The Mathematics Teaching and Learning Research Centre promotes quality research and a national perspective on mathematics teaching and learning. It has a commitment to access to quality learning for all. Using local, national and international linkages, members of the Centre are committed to addressing and raising the social and ethical dimensions of mathematics education, and providing advice to government, education systems and professional organisations on policy development.

The aims of the Mathematics Teaching and Learning Research Centre are to:

1. Promote and support a creative research agenda developed in partnership with key stakeholders in mathematics education at all levels, locally, nationally and internationally.

2. Conduct quality and high-impact research, research training and scholarship in mathematics education which is nationally and internationally recognised.

3. Disseminate key findings from the Centre’s research.

4. Contribute to research-based practice in mathematics education.

For more information please contact:

Professor Doug Clarke (Melbourne Campus) Director, Mathematics Teaching and Learning Research Centre P: (03)9953 3287 E: doug.clarke@acu.edu.au

Dr Vince Geiger (Brisbane Campus) Deputy Director, Mathematics Teaching and Learning Research Centre P: (07) 3623 7188 E: vincent.geiger@acu.edu.au

THE MATHEMATICS TEACHING AND LEARNING RESEARCH CENTRE

Making a difference in mathematics education

SOME CURRENT FUNDED PROJECTS IN THE MTLRCContemporary Teaching and Learning of Mathematics, Catholic Education Office Melbourne (2008-2013)

In this project, members of ACU’s Mathematics Teaching and Learning Research Centre have provided research and professional learning support to the Catholic Education Office (Melbourne), in working with teachers in 82 Catholic primary schools in the Archdiocese of Melbourne. This project aims to enhance the pedagogical content knowledge of practising teachers and School Mathematics Leaders, thus enabling enhanced mathematical learning among students. Pre-service teachers have had a range of levels of involvement in the project, including classroom observations and student interviews. (Doug Clarke, Ann Downton, Jill Brown, Philip Clarkson, Marj Horne, Andrea McDonough, Anne Roche, Anne Scott, Matt Sexton, Karina Wilkie, Vince Wright, Louise Hamilton, and Rose Knight)

Enhancing Numeracy Learning and Teaching Across the Curriculum (Australian Research Council Discovery Grant) (2012-2014)

This project aims to initiate a paradigm shift in the teaching and learning of numeracy by implementing, evaluating, and refining a rich model of numeracy across the curriculum. The project addresses three strategic areas: curriculum, teacher development, and student learning. Specifically, it aims to analyse the numeracy learning demands of all subjects in the F-10 Australian curriculum (currently mathematics, English, science, history); investigate the extent to which engagement with a rich model of numeracy leads to changes in teachers’ personal conceptions of numeracy and confidence in numeracy teaching in mathematics and other curriculum areas; identify and document changes in teachers’ curriculum planning and pedagogical approaches for developing numeracy within mathematics and other curriculum areas; and investigate the extent to which students’ numeracy learning is enhanced through engagement with the numeracy model. (Vince Geiger with Merrilyn Goos and Shelley Dole, University of Queensland, and Helen Forgasz, Monash University)

Investigating the Relationship Between Teacher Expectations, Student Persistence and the Learning of Mathematics (Australian Research Council Discovery Grant) (2011-2013)

This research is investigating a major factor restricting student opportunities to learn mathematics. We are exploring what is needed to encourage students to embrace challenges and to persist even when tasks are difficult. We are also examining what is needed to support teachers in developing the strategies needed to pose challenging tasks and to encourage students to engage with those tasks. The outcome will be enhanced mathematics learning and improved self confidence in students. (Doug Clarke and Anne Roche with colleagues from Monash University)

Mathematics Development of Children with Down Syndrome, SiMERR ACT Hub (2009-2012)

This project aims to describe the mathematical development over one year of primary school children with Down syndrome. The project, is in the analysis and reporting phase. Mathematical development (apart from aspects of counting) is uncharted territory for children with Down syndrome. Methodological difficulties arise as this area has had little investigation by mathematics education researchers. The limited research available has been undertaken by psychologists who bring different methodologies and therefore, findings, to the literature. Methods to plot the development of learning for children with DS were developed and explored in this research where we explored the use of methodologies developed in the Early Numeracy Research Project. Faragher and Clarke (Monash University) are compiling an edited book titled Educating Learners with Down Syndrome: Research to Practice. (Rhonda Faragher with Barbara Clarke, Monash University)

Models of Leading Curriculum Change in Numeracy, Brisbane Catholic Education (2011-2012)

