tends to come in bursts in later school years.

4:10pm - 4:40pm Afternoon Tea

Location: Sir Neil Waters

Lecture Theatre Building
Foyer

4:40pm - 6:10pm AGM: Annual General Meeting

Location: Sir Neil Waters Overflow room is SNW Lecture Theater 200
Lecture Theatre Building 300

CD: Conference dinner

7:00pm Conference dinner at 7:00pm at the Spencer Hotel
Buses leave at 6:30 from Massey University
 Sunday, 21/July/2024

9:00am - 10:30am Plenary4: Boris Koichu: “The secret life of mathematical problems through the lens of
research-practice partnerships”
Location:
Sir Neil Waters Lecture Overflow room is SNW Lecture Theater 200
Theatre Building 300

10:30am - 11:00am Morning Tea

Location: Sir Neil Waters

Lecture Theatre Building Foyer

11:00am - 11:40am Research Reports Session 8

Research Report 8.01

GENDER DIFFERENCES IN RELATION TO PERCEIVED DIFFICULTY OF A
Location: Atrium Building AT1 MATHEMATICAL TASK
Bianca Nicchiotti, Camilla Spagnolo
Session Chair: Sze Looi Chin
The theme of perceived difficulty in mathematics is current, but it has only been considered in the last few
years. This study aims to highlight gender differences in relation to perceived difficulty of a mathematical
task, and factors influencing it. Italy is one of the countries with the largest gender gap in mathematics,
hence there is the interest in analysing perceived difficulty considering it as a key to better understand. We
started considering as a benchmark the nationwide quantitative analysis of gender gaps in two INVALSI
tasks, characterized by different gender gap levels. Then, we link students’ perceived difficulty to these
two tasks, analysing qualitatively the differences between boys’ and girls’ perception. Preliminary findings
point out that girls’ perception is mainly related to personal consideration.

Research Report 8.02

MENSURATING THE AREA OF A STOLEN LAKE: MATHEMATISING AN HISTORICAL
Location: EVENT
Sir Neil Waters Lecture Sean Chorney
Theatre Building 2.31
In this research report, students mathematise the image of a drained lake and reflect upon the
Session Chair: Oh Nam Kwon repercussions of the draining, specifically in terms of an Indigenous nation which had lived beside the lake
from time immemorial. Using Google Earth, students explore the notion of area by comparing the lake with
a personal landmark in their locality. The study explores how students describe area in terms of new
mathematical relations. From their descriptions, six themes emerged that enrich the conceptions of area.

Research Report 8.03

ATTITUDES TOWARD MATHEMATICS AND GRAPHS INFLUENCE GRAPH REASONING
Location: AND SELECTION
Innovation Complex Room Heather Lynn Johnson, Courtney Donovan, Robert Knurek, Kristin A. Whitmore, Livvia Bechtold
IC1.07
We report on a mixed methods study in which we investigated college algebra students’ attitudes toward
Session Chair: mathematics and graphs in connection to their graph reasoning and graph selection. Students (n=599)
Generosa Angela Leach completed a fully online survey of their attitudes toward math and graphs in conjunction with a fully online
measure of their graph reasoning and selection for dynamic situations. Using structural equation
modelling, we explored how students’ attitudes might link to their graph reasoning and/or graph selection.
We found that more positive attitudes toward mathematics and graphs linked to more quantitative forms of
graph reasoning and more accuracy in graph selection.

