# Publication Secondary and University Mathematics

## Publications

### Current publications

Begg, M. & Pierce, R., McAndrew, A. (2017). Incomprehensible workings followed by correct answers. In V. Barker, T. Spencer & K. Manuel (Eds.) *Proceedings of the 26 ^{th} Biennial Conference of the Australian Association of Mathematics Teachers. *pp 64-70. Adelaide: AAMT.

Pierce R., & Begg, M. (2017). First year university student’ difficulties with mathematical symbols: the lecturer/tutor perspective. In A. Downton, S. Livy and J. Hall (Eds.), 40 years on: We are still learning! *Proceedings of the 40 ^{th} Annual Conference of the Mathematics Educational Research Group of Australasia. *(pp. 413-419) Melbourne, MERGA.

Pierce, R. & Bardini, C. (2017). Mathematical writing and writing mathematics: The transition from secondary to university mathematics. In A. Downton, S. Livy and J. Hall (Eds.), 40 years on: We are still learning! *Proceedings of the 40 ^{th} Annual Conference of the Mathematics Educational Research Group of Australasia. *(pp. 608-611) Melbourne, MERGA.

Bosch, M., Bardini, C., Rasmussen, C. & Trigueros, M. (2016). Current interactions between mathematicians and researchers in mathematics education. *First conference of International Network for Didactic Research in University Mathematics*. Montpellier, France. <hal-01337872>.

Bardini, C. & Pierce, R. (2015). Assumed mathematics knowledge: the challenge of symbols. *International Journal of Innovation in Science and Mathematics Education, 23*(1), 1- 9.

Vincent, J., Bardini, C., Pierce, R. & Pearn, C. (2015). Misuse of the equals sign: an entrenched practice from early primary years to tertiary mathematics. *Australian Senior Mathematics Journal, 29*(2), 28-36.

Bardini, C., Pierce, R. & Vincent J. (2015). Contemplating symbolic literacy in first year mathematics students. In M. Marshman, V. Geiger & A. Bennison (Eds.), Mathematics Education in the Margins*. Proceedings of the 38 ^{th} annual conference of the Mathematics Education Research Group of Australasia*, pp. 77-84. Adelaide, Australia: MERGA.

Bardini, C. (2015). The reader and the writer perspectives or the subtleties of symbolic literacy. In K. Beswick, T. Muir & J. Wells, Mathematics education: climbing mountains, building bridges. *Proceedings of the 39 ^{th} Conference of the International Group for the Psychology of Mathematics Education*. Hobart, Australia: PME.

### Prior related publications

Pierce, R. & Bardini, C. (2015). Computer algebra systems: permitted but are they used? *Australian Senior Mathematics Journal, 29*(1), 32-42.

Bardini, C., Pierce, R. Vincent, J. & King, D. (2014) Undergraduate mathematics students' understanding of the concept of function. *IndoMS-Journal of Mathematics Education, 5*(2) 85-107.

Bardini, C. Vincent, J. Pierce, R. & King, D. (2014) Undergraduate mathematics students' pronumeral misconceptions. In J. Anderson, M. Cavanagh & A. Prescott (Eds.) Curriculum in Focus: Research Guided Practice, Sydney: MERG.

Bardini, C., Oldenburg, R., Stacey, K., & Pierce, R. (2013). Technology prompts new understandings: the case of equality. In V. Steinle, L. Ball & C. Bardini (Eds.), *Mathematics education: Yesterday, today and tomorrow*. *Proceedings of the 36 ^{th} annual conference of the Mathematics Education Research Group of Australasia*), pp. 82–89. Melbourne, VIC: MERGA.

Bardini, C., Pierce, R. & Vincent, J. (2013). First year university students' understanding of functions. Over a decade after the introduction of CAS in Australian high schools, what is new? In L. Rylands, B. Loch and D. King, *Proceedings of the 9 ^{th} Delta conference on teaching and learning of undergraduate mathematics and statistics*. pp. 2–11.