This study is investigating promoting and inhibiting practical actions and processes taken by leaders within different levels of schooling and school systems. The study is situated within three North Region schools of Brisbane Catholic Education that are in the process of implementing curriculum change in the teaching and learning of numeracy. This investigation draws its theoretical underpinnings from the BCE Leadership Framework and the Goos Numeracy Model. One of the anticipated outcomes of this research is the development of a new, rich model for leading curriculum change in numeracy to be used in a larger scale project on completion of this pilot study. (Janeen Lamb and Vince Geiger with Chris Branson, University of Waikato, NZ and Robyn Jorgensen (Griffith University)

Peopling Educational Policy: Realising the New Australian English and Mathematics Curricula (Australian Research Council Linkage Grant) (2011-2013)

The new Australian Curriculum initiative provides an important opportunity for improvement in the teaching of English and mathematics. This research is studying the impact of the Australian Curriculum (AC) initiative in English and mathematics. The immediate focus of the project is on the resources and professional learning opportunities needed to support teachers in the implementation of these new curriculums. More generally, the focus is on system and teacher learning and processes needed to support improvement in practice in the context of the new curriculum. (Doug Clarke and Anne Roche with colleagues from Monash University, Newcastle University, Sydney University, University of Melbourne, and University of Technology Sydney, the New South Wales Education Department, Catholic Education Office Melbourne, and Victorian Curriculum and Assessment Authority)

Professional Learning in Mathematics Through Action, Beachside Network (2010-2012)

The major aim of this project is to investigate how teacher change can be enhanced by participation in specifically targeted teacher professional learning projects. Teachers in the schools are involved in Professional Learning Teams who are undertaking action research projects as well as participating in professional learning days. The Project is funded through the Beachside Network and the Southern Region of the DEECD. (Marj Horne and Philip Clarkson)

Let’s Count Pilot, Smith Family (2011-2012)

This research investigates in the impact of a new early mathematics program designed by The Smith Family and the researchers to assist parents and other family members to help their young children aged 3-5 years play with, investigate and learn powerful mathematical ideas in ways that develop positive dispositions to learning as well as mathematical knowledge and skills. It includes professional learning for Early Childhood educators, who assist the parents and other family members in providing the opportunities for the children to engage with the mathematics in their everyday lives, talk about it, document it, and extend it in ways that are relevant to them. (Ann Gervasoni, with Bob Perry, CSU)

Mapping the Mathematics and Fraction and Decimals Online Interviews to Australian Curriculum: Mathematics, Victorian Department of Education and Early Childhood Development (2012)

In the period 1999 to 2005, The Mathematics Teaching and Learning Research Centre develop two one-to-one assessment interviews, which are now used widely in Australian states and territories and a number of other countries. This project developed a careful mapping of the content of each item of the interview against the relevant content descriptions of the new Australian Curriculum: Mathematics. (Ann Downton and Anne Roche)

Developing a Framework for Mental Computation, Australian Association of Mathematics Teachers (2012-2013)

The Australian Association of Mathematics Teachers (AAMT) is developing a range of research-based resource materials, targeting particular areas of mathematics content and pedagogy which are problematic for many teachers. The MTLRC team have been invited to develop a framework and related resource materials for the area of mental computation of whole numbers in school years 2 to 6. (Vince Wright and Ann Downton)

OTHER CURRENT PROJECTS IN THE MTLRCMathematical Wellbeing (2008-2013)

Many students are often categorised as not being motivated to do mathematics and generally having negative attitudes to mathematics. But it is not always so. Some students are well motivated, show much confidence in their approach and generally like doing mathematics. Understandably more often than not research has been more interested in the negative. In this project we develop a construct as an extension of our previous work on values of mathematics that allows teachers and students to envisage how students will behave when they are have a sense of wellbeing when engaged with mathematics. (Philip Clarkson, with Bill Atweh, Curtin University and Alan Bishop and Wee Tiong Seah, Monash University)

University Partnerships for Teaching and Learning Mathematics (UPTLM) project (2010-2012)

This project was developed at the beginning of 2010 and it seeks to research ways that preservice teacher capacity can be developed for effective mathematics teaching. In particular, this capacity building is researched within school-university partnerships between ACU preservice teachers, ACU mathematics education lecturers and CTLM school communities. Recent findings reveal that preservice teachers engage in becoming teachers of mathematics by inquiring into their teaching practices whilst being inducted into the mathematics teaching profession. (Matt Sexton and Andrea McDonough)

