Publications List and Links (in progress)

pre-prints, 2002, 2001, 2000 (more texts to be added progressively)

Pre-prints

Ball, L., & Stacey, K. (pre-print). What should students record when solving problems with CAS? Reasons, inputs/information, the plan and some answers. abstract full-text

Ball, L., Stacey, K. & Pierce, R. (pre-print). Monitoring Algebraic Expectation.

Flynn, P., Lewis Berenson, L and Stacey, K. (in press) Pushing the Pen or Pushing the Button: A Catalyst for Debate over Future Goals for Mathematical Proficiency in the CAS-Age. abstract full-text

Isoda, M., McCrae, B., & Stacey, K. (in press). Cultural Awareness Arising from Internet Communication between Japanese and Australian Classrooms. Submitted as full paper to ICMI study on East-West.

Kendal, M., Stacey, K., & Pierce, R. (to appear 2002) L'influence des environnements de calcul formel sur les modes de travail des enseignants. In Luc Trouche and Dominique Guin (Eds) Calculatrices symboliques. Transformer un outil en un instrument du travail mathématique : un problème didactique. La pensee sauvage editions, recherche en didactique des mathematiques. (Chapter translated into French by Trouche and Guin.) full-text in English

Pierce, R., & Stacey, K. (in press). Algebraic Insight: The Algebra needed to use CAS.

Stacey, K. (2002). Designing an Introductory Algebra Curriculum for the Future. Keynote address to the 11th Indonesian Mathematics Conference. Malang, Indonesia, July, 2002.

Stacey, K. (2001). Strengthening both algebraic and arithmetic reasoning to improve outcomes from the teaching of algebra. Paper delivered at the QCA seminar on Reasoning and Proof, Cambridge October 2001. abstract

Stacey, K. (in press). Rethinking the algorithms of school mathematics. In A. McIntosh (Eds.), Beyond Written Computation. full-text

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2002

Kendal, M. & Stacey, K. (2002) Teachers in Transition: Moving towards CAS-supported Classrooms. Zentralblatt fur Didaktik derMathematik, 34(5). abstract, full text, Available to subscribers here. Available to all after October 2003 here.

Pierce, Robyn & Stacey, Kaye (2002) Monitoring Effective Use of Computer Algebra Systems. In B. Barton, K.C. Irwin, M. Pfannkuch & M.O.J. Thomas (Eds.) Mathematics Education in the South Pacific (Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia), (pp. 575 - 582). Sydney: MERGA.

Stacey, K. (2002) Challenges to Mathematics Assessment from New Mathematical Tools. In D. Edge and Yeap B.H. (Eds.) Mathematics Education for a Knowledge-Based Era. Proceedings of Second East Asian Regional Conference on Mathematics Education. (Vol 1, pp 11 - 16). Singapore: Association of Mathematics Educators.

Stacey, K., Kendal, M., & Pierce, R. (2002). Teaching with CAS in a time of transition. International Journal of Computer Algebra in Mathematics Education. 9(2), 113 - 127.

Stacey, K. & MacGregor, M. (2002) As though the thinking is out there on the table. In D. Tall & M. Thomas (Eds) Intelligence, Learning And Understanding In Mathematics, (pp 219-233) Flaxton, Qld: Post Pressed.

Steinle, V.,Stacey, K. & Chambers, D. (2002). Teaching and Learning about Decimals. Version 2.1. DSME, University of Melbourne, 2002. (CD-ROM) information and sample

Steinle, Vicki & Stacey, Kaye (2002) Further Evidence of Conceptual Difficulties with Decimal Notation. In B. Barton, K.C. Irwin, M. Pfannkuch & M.O.J. Thomas (Eds.) Mathematics Education in the South Pacific (Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia, (pp.633 - 640). Sydney: MERGA.

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2001

Ball, L., & Stacey, K. (2001). New literacies for mathematics: a new view of solving equations. The Mathematics Educator, 6(1), 55-62. abstract full-text

Ball, L., Stacey, K., & Leigh-Lancaster, D. (2001). Teaching Senior Maths with CAS: Major Issues for Curriculum, Assessment and Teaching. In C. Vale, J. Horwood, & J. Roumeliotis (Eds.), 2001 Mathematical Odyssey, Mathematical Association of Victoria, Melbourne. (pp 265-275).

Ball, L., Stacey, K., & Pierce, R. (2001). Assessing Algebraic Expectation. In J. Bobis, B. Perry, M. Mitchelmore (Eds.) Numeracy and Beyond. Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia. (vol 1) (pp. 66 - 73). Sydney: MERGA. full text

Kendal, M., & Stacey, K. (2001). Influences on and factors changing technology privileging. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education. Vol 4 (pp217 - 224). Utrecht: PME. full-text

Kendal, M. & Stacey, K. (2001 ) The Impact Of Teacher Privileging On Learning Differentiation With Technology. International Journal of Computers for Mathematics Learning. 6, 143 - 165.abstract full-text

Marston, K., & Stacey, K., (Eds). (2001). Foundations for Teaching Arithmetic. Version 1.1. DSME, University of Melbourne, 2001. (CD-ROM) information and sample

Pierce, R., & Stacey, K. (2001). A Framework for Algebraic Insight. In J. Bobis, B. Perry, M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia. (vol 2) (pp. 418-425). Sydney: MERGA. abstract full-text

Pierce, R., & Stacey, K. (2001). Observations on Students' Responses to Learning in a CAS Environment. Mathematics Education Research Journal. 13(1), 28-46.

