## Researcher biography

My research in mathematics education focuses on mathematical thinking, technology and mathematics learning, and mathematics teacher education.

Merrilyn Goos has worked in mathematics education for 25 years as a teacher, researcher, and teacher educator. She is a Professor in the School of Education, and from 2008-2012 was Director of the Teaching and Educational Development Institute at The University of Queensland. Previously she taught pre-service and postgraduate courses in mathematics education. Her research has been guided by sociocultural theories of learning in investigating metacognition and mathematical thinking, analysing pedagogical issues in introducing educational technologies into mathematics teaching and learning, and studying how communities of practice are established and maintained in secondary mathematics classrooms and teacher education contexts.

### Publications

### Books

*Teaching secondary school mathematics: research and practice for the 21st century*. 2nd ed. Crows Nest, NSW Australia: Allen & Unwin. doi: 10.4324/9781003117810

*Teaching Secondary School Mathematics: Research and Practice for the 21st Century*. 1 ed. Crows Nest, NSW: Allen & Unwin.

*Home, school and community partnerships to support children's numeracy*. Canberra, ACT Australia: Department of Education, Science and Training.

### Book Chapters

*Reflecting on the Contribution of Mathematics to STEM Education*. The Contribution of Mathematics to School STEM Education. (pp. 337-349) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-97-2728-5_19

*Research in Numeracy Education*. Research in Mathematics Education in Australasia 2020–2023. (pp. 59-84) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-97-1964-8_4

*The evolution and uptake of numeracy and mathematical literacy as drivers for curriculum reform*. Mathematics curriculum reforms around the world. (pp. 345-357) edited by Yoshinori Shimizu and Renuka Vithal. Cham, Switzerland: Springer. doi: 10.1007/978-3-031-13548-4_21

*Conclusion: future visions of the impact of internationalisation and globalisation on school mathematics curriculum*. Mathematics curriculum reforms around the world: the 24th ICMI Study. (pp. 389-393) edited by Yoshinori Shimizu and Renuka Vithal. Cham, Switzerland: Springer Cham. doi: 10.1007/978-3-031-13548-4_24

*Investigating the self-efficacy beliefs and classroom practices of out-of-field, in-field, and upskilled mathematics teachers*. Out-of-Field Teaching Across Teaching Disciplines and Contexts. (pp. 311-332) edited by Linda Hobbs and Raphaela Porsch. Singapore: Springer. doi: 10.1007/978-981-16-9328-1_15

*Theoretical perspectives on learning and development as a mathematics teacher educator*. International Handbook of Mathematics Teacher Education: Vol. 4: The Mathematics Teacher Educator as a Developing Professional, Second Edition. (pp. 53-77) edited by Kim Beswick and Olive Chapman. Leiden, The Netherlands: Brill Sense. doi: 10.1163/9789004424210_004

*Mathematics Crossing Borders: A Comparative Analysis of Models for Integrating Mathematics with Other Disciplines in Pre-service Teacher Education*. Borders in Mathematics Pre-Service Teacher Education. (pp. 91-115) Cham, Switzerland: Springer. doi: 10.1007/978-3-030-44292-7_5

*Looking back and taking stock: reflections on the MERGA Research Review 2012–2015*. Research in mathematics education in Australasia 2016–2019. (pp. 7-26) edited by Jennifer Way, Catherine Attard, Judy Anderson, Janette Bobis, Heather McMaster and Katherin Cartwright. Singapore: Springer. doi: 10.1007/978-981-15-4269-5_2

*Publishing for International Impact in Mathematics Education Research Journals*. Designing, Conducting, and Publishing Quality Research in Mathematics Education. (pp. 213-225) Cham, Switzerland: Springer. doi: 10.1007/978-3-030-23505-5_15

*Educational Studies in Mathematics: Shaping the Field*. Compendium for Early Career Researchers in Mathematics Education . (pp. 377-391) Cham, Switzerland: Springer. doi: 10.1007/978-3-030-15636-7_18

*Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics*. International Handbook of Mathematics Teacher Education: Volume 1: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development. (pp. 211-240) London, United Kingdom: Brill. doi: 10.1163/9789004418875_009

*The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action now: classroom ready teachers*. A companion to research in teacher education. (pp. 637-650) edited by Michael A. Peter, Bronwen Cowie and Ian Menter. Singapore, Singapore: Springer Nature. doi: 10.1007/978-981-10-4075-7

*Introduction: Research in Mathematics Education in Australasia 2012–2015*. Research in Mathematics Education in Australasia 2012-2015. (pp. 1-12) edited by Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry. City of Singapore, Singapore: Springer. doi: 10.1007/978-981-10-1419-2_1

*Learning mathematics in a classroom community of inquiry: examples from a secondary mathematics classroom*. More lessons learned from research: useful and usable research related to core mathematical practices. (pp. 293-299) edited by Edward A. Silver and Patricia Ann Kenney. Reston, VA, United States: The National Council of Teachers of Mathematics.

*Communities of practice in mathematics teacher education*. Encyclopedia of mathematics education. (pp. 82-84) edited by Stephen Lerman. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-4978-8_26

*Curriculum intent, teacher professional development and student learning in numeracy*. Mathematics curriculum in school education. (pp. 473-492) edited by Yeping Li and Glenda Lappan. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-7560-2_22

*Mathematics classroom assessment*. Encyclopedia of mathematics education. (pp. 413-417) edited by Stephen Lerman. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-4978-8_104

*Transforming professional practice in numeracy teaching*. Transforming mathematics instruction: multiple approaches and practices. (pp. 81-102) edited by Yeping Li, Edward A. Silver and Shiqi Li. New York, United States: Springer. doi: 10.1007/978-3-319-04993-9_6

*Technology integration in secondary school mathematics: the development of teachers' professional identities*. The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development. (pp. 139-161) edited by Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-4638-1_7

*Taking advantage of incidental school events to engage with the applications of mathematics: the case of surviving the reconstruction*. Teaching mathematical modelling: connecting to research and practice. (pp. 175-184) edited by Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-6540-5_15

*Modelling with mathematics and technologies*. Third International Handbook of Mathematics Education. (pp. 549-569) edited by M. A. (Ken) Clements, Alan J. Bishop, Christine Keitel, Jeremy Kilpatrick and Frederick K. S. Leung. New York, NY, United States: Springer. doi: 10.1007/978-1-4614-4684-2

*Growth and new directions? Research in tertiary mathematical science education*. Research in mathematics education in Australasia 2008-2011. (pp. 245-265) edited by Bob Perry, Tom Lowrie, Tracy Logan, Amy MacDonald and Jane Greenlees. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6091-970-1_12

*Digital technologies in the Australian curriculum: mathematics - a lost opportunity?*. Engaging the Australian curriculum mathematics: perspectives from the field. (pp. 135-152) edited by Bill Atweh, Merrilyn Goos, Robyn Jorgensen and Dianne Siemon. Wahroonga, N.S.W., Australia: Mathematics Education Research Group of Australasia.

*Technology integration in secondary mathematics: Enhancing the professionalisation of prospective teachers*. Constructing knowledge for teaching secondary mathematics: Tasks to enhance prospective and practicing teacher learning. (pp. 209-225) edited by Orit Zaslavsky and Peter Sullivan. New York, United States: Springer. doi: 10.1007/978-0-387-09812-8

*Productive pedagogies in the mathematics classroom: Case studies of quality and equity*. Mapping Equity and Quality in Mathematics Education. (pp. 479-491) edited by Bill Atweh, Mellony Graven, Walter Secada and Paola Valero. Dordrech, Netherlands: Springer. doi: 10.1007/978-90-481-9803-0_34

*Teachers and teaching: Theoretical perspectives and issues concerning classroom implementation*. Mathematics education and technology - Rethinking the terrain: The 17th ICMI study. (pp. 311-328) edited by Celia Hoyles. New York: Springer. doi: 10.1007/978-1-4419-0146-0_14

*School Experience During Pre-Service Teacher Education from the Students’ Perspective*. The Professional Education and Development of Teachers of Mathematics. (pp. 83-91) Boston, MA: Springer. doi: 10.1007/978-0-387-09601-8_9

*Reforming mathematics education: Theorising teachers' and students' use of technology*. Reforming Learning: Concepts, Issues and Practice in the Asia-Pacific Region. (pp. 43-66) edited by C. Ng and P. Renshaw. Netherlands: Springer.

