ORCID Profile
0000-0001-7733-287X
Current Organisations
Universidade do Estado do Pará
,
Leeds Beckett University
,
University of Sydney
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Specialist Studies in Education | Teacher Education and Professional Development of Educators | Mathematics and Numeracy Curriculum and Pedagogy | Curriculum Studies: Mathematics Education | Curriculum and Pedagogy | Primary Education (excl. Māori) | Educational Psychology | Curriculum Studies Not Elsewhere Classified | Learning sciences | Professional Development Of Teachers Not Elsewhere Classified | Curriculum Studies: Science Education | Specialist studies in education
ANZSRC Socio-Economic Objective (SEO)
Teacher and Instructor Development | Primary education | Secondary education | Learner and Learning Achievement | Youth/child development and welfare | Pedagogy | Learner Development | Higher education |
Related Links
Publications
How students switch on and switch off in mathematics: exploring patterns and predictors of (dis)engagement across middle school and high school
Publisher: Informa UK Limited
Date: 14-11-2019
Young children's access to powerful mathematics ideas: A review of current challenges and new developments in the early years
Publisher: Routledge
Date: 30-07-2016
Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers
Publisher: Elsevier BV
Date: 02-2020
Representations of concepts as a catalyst for change in teacher pedagogical content knowledge
Publisher: Elsevier BV
Date: 12-2013
Students Who Surprise Teachers When Learning Mathematics Through Problem Solving in the Early Primary Years
Publisher: The University of Sydney Library
Date: 07-12-2020
DOI: 10.30722/IJISME.28.03.002
Abstract: Teacher reluctance to teach mathematics through challenging tasks is frequently linked to beliefs that such approaches are not appropriate for students perceived as less mathematically capable. One potential means of shifting such beliefs is inviting teachers to reflect on students that surprise them when working on such tasks. Early years’ primary teachers (n = 160) participated in a professional learning initiative that supported them to implement up to ten sequences of challenging tasks in their classrooms across the school year. When asked to describe a student who surprised them when working on the sequences, approximately half (47%) of teachers described students previously assumed to be less mathematically capable being successful in their mathematical learning. Most remaining teachers (36%) commented on the depth of student mathematical thinking and positive learning dispositions demonstrated, without making any explicit reference to preconceptions of student capability. By contrast, a notable number of teachers (15%) instead described their surprise at how students labelled as mathematically capable struggled with working on tasks that were more open-ended, had multiple solutions, and required them to explain their reasoning. Our findings suggest that teaching with sequences of challenging tasks has the potential to disrupt rigid teacher preconceptions as to whom might be considered a mathematically capable student.
Tracing enhances problem‐solving transfer, but without effects on intrinsic or extraneous cognitive load
Publisher: Wiley
Date: 04-09-2020
DOI: 10.1002/ACP.3732
Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions
Publisher: Springer Science and Business Media LLC
Date: 25-02-2017
Instructional Moves that Increase Chances of Engaging All Students in Learning Mathematics
Publisher: MDPI AG
Date: 10-03-2021
DOI: 10.3390/MATH9060582
Abstract: Despite the construct of challenge being recognized as an essential element of mathematics instruction, concerns have been raised about whether such approaches benefit students with erse academic needs. In this article, we focus on the beliefs and instructional practices of teachers teaching students in the first three years of school (5 to 8 years of age). These teachers participated in professional learning focused on challenging mathematical tasks differentiated through their open-ended design and the use of enabling and extending prompts. The instructional practices are explained using the Theory of Didactical Situations. Questionnaire data from pre-intervention (n = 148) and post-intervention (n = 100) groups of teachers indicated that teachers in the post-intervention group held more negative beliefs than those in the pre-intervention group about the capability of instructional approaches involving a priori grouping of students by performance levels. Interviews with ten teachers from the post-intervention group revealed and characterized the ways teachers employed open-ended tasks with enabling and extending prompts to engage all learners. Findings reveal that teachers knowing their students as in idual learners accompanied by knowledge of a range of teaching practices to differentiate instruction are central to engaging all learners.
