Of australasia merga annual Conference Submissions

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Author details. Use three lines for each author:

  1. First and last name (no middle initial)—apply CONFAuthor1.

  2. Affiliation (only the name of the university or other institution, no department)—apply CONFAuthor2.

  3. E-mail address, enclosed in pointy brackets (< ... >)—apply CONFAuthor3.

For two authors, place each author’s details in a cell of a 1 2 table. Applying the CONFAuthor styles will then centre the author details within each cell.

Underline the name of the author(s) who will be presenting the communication at the conference.

Normal text. Normal text paragraphs in your abstract are formatted using CONFNormalText.

Headings. No headings are used, except for References. Apply CONFHeading1 to this word.

Tables and Figures. It is unusual, but acceptable, to include tables or figures or acknowledgements in MERGA abstracts. If you do, please check the instructions for authors of research papers.

Step 5: Final Adjustments

There are now a few final steps before the abstracts can be submitted.

  • Apply CONFSubscript to all subscripts and CONFSuperscript to all superscripts (including footnote numbers and letters).

  • Underline all internet references.

  • Check that the application of styles has not changed italics to regular font, or symbols to normal text font.

  • Check that all works cited in the text are listed in the references, and vice versa.

  • Use the SpellChecker to check spelling a grammar checker to check grammar, and a colleague to proofread your abstract.

Finally, when you are sure that your abstract is in its finished form, save your file as a Word document.

Submitting Abstracts

Abstracts for the annual conference are to be sent as e-mail attachments to the Conference Secretariat (see http://www.merga.net.au/conferences.htm). They must be received by the due date. For your abstract to be accepted by the editorial team, you need to have registered for the conference and sent any other required documentation (including information listed in the author checklist.


Bishop, A., FitzSimons, G., & Seah, G. W. T. (1999). Values in mathematics education: Making values teaching explicit in the mathematics classroom. Proceedings of the 1999 annual conference of the Australian Association for Research in Education, Melbourne. Retrieved 28 November 2000 from the World Wide Web: http://www.aare.edu.au/99pap/bis99188.htm

Davey, G., & Pegg, J. (1991, July). Angles on angles: Students’ perceptions. Paper presented at the 15th annual conference of the Mathematics Education Research Group of Australasia, Perth.

Forgasz, H. J., & Leder, G. C. (1998). Affective dimensions and tertiary mathematics students. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd annual conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 296-303. Stellenbosch, South Africa: PME.

Galbraith, P., Haines, C., & Pemberton, M. (1999). A tale of two cities: When mathematics, computers, and students meet. In J. M. Truran & K. M. Truran (Eds.), Making the difference (Proceedings of the 22nd annual conference of the Mathematics Education Research Group of Australasia, Adelaide, pp. 215-222). Sydney: MERGA.

Mitchelmore, M. C., & Owens, K. (1999). MERGA publications guide. Sydney: Mathematics Education Research Group of Australasia.

Mitchelmore, M. C., & White, P. (1995, April). Development of the angle concept by abstraction from situated knowledge. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 416 066)

Outhred L., Farrell, J., & Cotter, K. (1996, July). How well do student teachers integrate science and mathematics concepts? A pilot study. Paper presented to Working Group 1 at the 8th International Congress on Mathematical Education, Seville, Spain.

Publication manual of the American Psychological Association (4th ed.). Washington, DC: American Psychological Association.

Sullivan, P., Warren, E., & White, P. (2000). Students' responses to content specific open-ended mathematical tasks. Mathematics Education Research Journal, 12, 2-16.

Truran, J., & Truran, K. (1998). Using clinical interviews in qualitative research. In J. A. Malone, B. Atweh, & J. R. Northfield (Eds.), Research and supervisions in mathematics and science education (pp. 41-63). Mahwah, NJ: Lawrence Erlbaum.

1 The whole of this advice was written with regard to Research Reports by Mike and Kay, as Mitchelmore and Owens (2001), MERGA Annual Conference Papers: Style and Format Specifications. It was adapted for Abstracts by Judy.

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