Supporting the Learning of Professional Teaching Communities in Remote Regions with High Teacher Turnover (2011-2013)

The primary aim of this study is to investigate how groups of mathematics teachers can be supported to form lasting, collaborative professional teaching communities that focus on improvement of mathematics teaching and learning, and especially, how this can be accomplished in regions with high teacher turnover. Understanding the processes of induction of new members to an established professional teaching community and the means that support and hinder the newcomers’ learning is of key importance. Gaining insight into the institutional context of the teachers’ school is critical for understanding the teachers’ learning in the professional development program and in their classrooms. This pilot project is currently funded by the University of Queensland, Education Queensland and the Queensland Association of Mathematics Teachers. (Janeen Lamb in collaboration with Jana Visnovska, University of Queensland)

Interest and Recruitment in Science (IRIS) Study (2011-2012)

IRIS is a large-scale international study of student recruitment, retention and gender equity in university science, technology, engineering and mathematics (STEM) courses. The study addresses the challenge that too few young people, and few women in particular, are choosing STEM career paths. IRIS was developed by a consortium of European universities and initially funded by the European Commission 7th Framework Program. The national IRIS report will provide universities with important insights into the motivations of their STEM students, the efficacy of recruitment initiatives and strategies for student retention. National Centre for Science Mathematics Education in Regional and Rural Australia. (Sue Wilson with Terry Lyons and Frances Quinn, UNE, Jan West and Peter Hubber, Deakin, John Kenny, UTAS, Len Sparrow, Curtin and Neil Anderson, JCU)

Investigating Early Concepts of Mass (2011-2012)

This project involved a design experiment regarding Year 1 and 2 children’s concepts of Mass measurement. The methodology, including the collection of quantitative and qualitative data, allowed for the examination of the complexity of the classroom including the tasks and problems the children were asked to solve, the discourse, the participation in the classroom and the materials with which the children were engaged. (Andrea McDonough with Jill Cheeseman, Monash University and Sarah Ferguson, Clairvaux Primary School).

Learning Trajectories as a Feature of Pedagogical Content Knowledge (2011-2012)

The project focuses on establishing the extent to which a teacher accesses hypothetical learning trajectories to inform their instructional decisions. The data came from audio recordings of a classroom over a two-week period, interviews with ten individual students, recordings of planning meetings and reflections with the class teacher, and work samples. Analysis of the data is ongoing. (Vince Wright)

SOME STAFF PROFILESRhonda Faragher (Canberra Campus)

Dr Rhonda Faragher has taught mathematics across all levels – early childhood to tertiary. Research interests have centred on helping all learners experience success with mathematics. This has included research involving senior secondary mathematics students who found graphics calculators hindered their learning. More recently her research has focused on numeracy development of students with intellectual disabilities, and those with Down syndrome in particular. Rhonda is an invited member of the Academy of the International Association for the Scientific Study of Intellectual Disability (IASSID). Academy members provide professional development opportunities to participants in developing countries.

Ann Gervasoni (Ballarat Campus)

Dr Ann Gervasoni worked in primary schools for 13 years as a classroom teacher and administrator. She was a a member of the research team for the Victorian-based Early Numeracy Research Project (1999-2001), and Research Director of the Bridging the Numeracy Gap in Low SES and Indigenous Communities Project funded by DWEER. At present her research focuses on enhancing learning for children who are vulnerable in learning mathematics, and on the impact of tertiary education for adults participating in the Ballarat Clemente Program. Ann coordinates the Ballarat Clemente Program and several Maths Clubs in low SES communities in Ballarat.

Janeen Lamb (Brisbane Campus)

Dr Janeen Lamb is a lecturer in mathematics education and special needs at ACU. She is collaborating with Dr Vince Geiger (ACU), colleagues from other universities and Brisbane Catholic Education on the Models of Leading Curriculum Change in Numeracy Project. Janeen is also researching the teaching of statistics in rural and remote high schools with high teacher turnover with Education Queensland, and participating in the Faith Leadership of the Catholic School Principal Project with ACU colleagues.

Paul White (Strathfield Campus)

Associate Professor Paul White is currently the Head of School of Education, NSW.  Paul’s research activities in mathematics education have centered on student concept development in calculus, angles and multiplicative thinking. Currently he is working on how to use NAPLAN to improve understanding in mathematics, and ways to engage Year 9 and 10 students in a second chance algebra program to boost their options for higher level mathematics in senior school.