Stacey, K., Helme, S., & Steinle, V. (2001). Confusions between decimals, fractions and negative numbers: A consequence of the mirror as a conceptual metaphor in three different ways. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education. Vol 4. (pp217 - 224). Utrecht: PME.

Stacey, K., Helme, S., Steinle, V. Baturo, A., Irwin, K., Bana, J. (2001). Preservice teachers' knowledge of difficulties in decimal numeration. Journal of Mathematics Teacher Education. Volume 4(3), 205-225.

Stacey, K., Helme, S., Archer, S & Condon, C (2001) The effect of epistemic fidelity and accessibility on teaching with physical materials: A comparison of two models for teaching decimal numeration. Educational Studies in Mathematics. 47, 199-221.

Stacey, K. (2001).Teaching with CAS in a Time of Transition. Keynote paper. CAME 2001 Symposium: Communicating Mathematics through Computer Algebra Systems ,Freudenthal Institute, Utrecht University, Netherlands, July 18-19, 2001,l abstract ,full-text , full text on CAME website

Stacey, K. (2001). How Might Computer Algebra Change Senior Mathematics: The Case of Trigonometry. In Mathematics Shaping Australia, Proceedings of the 18th biennial conference of the Australian Association of Mathematics Teachers. (pp 217 - 225) Adelaide: AAMT. full-text

Stacey, K. (2001). Trends in Researching and Teaching Problem Solving in School Mathematics in Australia: 1997 - 2000. In E. Pehkonen (Ed.), Problem Solving Around the World. (Proceedings of the Topic Study Group 11 at ICME-9) (pp 45 - 53) University of Turku, Finland. abstract full-text

Steinle, V. & Stacey, K. Visible and invisible zeros: sources of confusion in decimal notation . In J. Bobis, B. Perry, M. Mitchelmore (Eds.) , Numeracy and Beyond. Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia. (vol 2) (pp. 434-441). Sydney: MERGA.

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2000

Helme, S., & Stacey, K. (2000). Improved Decimal Understanding: Can Targetted Resources Make a Difference. In J. Bana, & A. Chapman (Eds.), Mathematics education beyond 2000. (Proceedings of the 23rd annual conference of the Mathematics Education Research Group of Australasia, pp 299-306). Fremantle: MERGA.

Helme, S., & Stacey, K. (2000). Can minimal support for teachers make a difference to students' understanding of decimals? Mathematics Teacher Education and Development, Vol 2, 105 - 120. abstract full-text

Kendal, M., & Stacey, K. (2000). Acquiring The Concept Of Derivative: Teaching And Learning With Multiple Representations And CAS. In T. Nakahara, & M. Koyama (Eds.), Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education. Vol 3 (pp127 - 134). Hiroshima: Hiroshima University. full-text

Program Committee of ICMI-ALGEBRA Study. (2000). Discussion Document for the Twelfth ICMI Study: The Future of the Teaching and Learning of Algebra. Educational Studies in Mathematics, 42, 215 - 224. (also published elsewhere). full-text, ICMI-ALGEBRA study details

Stacey, K., Asp, G., & McCrae, B. (2000). Goals for a CAS-active senior mathematics curriculum. In M. O. J. Thomas (Ed.), Proceedings of TIME 2000 An International Conference on Technology in Mathematics Education. December 11-14, 2000 (pp. 244-252). Auckland, New Zealand: The University of Auckland and Auckland University of Technology. abstract full-text

Stacey, K., Ball, L., Asp, G., McCrae, B., & Leigh-Lancaster, D. (2000). Towards a VCE Mathematics subject which actively uses CAS. (Keynote address and paper) In J. Wakefield (Ed.), Mathematics, Shaping the Future. (pp 47 - 63). Melbourne: Mathematical Association of Victoria. full-text

Stacey, K., McCrae, B., Chick, H., Asp, G., & Leigh-Lancaster, D. (2000). Research-led policy change for technologically-active senior mathematics assessment. In J. Bana and A. Chapman (Eds.), Mathematics Education Beyond 2000 (Proceedings of the 23rd annual conference of the Mathematics Education Research Group of Australasia, pp. 572-579). Fremantle: MERGA. abstract full-text

Stacey, K., Sonenberg, L., Nicholson A., & Steinle, V. (2000). Bayesian reasoning for diagnosing student misconceptions. Short Presentations of ICME9, July 31-August 6, 2000, Tokyo, Japan, page 232.

Stacey, K., & Scott, N. (2000). Orientation to deep structure when trying examples: a key to successful problem solving. In J. Carillo & L. C. Contreras (Eds.), Resolucion de Problemas en los Albores del Siglo XXI: Una vision Internacional desde Multiples Perspectivas y Niveles Educativos. (pp 119 - 147) Hergue: Huelva, Spain. full-text

Stacey, K. (2000), Teaching students to work mathematically: An Australian perspective. (Translated by Keiko Ito Hino) Journal of Kinki Society of Mathematics Education. 2000 (13), 1 - 6. full-text

Stacey, K. (2000), Telling the whole of the maths story: how can we keep the plot with graphics calculators. Australian Mathematics Teacher, 56(4), 17 - 20. abstract full-text

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Unpublished reports

Hayes, R. & Stacey, K (unpublished report of doctoral thesis) Teaching Negative Number Using Integer Tiles. full-text

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