*School experience during pre-service teacher education from the students' perspective*. The Professional Education and Development of Teachers. (pp. 83-91) edited by Even, R. and Ball, D.L.. New York: Springer Science + Business Media Inc.

*Research on the pre-service education of teachers of mathematics*. Research in Mathematics Education in Australasia 2004-2007. (pp. 291-312) edited by H. Forgasz, A. Barkatsas, A. Bishop and B. Clarke. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1163/9789087905019_015

*Sociocultural perspectives on learning to teach mathematics*. International Handbook of Mathematics Teacher Education: Vol. 4 The Mathematics Educator as a Developing Professional. (pp. 75-91) edited by B. Jaworski and T. Wood. Netherlands: Sense Publishers. doi: 10.1163/9789087905521_006

*Invited commentary of 'Beyond standard models: Meeting the challenge of modelling'*. Stepping Stones for the 21st Century: Australasian Mathematics Education. (pp. 184-184) edited by G. C. Leder and H. J. Forgasz. Rotterdam: Sense Publishers.

*Using productive assessment to drive reforms in numeracy education in the middle years*. Innovations in Numeracy Teaching in the Middle Years. (pp. 11-26) edited by R. Zevenbergen. ACT: Australian Curriculum Studies Association.

*Towards numeracy across the curriculum: Integrating mathematics and science in the middle years*. Innovations in Numeracy Teaching in the Middle Years. (pp. 125-141) edited by R. Zevenbergen. ACT: Australian Curriculum Studies Association.

*Teaching and learning mathematics with computers, the internet and multimedia*. Research in mathematics education in Australasia 2000-2003. (pp. 151-174) edited by B. Perry, G. Anthony and C. Diezmann. Flaxton, Queensland: Post Pressed.

*Learning to teach mathematics with technology: A sociocultural analysis*. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 282-287) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.

*Interpreting commonalities and differences in technology aided learning: A contribution from zone theory*. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 310-317) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.

*Choosing and Using Technology for Secondary Mathematical Modelling Tasks - Choosing the Right Peg for the Right Hole*. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 126-140) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50016-X

*Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling*. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50015-8

*Technology-enriched classrooms: Some implications for teaching applications and modelling*. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) edited by Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang. Chichester England: Horwood Publishing.

*Metacognition*. International Handbook of Educational Research in the Asia-Pacific Region. (pp. 477-494) edited by John P. Keeves and Ryo Watanabe. Dordrecht The Netherlands: Kluwer Academic Publishers. doi: 10.1007/978-94-017-3368-7_33

*Establishing a community of practice in a secondary mathematics classroom*. Learning mathematics: from hierarchies to networks. (pp. 36-61) edited by Leone Burton. London: Falmer Press. doi: 10.4324/9780203016466-9

*Metacognitive self-knowledge (MSK) questionnaire and interview*. Psychology in Education Portfolio. (pp. 39-54) edited by N. Frederickson and R. J. Cameron. Windsor, UK: NFER-Nelson.