Research Report 8.04

Cancelled

Research Report 8.05

ANALYSIS OF THE COGNITIVE ACTIVATION OF COMBINATORIAL TEXTBOOK TASKS
IN GRADE 11 AND 12
Location:
Sir Neil Waters Lecture Charlott Thomas, Birte Pöhler
Theatre Building 2.33
Various studies have shown that textbooks and their tasks are essential for mathematics learning. This
Session Chair: Andrea Peter-Koop also applies to combinatorics, with which learners often have difficulties. Accordingly, the combinatorics
chapters of five textbooks for the upper secondary school level in Germany were analyzed. The analysis
revealed that the textbook tasks predominantly require procedural thinking and show little variety in other
task types (declarative and conceptual thinking). The homogeneity of combinatorics tasks in textbooks
must be revised as it may impair students' cognitive activation, an essential aspect of teaching quality.
Research Report 8.06
FACILITATORS’ CATEGORIES WHEN NOTICING A FICTIONAL PD-SITUATON:
PEDAGOGICAL CONTENT VS. GENERAL PEDAGOGIC FOCUS
Location:
Quad Block B Room QB3 Vanessa Magdalena Bialy, Victoria Shure, Malte Lehmann, Bettina Roesken-Winter
Session Chair: Keith Weber
Professional development (PD) courses contribute to the improvement of mathematics instruction,
requiring facilitators to possess specific expertise for effective navigation of complex instructional
scenarios. This study explores the identification of clusters pertaining to facilitators’ categories when
engaging in noticing of a fictional PD situation. Three clusters emerged: Cluster A exhibits the use of
pedagogical content knowledge on the PD level (PCK-PD), cluster B accentuates general pedagogical
content knowledge on PD level (GPK-PD), and cluster C strongly emphasizes GPK-PD. Although
facilitators (N = 156) across clusters share similar teaching experiences, variations exist in their facilitation
experiences. These findings provide valuable insights for aligning PD courses with the specific needs of
facilitators.
Research Report 8.07
Emotional associations with mathematics: Using the lenses of affect and identity to
Location: understand preservice teacher stories
Sir Neil Waters Lecture Ofer Marmur, Lisa Darragh
Theatre Building 2.34
Key events in one’s mathematical learning journey are often recalled with strong emotions and possibly
Session Chair: Luis R Pino-Fan implicated in one’s relationship with mathematics. The relationships preservice teachers form with
mathematics will, in turn, impact greatly on the way in which they teach the subject in the future; thus an
understanding of these relationships is important for the mathematics education field. In this paper we
utilise two complementary theoretical lenses, affect and identity, to unpack the written stories of
memorable mathematics learning events told by preservice teachers, revealing the deep emotions
involved in associating or disassociating with mathematics. We argue the use of each lens enables us a
different understanding of the data, yet combined they provide theoretical and practical insight that is
greater than the sum of its parts.

Research Report 8.08

STUDENTS’ BELIEFS CONCERNING THE NATURE OF MATHEMATICS – ARE THEY
Location: DIFFERENT WITH REGARD TO SCHOOL AND UNIVERSITY MATHEMATICS?
Quad Block B Room QB7 Sebastian Geisler
Session Chair: Inah Ko
Students’ beliefs concerning the nature of mathematics are considered to play a crucial role for a
successful transition from school to university mathematics. As school and university mathematics differ
considerably, distinguishing between students’ beliefs regarding school and university mathematics seems
necessary. In this paper, a new questionnaire differentiating beliefs between both facets of mathematics is
presented and analysed. Confirmatory factor analysis with data from N=153 students shows that students’
beliefs can be distinguished empirically and that students hold significantly different beliefs regarding the
nature of school and university mathematics.

Research Report 8.09

STUDENTS’ CHANGING METARULES DURING AND AFTER WATCHING DIALOGIC
Location: INSTRUCTIONAL VIDEOS
Sir Neil Waters Lecture Alicia Gonzales, John Gruver
Theatre Building 2.35
Dialogic instructional videos feature authentic conversations of students as they engage in complex
Session Chair: mathematical problems. Because these videos show students engaging in rich mathematical interactions
Anneli Christina Blomqvist students might use them as models for how they should engage in such interactions. In this study, we
investigated how watching a dialogic video that showed two students creating pictures to illustrate
mathematical relationships shaped what two pairs of students thought was necessary to include in their
own pictures. We found that while the video the students watched did indeed shape what they thought
was necessary to include in their pictures, the degree to which they felt they needed to mirror the pictures
in the video varied considerably.