GRADUATE CERTIFICATE IN EDUCATIONAL STUDIES (MIDDLE SCHOOL MATHEMATICS)This is a fee paying course. FEE-Help is available to eligible students.

6 months full time or equivalent part time.

COURSE AIMSThe Graduate Certificate in Educational Studies (Middle School Mathematics) offers participants an option to develop further their mathematical content and pedagogy knowledge with specific relevance to Years 5-9. With a sequence of four units in Middle School Mathematics, the course provides a broad overview of teaching and learning in this area. The units assist teachers to develop key elements of mathematical thinking including conjecturing, specialising, generalising, justifying, proving, argumentation, problem posing, problem solving, investigation and mathematical modelling.

CAREER OPPORTUNITIESThe course assists teachers to prepare to teach mathematics in Years 5-9.

COURSE STRUCTUREThere are four units in the Graduate Certificate in Educational Studies (Middle School Mathematics) and these units can be studied in any order.

• Number Development in the Middle School• Algebra and Function in the Middle School• Statistics and Probability in Middle School Mathematics• Geometry and Measurement in the Middle School

ELIGIBILITY REQUIREMENTSTo be eligible for admission to the course, an applicant must have completed the following prerequisites:

1. a Bachelor degree in education;2. a teaching qualification; or3. a Bachelor degree (or approved equivalent) in an area other than

education.

POSTGRADUATE CERTIFICATE IN EDUCATION This is a fee paying course. FEE-Help is available to eligible students.

6 months full time or equivalent part time.

The Postgraduate Certificate in Education offers graduate students specialisation options in a number of areas within the educational sector. It focuses on nurturing educators who are skilled and technologically savvy with a high degree of cultural awareness and demonstrated expertise in their chosen areas of specialisation. A Postgraduate Certificate in Education comprises fifty percent of the requirements towards the Master of Education.

COURSE STRUCTURE Completion of 40 credit points (cp): • 20 cp from Core Units; • 20 cp from other units; or • 40 cp from the Mathematics Education Specialisation

MASTER OF EDUCATION This is a fee paying course. FEE-Help is available to eligible students.

1 year full time or equivalent part time.

The Master of Education allows professional educators to extend their scholarship and develop their expertise in the general field of education or in an area of specialisation. The course enables experienced educators to carry out advanced academic and professional study, directly relevant to their professional responsibilities and concerns. You will be encouraged to demonstrate knowledge and understanding of recent research and/or professional developments related to your program of study. You will be offered opportunities to engage and interact with other students from diverse professional backgrounds.

COURSE STRUCTURE Completion of 80 credit points (cp): • 30 cp from Core Units • 50 cp from other units

(including 40 cp from the Mathematics Education specialisation)

MATHEMATICS EDUCATION SPECIALISATIONThe Faculty of Education offers a Mathematics Education specialisation in both the Master of Education and the Postgraduate Certificate in Education. Students examine current research and practices in mathematics education in the first nine years of schooling. They explore pedagogical approaches to a variety of areas of mathematics curricula, investigate effective teaching and undertake reflective projects which are relevant to their own professional situation.

• Learning and Learners in Mathematics • Teaching and Teachers in Mathematics • Teaching and Learning Mathematics in the Middle Years • Early Years Mathematics EducationNote: Offering of the Mathematics Education specialisation depends on sufficient enrolments.

ELIGIBILITY REQUIREMENTSTo be eligible for admission to the course, an applicant must have completed the following prerequisites:a. four year Bachelor degree in education; orb. Bachelor degree in an area other than education and a Graduate Diploma in Education; alternativelyc. a health sciences degree with

i. three years’ experience; andii. a Graduate Certificate in Clinical Education.

CRICOS registered provider: 00004G, 00112C, 00873F, 00885B. This course is subject to approval.Disclaimer (November 2012): Information correct at time of printing. The University reserves the right to amend, cancel or otherwise modify the content without notice.

HIGHER DEGREE RESEARCH

ACU Education offers Higher Degree Research supervision for individuals wishing to extend their study in the field of Mathematics Education beyond a Masters level. Students can choose to undertake a:

•DoctorofEducation •MasterofEducation(Research)•DoctorofPhilosophy •MasterofPhilosophy

For further candidature information please contact:

Sydney and Canberra: NSW.Cand@acu.edu.au p: + 61 2 9739 2588

Melbourne and Ballarat: VIC.Cand@acu.edu.au p: + 61 3 9953 3156

Brisbane: QLD.Cand@acu.edu.au p: + 61 7 3623 7294

STUDYING MATHEMATICS EDUCATION AT ACU