MERGA: A Community of Practice Glenda Anthony Massey University <g.j.anthony@massey.ac.nz> The notion of community of practice (Lave & Wenger, 1991) has been very influential over recent years. The focus of mathematics education researchers has been mainly on local communities of practice in schools and classrooms. In contrast, this paper provides an insider perspective of MERGA as a community of practice constituted by a group of researchers who together create, share, and apply knowledge. An examination of the 1994 (Bell, Wright, Leeson, & Geake) and 2003 (Bragg, Campbell, Herbert, & Mousley) conference proceedings and the current MERGA Review (Perry, Anthony, & Diezmann, 2004) traces the changing priorities, focuses, styles and values of the MERGA community. The notion of “communities of practice” (Lave & Wenger, 1991) is a major focus of mathematics education reforms, both within Australasia and internationally (Forman, 2003). The practices and culture of the classroom community have become central factors informing the study of learning processes. For example, Goos, Galbraith, and Renshaw’s (2004) ongoing research program explores the establishment of a community of practice within which “students learn to think mathematically by participating in the intellectual and social practices that characterise the wider mathematical communities outside the classroom” (p. 112). Successful mathematical communities of practice, Sfard (2003) argues, provide “an environment in which the child is respected, feels free to speak her or his mind, can succeed on her or his own terms, and has the same chance as anyone else to be creative and make a substantial contribution" (p. 382). Parallel to these explorations centred on the culture of learning practices, I would like to use this occasion to consider the nature and role of MERGA—positioned as a community of practice. Wenger (1998) argued that the ubiquitous nature of communities of practice within our wider society means that they are too rarely the focus of attention. The perspective I offer is not based on a position of senior executive member or a founding member. Rather, it is informed by my personal experience of being a member of MERGA for the last 10 years, my recent role as an editor, with Bob Perry and Carmel Diezmann, of the current MERGA Review and my role as an Early Career Award judge for several years. My position is further informed by the analysis, completed with Margaret Walshaw, for the MERGA Review chapter Research Trends in Mathematics Education. Based on these experiences I want to examine the changing priorities, focuses, styles and values of the MERGA mathematics education community. First, I will discuss the notion of a MERGA as a community of practice. Then I will explore the “what”, “how” and “with whom” in relation to our research practice—with specific reference to papers presented at my first conference in 1994 and my most recently attended conference in 2003. I readily acknowledge that as a single voice, my experience is unique—reflecting my individual identity and position. Thus the view that I offer should not be regarded as a ‘typical’ or ‘representative case’ but as an account that is tested by the extent to which it is “recognised” (Walkerdine, 1990, p. 196) and can be used by the each of you to re-inspect experience. It is hoped that such an account will cause others to reflect on their own position and role within the community of practice afforded by membership of MERGA and be useful to each of us as we contribute to the future directions and practices of the community.