Research Report 8.10

Cancelled

Research Report 8.11

‘DODGING THE BULLET’: CONSTRAINTS ON THE USE OF DERIVATIVES IN
Location:
MECHANICS COURSES.
Sir Neil Waters Lecture Mathilde Hitier, Alejandro S. González-Martín
Theatre Building 2.36
The calculus notion of derivative plays a central role in kinematics. However, previous research shows that
Session Chair: Giulia Bini at the college level, instructors rely more on ready-to-use formulas than on covariational reasoning when
teaching kinematics. In this paper, we identify constraints placed on mechanics teachers when working
with the derivative in a kinematics context. Our results indicate that the traditional separation of knowledge
into different branches (e.g., mechanics and differential calculus) has a strong impact on the teaching
practices of mechanics instructors. Specifically, what students learn (or do not learn) in their calculus
courses places limitations on mechanics teachers, restricting their use of tools from calculus to fully
develop students’ understanding of motion and instantaneous rate of change.
Research Report 8.12
LANGUAGE AS A TRANSPARENT RESOURCE FOR DEVELOPING MATHEMATICAL
UNDERSTANDING
Location:
Massey Business School Pauline Tiong
Room MBS2.15
While the notion of language as a resource is not new and of increasing interest in mathematics education
Session Chair: Csaba Csíkos research, not many researchers focus on understanding the notion from the perspectives of teachers.

Motivated by an interest to understand the existing state of how teachers are noticing and using language
(particularly the mathematics register) as a resource in the mathematics classroom, this paper reports the
findings from a task-based interview conducted with one teacher. By accounting for the teacher’s
responses to the interview through the lens of language-related dilemmas and orientations, I was able to
glean insights into how she notices and uses language (particularly the mathematics register) as a
transparent resource primarily for developing understanding in the teaching and learning of mathematics.

11:50am - 12:50pm Oral Communication Session 5

Oral Communication 5.01

IMPACT OF AUGMENTED REALITY ON PRIMARY SCHOOL STUDENTS' LEARNING
EXPERIENCES OF COORDINATES
Location:
Sir Neil Waters Lecture Khemduth Singh Angateeah, Divia Renu Ramrakha, Parwez Neeamuth
Theatre Building 2.31
Session Chair: Kotaro Komatsu AN INTEGRATION BETWEEN ART AND MATHEMATICS IN LEARNING GEOMETRICAL
ATTRIBUTES OF OBJECTS
Khem Khenkhok, Chitipat Prasertsang, Maitree Inprasitha, Narumon Changsri, Piyasak
Pukcothanung

COMPARISON BETWEEN GEO-STICK AND DYNAMIC GEOMETRY SOFTWARE

STRATEGIES IN TEACHING TRIANGLE INEQUALITY
Hui-Yu Hsu, Shijie Yang

Oral Communication 5.02

Different Ways Students Interpret Axes on Graphs
Location: Allison Olshefke, Teo Paoletti, Claudine Margolis, Allison L. Gantt, Hwa Young Lee, Hamilton
Quad Block B Room QB3 Hardison

Session Chair:
Patricio Guillermo Herbst SUPPORTING MATHEMATICS TEACHERS’ PLANNING OF MULTIMODAL TEACHING
Helena Johansson, Malin Norberg, Magnus Österholm

THE DIFFERENCES IN INTEGRATED STEM TASK VALUES BETWEEN MATHEMATICS

AND OTHER STEM TEACHERS
Kai-Lin Yang, Xiao-Bin He

Oral Communication 5.03

Intentional acts of teaching: Supporting students to co-construct mathematical
meaning
Location:
Quad Block B Room QB7 Generosa Leach
Session Chair: Ban Heng Choy
Sense of Belonging in General Education Math
Michelle Friend, Andrew Swift, Betty Love, Nicole Infante

Voluntary math clubs - A sustainable model for implementing educational innovation?

