Mathematics Education and Society Proceedings of the 4th International Mathematics Education and Society Conference Edited by Merrilyn Goos, Clive Kanes and Raymond Brown Centre for Learning Research, Griffith University Proceedings of the Fourth International Mathematics Education and Society Conference Edited by Merrilyn Goos, Clive Kanes and Raymond Brown First published 2005 Published by the Centre for Learning Research, Griffith University © Proceedings: Merrilyn Goos, Clive Kanes and Raymond Brown © Articles: Individual authors ISBN 1 920952 35 7 All papers in this publication have been peer reviewed anonymously to comply with the verification requirements of the Department of Education, Science and Training for conference publications — full written paper refereed. For further information please refer to the 2003 Higher Education Research Data Collection: Specifications for Preparing Returns for the Collection of Data, Higher Education Division, Department of Education, Science and Training, Canberra. Available online: www.dest.gov.au/sectors/research_sector/online_forms_services/higher_education_ research_data_collection.htm The Conference Organising Committee accepts no responsibility for any errors in or omissions from this publication. Dick Roebuck Conference Manager MES4 Organising Committee International: Tamara Bibby, Karin Brodie, Dimitris Chassapis, Tony Cotton, Peter Gates, Joao Filipe Matos, Candia Morgan, Paola Valero, Renuka Vithal, Robyn Zevenbergen Local: Bill Atweh, Raymond Brown, Carmel Diezmann, Merrilyn Goos, Romina Jamieson- Proctor, Clive Kanes, Elizabeth Warren, Robyn Zevenbergen MES4 Secretariat Dick Roebuck, Centre for Learning Research, Griffith University i TABLE OF CONTENTS Conference Introduction and Plenary Papers.........................................................................1 Introduction............................................................................................................................2 Power and Access in Multilingual Mathematics Classrooms................................................7 Mamokgethi Setati 7 Is Mathematics Education a Practice? Mathematics Teaching? ............................................3 Stephen Kemmis 3 Symposia..............................................................................................................................24 Mathematics Education (Research) and/as Performance.....................................................25 Tony Brown 25 Tony Cotton 25 Tansy Hardy 25 Paramjit Oberoi 25 Helen Toft 25 Symposium 2 proposal.........................................................................................................28 Papers...................................................................................................................................29 Mathematics Through/for Understanding Social Life: Productive Pedagogies Meets Critical Mathematics .......................................................................................................30 Bill Atweh 30 Derek Bland 30 "Outsiders" in a Collaborative Learning Classroom............................................................41 Mary Barnes 41 Top Set Identities and the Marginalisation of Girls.............................................................52 Hannah Bartholomew 52 Dodging the Dragon: Strategies for Mathematics Professional Development in Low Socio-Economic Areas....................................................................................................61 Bill Barton 61 Judy Paterson 61 Barbara Kensington-Miller 61 Hannah Bartholomew 61 Values in Mathematics and Science Education: Researchers' and Teachers' Views on the Similarities and Differences............................................................................................71 Alan J. Bishop 71 Teaching Mathematics for Equity: Learner Contributions and Lesson Structure ...............82 Karin Brodie 82 The Art of Mathematics: Bedding Down for a New Era .....................................................93 Tony Brown 93 Exploring Spaces of Collaborative Learning within a Collective Argumentation Classroom......................................................................................................................104 Raymond Brown 104 Mathematics Education and Power Relations....................................................................115 ii Valéria de Carvalho 115 Sandra A. Santos 115 Antonio Miguel 115 The Impact of Primary Students' Informal Experiences on Their Diagrammatic Knowledge.....................................................................................................................127 Carmel M Diezmann 127 Can Adult Numeracy be Taught? A Bernsteinian Analysis...............................................138 Gail E. FitzSimons 138 Why Study Grade 11 Mathematics: What have Computers got to do With It?.................149 Helen J. Forgasz 149 Home, School and Community Partnerships for Numeracy Education in a Remote Indigenous Community .................................................................................................159 Merrilyn Goos 159 Lesley Jolly 159 Alex Kostogriz 159 Learning and Teaching Mathematics: A Confidence Trick? .............................................170 Tansy Hardy 170 Theorising The Practices of Aligning Assessment Strategies With Other Components of The Secondary Mathematics Curriculum......................................................................180 Clive Kanes 180 How the 'Madness' of Method Affects Engagement and Equity: A Poststructuralist Analysis .........................................................................................................................192 Mary Klein 192 Quality Learning for Preservice Teachers of Mathematics: Problems and Processes from a Poststructuralist Perspective .......................................................................................202 Mary Klein 202 Policy and Practice in Mathematics Education Research ..................................................211 Stephen Lerman 211 Anna Tsatsaroni 211 Millennials and Numeracy in New Contexts, Cultures and Spaces...................................221 Tom Lowrie 221 Robyn Zevenbergen 221 Better Buy ..........................................................................................................................231 Tamsin Meaney 231 Making Sense of Curriculum Innovation: A Case Study...................................................241 Candia Morgan 241 Mathematics for Teaching and Competence Pedagogies in formalised In-service Mathematics Teacher Education in South African Universities ...................................251 Diane Parker 251 Zain Davis 251 Jill Adler 251 Immigrant Mathematics Teachers' Negotiation of Differences in Norms: The Role of Values............................................................................................................................262 Wee Tiong Seah 262 iii Dialogical Engagement Between Theory and Observations with Reference to Weakly Classified Activities ......................................................................................................273 Godfrey Sethole 273 Using Rights-Based Frameworks for Rethinking Teacher-Directed Pedagogies of Mathematics ..................................................................................................................279 Fiona Walls 279 To be or not to be? Pre-service Teachers' Beliefs and Practices Towards Reform ...........290 Lyn Webb 290 Education for Sustainable Development: Implications for Mathematics Education? .......301 Keiko Yasukawa 301 Habitus and New Numeracies for Contemporary Work....................................................312 Robyn Zevenbergen 312 Classroom Interactions: Scaffolding Students' Learning with ICTS .................................323 Robyn Zevenbergen 323 Steve Lerman 323 List of authors ....................................................................................................................334 List of reviewers.................................................................................................................335 iv CONFERENCE INTRODUCTION AND PLENARY PAPERS 1 INTRODUCTION This is the fourth international meeting of the Mathematics Education and Society group—the first meeting to be held outside Europe. The first conference took place in Nottingham, Great Britain, in September 1998. The second conference was held in Montechoro, Portugal, in March 2000. The third conference was held in Helsingor in April 2002. On these occasions, people from around the world had the opportunity of sharing their ideas, perspectives and reflections concerning the social, political, cultural and ethical dimensions of mathematics education and mathematics education research in present world societies. As a result of the success of the first three meetings, it was decided to have a fourth conference in the southern hemisphere. The Fourth International Conference on Mathematics Education and Society was held at the Gold Coast, Australia, in July 2005. The conference has been promoted by the Centre for Learning Research, Griffith University and is a co-operation between the Universities in the Brisbane Corridor – Griffith University, University of Queensland, Queensland University of Technology and the Australian Catholic University. Aims of MES 4 Education is becoming more and more politicised throughout the world. Mathematics education is a key discipline in the politics of education. Mathematics qualifications