A selection of publications by the SERC team during 2018
Simoncini, K., & Lasen, M. (2018). Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education? International Journal of Early Childhood, 50(3), 353-369.
Resnick, I., Kastens, K., & Shipley, T. F. (2018). How students reason about visualizations from large professionally collected data sets: An eye-tracking study. Journal of Geoscience Education, 66(1), 55-76.
Resnick, I., Barbieri, B., Rinne, L., & Jordan, N. (2018). The role of decimal understanding in fractions understanding and overall mathematics achievement. Journal of Educational Psychology.
Pino-Pasternak, D. & Volet, S. (2018). Evolution of pre-service teachers’ attitudes towards learning science during an introductory science unit. International Journal of Science Education, 40(12), 1520-1541.
Patahuddin, S., Usman, H., & Ramful, A. (2018). Affordances from Number Lines in Fractions Instruction: Students’ Interpretation of Teacher’s Intentions. International Journal of Science and Mathematics Education, 16(5), 909-928.
Patahuddin, S. M., Suwarsono, S., & Johar, R. (2018). INDONESIA: History and Perspective on Mathematics Education. In B. R. Vogel & J. M. Mack (eds.). Mathematics and its Teaching in the Asia-Pacific Region (191-230). Singapore: World Scientific Publishing Company.
Patahuddin, S.M., Puteri, I., Lowrie,T., Logan, T., & Rika, B. (2018). Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson’s analytical tool. International Journal of Mathematical Education in Science and Technology, 49(3), 384-400.
Lowrie, T., & Logan, T. (2018). The interaction between spatial reasoning constructs and mathematics understandings in elementary classrooms. In K. S. Mix & M. T. Battista (Eds.), Visualizing Mathematics: The role of spatial reasoning in mathematical thought (253-276). Springer.
Lowrie, T., Logan, T., & Patahuddin, S. (2018). A learning design for developing mathematics understanding: The ELPSA framework. Australian Mathematics Teacher, 74(4), 26-31.
Lowrie, T., Logan, T., Harris, D., & Hegarty, M. (2018). The impact of an intervention program on students’ spatial reasoning: student engagement through mathematics-enhanced learning activities. Cognitive Research: Principles and Implications, 3(50), 1-10.
Lowrie, T., Leonard, S., & Fitzgerald, R. (2018). STEM Practices: A translational framework for large-scale STEM education design. Educational Design Research, 2(1), 1-20.
Lowrie, T., & Jorgensen, R. (2018). Equity and spatial reasoning: Reducing the mathematics achievement gap in gender and social disadvantage. Mathematics Education Research Journal, 30(1). 65-75.
Lommatsch, C. W., Tucker, S. I., Moyer-Packenham, P. S., Symanzik, J. (2018). Heatmap and Hierarchical Clustering Analysis to Highlight Changes in Young Children’s Developmental Progressions Using Virtual Manipulative Mathematics Apps. In N. Calder, K. Larkin, & N. Sinclair (Eds.). Using mobile technologies in the teaching and learning of mathematics. Mathematics Education in the Digital Era, 167-187. Springer.