Getting the point: Tracing worked examples enhances learning
Publisher: Elsevier BV
Date: 02-2015
Patterns of multilevel variance in psycho-educational phenomena: Comparing motivation, engagement, climate, teaching, and achievement factors
Publisher: Hogrefe Publishing Group
Date: 2011
DOI: 10.1024/1010-0652/A000029
Abstract: Abstract. The present study explored multilevel variance for a range of salient psycho-educational factors in mathematics. With a s le of 4,383 students (Years 5–8) in 257 classrooms and 47 schools, data indicated patterns of variance across the selection of psycho-educational factors. For all factors, the bulk of variance resided at the student (and residual) level. In ascending order of upper-level variance were motivation, perceived motivational ‘climate’, homework completion, teacher-student relationships, and achievement – with motivation and perceived ‘climate’ yielding very little upper-level variance. Hence, although there is usually a hierarchical structure in which psycho-educational factors are situated, there is variation in patterns of multilevel variance across the range of factors. In exploring a range of psycho-educational phenomena from a multilevel perspective, the present study offers further direction for researchers selecting and operationalizing psycho-educational phenomena in multilevel research. Implications for pedagogy, classroom climate, and separating teaching effects from teacher effects and schooling effects from school effects are also discussed.
Demands Imposed on Primary-School Students by Geometric Models
Publisher: Elsevier BV
Date: 1994
The impact of perceived teachers' autonomy support on students' mathematics achievement: Evidences based on latent growth curve modelling
Publisher: Springer Science and Business Media LLC
Date: 25-10-2020
“Sage on the stage” or “meddler in the middle”: shifting mathematics teachers’ identities to support student engagement
Publisher: Springer Science and Business Media LLC
Date: 24-08-2020
What secondary teachers think and do about student engagement in mathematics
Publisher: Springer Science and Business Media LLC
Date: 05-11-2016
Challenging teacher beliefs about student engagement in mathematics
Publisher: Springer Science and Business Media LLC
Date: 27-02-2015
Professional knowledge of practising teachers of mathematics
Publisher: SensePublishers
Date: 2012
The effect of instruction on the development of computational estimation strategies
Publisher: Springer Science and Business Media LLC
Date: 02-1991
DOI: 10.1007/BF03217219
Elementary teachers' beliefs on the role of struggle in the mathematics classroom
Publisher: Elsevier BV
Date: 06-2020
Cognitive load effects in a primary-school geometry task
Publisher: Elsevier BV
Date: 1993
The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and their Teacher
Publisher: Springer Science and Business Media LLC
Date: 12-04-2020
The “ins and outs” of student engagement in mathematics: shifts in engagement factors among high and low achievers
Publisher: Springer Science and Business Media LLC
Date: 20-02-2021
Teachers’ Professional Learning and Development in Mathematics Education
Publisher: Springer Singapore
Date: 2020
Transforming educational practice through action research: Three Australian examples
Publisher: Palgrave Macmillan US
Date: 27-10-2017
Mimicking tracing actions enhances young children's mathematical learning
Publisher: Wiley
Date: 11-2022
DOI: 10.1002/ACP.4019
Abstract: Learning mathematical concepts and procedures typically requires extended cognitive effort, presenting a challenge for many children. People can make tracing actions with the index finger, as well as mimic another's movements, with little or no conscious effort. From the perspective of cognitive load theory, such biologically primary actions may facilitate learning biologically secondary concepts and skills requiring extensive cognitive effort, such as mathematics. The present study investigated effects on learning processes and outcomes of students mimicking a teacher's tracing actions from the perspective of an evolutionarily informed cognitive load theory. One hundred and thirteen Grade Two children learned about number lines, either observing a teacher tracing out elements of worked ex les with her index finger, or mimicking the teacher's tracing actions with their own index finger. In accord with hypotheses, results indicated enhanced performance due to mimicking on cognitive load, motivation, and post‐test performance. Directions for future research are discussed.
Education research Australia: A changing ecology of knowledge and practice
Publisher: Springer Science and Business Media LLC
Date: 12-07-2013
Education research in Australia: Where is it conducted?
Publisher: Springer Science and Business Media LLC
Date: 12-07-2013
Threats and opportunities in remote learning of mathematics: Implication for the return to the classroom
Publisher: Springer Science and Business Media LLC
Date: 16-06-2020
Researching curriculum, policy and leadership in mathematics education
Publisher: Springer Singapore
Date: 2016
Building connections between children's representations and their conceptual development in mathematics
Publisher: Springer Singapore
Date: 13-12-2018
Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings
Publisher: MDPI AG
Date: 21-01-2021
Abstract: Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers involved in a professional learning initiative focused on teaching mathematics through sequences of challenging tasks completed a questionnaire inviting them to compare the two settings. Drawing on a mixed-methods approach, we found that teachers were more positive about the value of student struggle in classroom-based settings compared with remote learning settings. Qualitative analysis of open-ended responses revealed four themes capturing why teachers viewed efforts to support productive struggle in a remote learning setting as potentially problematic: absence of a teacher-facilitated, synchronous, learning environment parents’ negative attitudes towards struggle when learning mathematics lack of social connection and peer-to-peer collaboration and difficulties accessing learning materials. Suggestions for mitigating some of these challenges in the future are put forward.