### Journal Articles

*Revisiting tools in numeracy learning: the role of authentic digital tools*. Frontiers in Education, 8, 1-11. doi: 10.3389/feduc.2023.1291407

*Mathematics and interdisciplinary STEM education: recent developments and future directions*. ZDM – Mathematics Education, 55 (7), 1199-1217. doi: 10.1007/s11858-023-01533-z

*Supporting adults to become numerate citizens: a study of adult numeracy provision in Ireland*. ZDM, 55 (5), 995-1008. doi: 10.1007/s11858-023-01480-9

*An investigation of university students and professionals’ Professional STEM Identity status*. Journal of Science Education and Technology, 29 (4), 536-546. doi: 10.1007/s10956-020-09834-8

*Utilising a research-informed instructional design approach to develop an online resource to support teacher professional learning on embedding numeracy across the curriculum*. ZDM, 52 (5), 1017-1031. doi: 10.1007/s11858-020-01140-2

*Designing a national blended learning program for “out-of-field” mathematics teacher professional development*. ZDM, 52 (5), 893-905. doi: 10.1007/s11858-020-01136-y

*Understanding and promoting students’ mathematical thinking: a review of research published in ESM*. Educational Studies in Mathematics, 103 (1), 7-25. doi: 10.1007/s10649-019-09921-7

*The role of mathematics in interdisciplinary STEM education*. ZDM, 51 (6), 869-884. doi: 10.1007/s11858-019-01100-5

*A zone theory approach to analysing identity formation in mathematics education*. ZDM, 51 (3), 405-418. doi: 10.1007/s11858-018-1011-8

*Mathematics teacher educator knowledge: what do we know and where to from here?*. Journal of Mathematics Teacher Education, 21 (5), 417-427. doi: 10.1007/s10857-018-9416-4

*Boundary crossing and brokering between disciplines in pre-service mathematics teacher education*. Mathematics Education Research Journal, 30 (3), 255-275. doi: 10.1007/s13394-017-0232-4

*Cost, price and profit: what influences students' decisions about fundraising?*. Mathematics Education Research Journal, 30 (4), 525-544. doi: 10.1007/s13394-018-0241-y

*Editorial*. Educational Studies in Mathematics, 97 (1), 1-3. doi: 10.1007/s10649-017-9800-5

*Theoretical foundations of engagement in mathematics*. Mathematics Education Research Journal, 29 (2), 133-142. doi: 10.1007/s13394-017-0206-6

*Factors influencing social processes of statistics learning within an IT environment*. International Journal of Science, Mathematics and Technology Learning, 24 (2), 21-33. doi: 10.18848/2327-7971/CGP/v24i02/21-33

*Editorial*. Educational Studies in Mathematics, 94 (1), 1-3. doi: 10.1007/s10649-016-9739-y

*Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience*. Australian Journal of Education, 60 (2), 157-170. doi: 10.1177/0004944116653000

*ICME international survey on teachers working and learning through collaboration: June 2016*. ZDM The International Journal on Mathematics Education, 48 (5), 651-690. doi: 10.1007/s11858-016-0797-5

*Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers*. Educational Studies in Mathematics, 92 (2), 193-219. doi: 10.1007/s10649-016-9694-7

*Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise*. Assessment & Evaluation in Higher Education, 42 (4), 1-16. doi: 10.1080/02602938.2016.1161725

*Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model*. International Journal of Science Education, 38 (11), 1-15. doi: 10.1080/09500693.2016.1215568

*Editorial*. Educational Studies in Mathematics, 91 (1), 1-2. doi: 10.1007/s10649-015-9669-0

*School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth*. Australian Journal of Teacher Education, 40 (12), 104-125. doi: 10.14221/ajte.2015v40n12.8

*The influence of undergraduate science curriculum reform on students' perceptions of their quantitative skills*. International Journal of Science Education, 37 (16), 2619-2636. doi: 10.1080/09500693.2015.1096427

*The role of digital technologies in numeracy teaching and learning*. International Journal of Science and Mathematics Education, 13 (5), 1115-1137. doi: 10.1007/s10763-014-9530-4

*A critical orientation to numeracy across the curriculum*. ZDM The International Journal on Mathematics Education, 47 (4), 611-624. doi: 10.1007/s11858-014-0648-1

*A rich interpretation of numeracy for the 21st century: A survey of the state of the field*. ZDM The International Journal on Mathematics Education, 47 (4), 531-548. doi: 10.1007/s11858-015-0708-1

*Using photographic images to enhance conceptual development in situations of proportion*. Australian Primary Mathematics Classroom, 20 (1), 3-9.

