Katie Makar is an Associate Professor in mathematics education at the University of Queensland. Her research aims to improve classroom practices in teaching mathematics through inquiry. She is known internationally for her work in statistical reasoning and informal statistical inference with children. Shelley Dole is Professor and Head of School of Education at the University of the Sunshine Coast. Her research interests include children’s mathematics thinking and learning, inquiry pedagogy, mental computation, rational number curriculum in the middle and early years of schooling, teacher professional development.Jana Visnovska is a Lecturer in mathematics education at the University of Queensland. Her research focuses on ways to effectively support mathematics teachers’ professional development. To this end, she is interested in ambitious and equitable classroom instructional practices, and in the design of environments that support teachers’ development of such practices. Merrilyn Goos is Professor and Head of the School of Education at The University of Queensland. In addition to her current research interest in numeracy across the curriculum, she fosters collaborations between mathematicians and mathematics educators to support interdisciplinary research and development in university mathematics teaching and pre-service teacher education.Anne Bennison is nearing completion of her doctoral studies at The University of Queensland in which she used a sociocultural approach to identify ways to support teachers to embed numeracy across the curriculum. She was awarded an Australian Association for Research in Education Postgraduate Student Research Award in 2013.Kym Fry is a PhD student at The University of Queensland who is completing her study into assessing learning in inquiry mathematics classrooms. Her involvement in a number of research projects provides her with experiences seeing research in action in mathematics classrooms all over south east Queensland.

• Chapter 1 Introduction: Research in Mathematics Education in Australasia 2012-2015.- Chapter 2 Reflections on the MERGA Research Review 2008-2011: Taking Stock.- Chapter 3 A Philosophical Gaze on Australasian Mathematics Education Research.- Chapter 4 Researching Curriculum, Policy and Leadership in Mathematics Education.- Chapter 5 Mathematics Education and the Affective Domain.- Chapter 6 Equity, Social Justice and Ethics in Mathematics Education.- Chapter 7 Inclusive Practices in Mathematics Education.- Chapter 8 Distribution, Recognition and Representation: Mathematics Education and Indigenous Students.- Chapter 9 Mathematics Education in the Early Years.- Chapter 10 Tertiary Mathematics Education.- Chapter 11 Innovative and Powerful Pedagogical Practices in Mathematics Education.- Chapter 12 Assessment of Mathematics Learning: What are we doing?.- Chapter 13 Transformations of Teaching and Learning through Digital Technologies.- Chapter 14 Research into Mathematical Applications and Modelling.- Chapter 15 Challenges, Reforms and Learning in Initial Teacher Education.- Chapter 16 The Education and Development of Practising Teachers.- Chapter 17 Advancing Mathematics Education Research within a STEM Environment.