Changing boundaries-Shifting identities: Strategic interventions to enhance the future of educational research in Australia
Publisher: Springer Science and Business Media LLC
Date: 12-07-2013
Who is conducting educational research in Australia and how can their work be supported?
Publisher: Springer Science and Business Media LLC
Date: 12-07-2013
Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School
Publisher: SAGE Publications
Date: 07-04-2015
Abstract: This study of 1,601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students (upper elementary the reference category), students in Grades 7 (typically the first secondary school year) and 8 have significantly declined in mathematics engagement from their previous year. Notably, in further analyses, these declines were found to be related to student (particularly mathematics self-efficacy and valuing), home (parent valuing of mathematics and availability of a computer for mathematics), classroom (class-average achievement and perceived climate), and school (socio-economic status and ethnic composition) factors. Implications for research and practice are discussed.
Comparing and measuring the practice-based performance and competence of occupational therapy students between traditional and role emerging placements: a retrospective cohort study
Publisher: FapUNIFESP (SciELO)
Date: 2023
DOI: 10.1590/2526-8910.CTOAO265734672
Abstract: Abstract Introduction Increasingly occupational therapy programmes have complemented traditional practice placements with Role Emerging Placements (REPs) in settings with no existing occupational therapy provision. Previous research has predominantly explored the student experience of such placements with largely favorable findings. However, there is a lack of understanding regarding the professional practice-based skills students develop within REPs. Objective To measure and compare students’ competencies for occupational therapy practice developed within Role Emerging Placements (REP) to those in ‘traditional’ practice placements. Method A retrospective cohort study design was used to analyze data extracted from the Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE-OT) of MSc pre-registration occupational therapy UK students (n=181). Descriptive and inferential statistical analysis measured and compared student fieldwork competency scores between four placements, one of which was a Role Emerging Placement (REP). Results Students scored significantly higher in ‘Communication’ and ‘Professional Interactions’ compared to all other practice competencies but scored significantly less well in ‘Clinical Reasoning’ and ‘Practice Knowledge’ regardless of placement model. However, in a REP, students scored significantly higher in ‘Performance Management’ compared to traditional placements (z=-2.222 p=0.026). Conclusion Students can develop similar skills of competence to practise in a REP as traditional placements and may better develop leadership and time management skills. These additional skills may advantage students in developing their careers and scoping the profession.
Supporting teachers in the development of young children's mathematical thinking: Three large scale cases
Publisher: Springer Science and Business Media LLC
Date: 10-2005
DOI: 10.1007/BF03217400
Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students
Publisher: American Psychological Association (APA)
Date: 02-2012
DOI: 10.1037/A0025988
Teaching mathematics thematically: Teachers' perspectives
Publisher: Springer Science and Business Media LLC
Date: 02-2004
DOI: 10.1007/BF03217388
Facilitating Enactment in STEM Teacher Education Within and Across Learning Spaces
Publisher: Springer International Publishing
Date: 2019
Learning by tracing worked examples
Publisher: Wiley
Date: 26-09-2016
DOI: 10.1002/ACP.3171
Related Organisations
Leeds Beckett University
Location: United Kingdom of Great Britain and Northern Ireland
Related Funding Activities
Linkage Projects - Grant ID: LP0776843
Start Date: 05-2008
End Date: 12-2015
Amount: $136,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP110200596
Start Date: 12-2011
End Date: 07-2016
Amount: $158,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP180100611
Start Date: 09-2019
End Date: 12-2023
Amount: $321,817.00
Funder: Australian Research Council
View Funded ActivitySpecial Research Initiatives - Grant ID: SR0354538
Start Date: 01-2004
End Date: 06-2004
Amount: $30,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP230101481
Start Date: 2023
End Date: 12-2025
Amount: $247,000.00
Funder: Australian Research Council
View Funded Activity