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Many students have traditionally found the processes of algebraic manipulation, especially factorisation, difficult to learn. This study investigated the value of introducing students, after standard methods, to a Vedic method of multiplication of numbers that is very visual in its application. We wondered whether applying the method to quadratic expressions would assist student understanding, not only of the processes but also the concepts of expansion and factorisation. We found that there was some evidence this was the case, with some students preferring to use the new method. Thus results suggest it may be a useful adjunct to traditional approaches.

Many proponents of the use of technology in mathematics education argue that to be effective, such usage should be fully integrated, but exactly what is meant by integrated technology is seldom defined. A number of tertiary mathematics teachers were surveyed to investigate the degree to which technology is used in their courses, and the information received was used to identify several aspects critical to an examination of integrated technology. The paper then proposes a model for helping to describe and compare the degree of integration of technology in different courses.

This project assesses the underlying mathematical knowledge of 53 children from two Sydney pre-schools, one year prior to formal schooling, and monitors their on-going mathematical development. The ability to generate and abstract simple mathematical patterns is explored through a range of problem-solving tasks. Data comprise structured videotaped individual interviews, children?s representations, observational and anecdotal records. A case study of one pre-school analyses an early mathematics intervention program highlighting mathematical patterns, structures and relationships. The study analyses teacher and community perceptions; the effectiveness of this intervention on children?s mathematics learning, the professional development of pre-school staff and their programs.

An integral part of all initial teacher education programs is the school-based practicum where preservice teachers get an opportunity to develop their teaching skills and knowledge in a classroom. Many have suggested that these experiences are very powerful in shaping prospective teachers views of teaching as they are perceived as being ?real? as opposed to the ?artificial? environment of the tertiary courses. This can mean that the practicum experiences can legitimate or negate the learning that occurs within tertiary courses. In particular, preservice teachers can make significant positive changes in their affective responses to mathematics, but the longevity and stability of these changes can be severely challenged through their school-based practicum experiences.

Teaching young adolescents today requires not only an understanding of content and pedagogical knowledge, but an understanding of students? developmental stages and an approach which prioritises the students? preferred learning environment. From a case study of a Year 9 mathematics classroom, this report will identify and explain how certain characteristics and qualities of a student-directed program and a range of classroom conditions influenced student attitudes to the learning of mathematics. The focus will be student perceptions of the learning of mathematics along with an examination of students? preferred learning conditions and the influence of the classroom environment on mathematical learning.

The benefits of a holistic approach to education has been acknowledged by educators and, in view of the historical background of mathematics as a discipline, it may enhance performance in mathematics if more emphasis is placed on the wonder and mystery formally associated with the subject than is currently the case. In a tentative trial in this regard, two secondary pre-service students were asked to respond to a series of questions and images related to the spirit of mathematics and their own views of spirituality. From two different backgrounds, these responses identified concepts of order and relationships as key factors in their views of mathematics and its spirit.

Researchers have emphasized the importance of developing relational thinking in regard to early equation solving. An assessment instrument was designed to assist and facilitate the process of improving the development of students? strategies. The purpose of the instrument was to assist teachers to analyse and classify students? reasoning by examining students? responses to a variety of tasks involving number sentences. The assessment instrument focuses on concepts of equality, identifying strategies employed, as well as the ability of students to generalise number behaviour. This assessment instrument was trialled with 51 Year 5/6 and 26 Year 8 students. The paper focuses on a limited number of test items within the assessment instrument. In particular, it analyses the different types of strategies utilised and the proportions of students who employed those strategies. We seek advice and direction from participants regarding further possible development of the assessment instrument as well as the identification of tests items that would provide useful information to improve the practice of teachers.

The diversity of mathematics achievement in junior secondary mathematics and the problems of engaging students have been well documented. Many researchers including regular presenters at MERGA conferences have explored the misconceptions and mathematical thinking strategies of students who are at risk of not achieving the numeracy benchmark standards. Howard and colleagues have reported the successful outcomes of a structured intervention program conducted in the middle years with students in schools in New South Wales. However teachers in junior secondary mathematics classrooms struggle to adopt reform practices and implement intervention strategies or programs that adequately address the needs of at risk students. During this round table discussion, the findings from a numeracy intervention project in which teachers from one school participated in action research will be presented. The teachers gained new insights and understanding of their students? mathematical thinking and made small steps in changing classroom practices and learning activities that enabled improvements for some students in their classes. Division thinking and the relationship of division concepts to fractions emerged as one issue for further research that participants of the round table discussion may want to pursue in particular. Through this round table I would like to invite other researchers to discuss their experiences of working with secondary school teachers on intervention with a view to collaborating in the development of a large-scale numeracy intervention project for students in junior secondary mathematics.