Jason Cooper, Aamer Badarne
Oral Communication 5.04
Emotion Graphs: Middle School Students' Engagement During Informal Geometry
Activities
Location:
Innovation Complex Room Adrienne Springer, Bailey Bontrager, V. Rani Satyam, Christine Lee Bae
IC1.07
Session Chair: Wee Tiong Seah MATHEMATICS PERFORMANCE OF TAIWANESE STUDENTS WITH DIFFERENT
MINDSETS
Su-Wei Lin

EXPLORING STUDENTS' ERRORS ON ESTIMATING LENGTHS

Ricarda Holland, Jessica Hoth

Oral Communication 5.05

VALIDATING A MEASURE OF MATHEMATICAL KNOWLEDGE FOR TEACHING
Location: COLLEGE ALGEBRA
Sir Neil Waters Lecture Mary Beisiegel, Laura Watkins, Vilma Mesa
Theatre Building 2.35
Session Chair: Ting-Ying Wang

METACOGNITIVE TOOLS IN MATHEMATICS EDUCATION AS MEANS TO ADDRESS THE

IMPOSTER PHENOMENON
Uzuri Albizu-Mallea

Oral Communication 5.06

What A=2πrh Tells Us: A Framework For Multiplicative Objects With Formulas
Location: Irma Stevens
Innovation Complex Room
IC1.15
Exploring the impact of bar model virtual manipulatives in algebra learning within
Session Chair: technology-enhanced settings
Juan Manuel González-Forte
Hwee Sim, Claire Poh

Oral Communication 5.07

TASK DESIGN PRINCIPLES FOR PROOFS AND REFUTATIONS FOCUSED ON
IMPROPER DIAGRAMS AND CORRESPONDING ARGUMENTS IN PAPER-AND-PENCIL
Location:
Sir Neil Waters Lecture ENVIRONMENTS
Theatre Building 2.32 Yosuke Tsuji y ama, Kota Kato
Session Chair: Ofer Marmur
A Move Analysis of Mathematical Proof
Valentin A. B. Küchle, Paul C. Dawkins

Oral Communication 5.08

PEDAGOGICAL FUNCTIONS OF REPRESENTATIONS IN GENERAL AND VOCATIONAL
HIGH SCHOOL TEXTBOOKS: THE CASE OF LIMITS AND DERIVATIVES
Location:
Atrium Building AT1 Pin-Chen Guo, Kai-Lin Yang
Session Chair:
Patricio Luis Felmer Exploring the Intersection of Visualization and Language through Cognitive
Restructuring
Dennis Lee Jarvis Baring Ybañez, Lester Cu Hao

Three-Phase Cyclical Flipped Classroom Model: Design and Effects on Productive

Disposition
Patrick John Martinez Fernandez, Angela Fatima Hilado Guzon

Oral Communication 5.09

Students' uses of the ChatGPT in solving a mathematical modelling task
Location: Ky ungwon Lee, Oh Nam Kwon
Sir Neil Waters Lecture
Theatre Building 2.33
LEARNING EFFECTS OF MODELS WITH VARYING LEVELS OF ABSTRACTION DURING
Session Chair: Igor' Kontorovich DIGITAL PRACTICE
Michele Carney, Joe Champion, Angela Crawford, Patrick Lowenthal

A new agora: the role of AI-shaped debate in transforming mathematics education

Amedeo Matteucci, Ilaria Veronesi, Francesco Saverio Tortoriello
Oral Communication 5.10
PROSPECTIVE TEACHERS’ MOVES FOR FOSTERING STUDENTS’ UNDERSTANDING IN
Location: RELATION TO THEIR DIAGNOSTIC JUDGEMENTS
Sir Neil Waters Lecture Jennifer Dröse, Lena Wessel
Theatre Building 2.34
Session Chair: David Maximiliano THE IMPORTANCE OF THE ELICITATION PROCESS IN FORMATIVE ASSESSMENT: A
Gomez
CASE STUDY
Catarina Andersson, Torulf Palm, Mikael Winberg

A systematic review of mathematical reasoning

Marte Kristoffersen Senneset, Lovisa Sumpter, Andreas Pettersen

12:50pm - 1:50pm Closing Ceremony

Overflow room is SNW Lecture Theater 200
Location: Sir Neil Waters
Lecture Theatre Building
300