*Editorial*. Educational Studies in Mathematics, 88 (1), 1-2. doi: 10.1007/s10649-014-9584-9

*Creating opportunities to learn in mathematics education: a sociocultural perspective*. Mathematics Education Research Journal, 26 (3), 439-457. doi: 10.1007/s13394-013-0102-7

*Researcher-teacher relationships and models for teaching development in mathematics education*. ZDM: The International Journal on Mathematics Education, 46 (2), 189-200. doi: 10.1007/s11858-013-0556-9

*Navigating the career transition from industry to academia*. Industry and Higher Education, 28 (1), 5-13. doi: 10.5367/ihe.2014.0189

*Editorial*. Educational Studies in Mathematics, 85 (1), 1-2. doi: 10.1007/s10649-013-9524-0

*Development and application of a two-tier diagnostic instrument to assess middle-years students' proportional reasoning*. Mathematics Education Research Journal, 25 (4), 523-545. doi: 10.1007/s13394-013-0083-6

*Kitchen gardens: contexts for developing proportional reasoning*. Australian Primary Mathematics Classroom, 18 (2), 21-26.

*Proportional reasoning and the visually impaired: a hands-on activity helps promote sight-impaired students' understanding of relative and comparative sizes*. Mathematics Teaching in the Middle School, 18 (5), 286-291.

*Sociocultural perspectives in research on and with mathematics teachers: a zone theory approach*. ZDM: The International Journal on Mathematics Education, 45 (4), 521-533. doi: 10.1007/s11858-012-0477-z

*Connecting social perspectives on mathematics teacher education in online environments*. ZDM: The International Journal on Mathematics Education, 44 (6), 705-714. doi: 10.1007/s11858-012-0441-y

*Numeracy in health and physical education*. Australian Mathematics Teacher, 68 (1), 21-27.

*Numeracy across the curriculum*. Australian Mathematics Teacher, 68 (1), 3-7.

*Numeracy for what's in the news and building an expressway*. Australian Mathematics Teacher, 68 (1), 9-15.

*Measuring pre-service primary teachers' knowledge for teaching mathematics*. Mathematics Teacher Education and Development, 14 (2), 70-90.

*Numeracy in secondary school mathematics*. Australian Mathematics Teacher, 68 (1), 29-35.

*Numeracy in society and environment*. Australian Mathematics Teacher, 68 (1), 16-20.

*The Australian mathematics curriculum: A move forward or back to the future?*. Australian Journal of Education, 55 (3), 214-228. doi: 10.1177/000494411105500304

*Improving numeracy education in rural schools: A professional development approach*. Mathematics Education Research Journal, 23 (2), 129-148. doi: 10.1007/s13394-011-0008-1

*Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders*. The Australian Educational Researcher, 38 (1), 95-107. doi: 10.1007/s13384-010-0008-2

*Reinforcing students’ correlation comprehension*. International Journal of Learning, 17 (11), 261-274.

*An investigation of the confidence levels of course/subject coordinators in undertaking aspects of their assessment responsibilities*. Assessment and Evaluation in Higher Education, 35 (3), 315-324. doi: 10.1080/02602930903221477

*What counts? Technology and mathematics teaching and learning*. Teacher, 2010 (215), 22-25.

*Using the principles of Bio2010 to develop an introductory, interdisciplinary course for Biology students*. CBE Life Sciences Education, 9 (3), 290-297. doi: 10.1187/cbe.10-03-0034

*CAS-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms*. Mathematics Education Research Journal, 22 (2), 48-68. doi: 10.1007/BF03217565

*Learning to teach mathematics with technology : A survey of the professional development needs, experiences and impacts*. Mathematics Education Research Journal, 22 (1), 31-56. doi: 10.1007/BF03217558

*A sociocultural framework for understanding technology integration in secondary school mathematics*. PNA, 5 (1), 1-10.

*Theoretical perspectives on mathematics teacher change*. Journal of Mathematics Teacher Education, 13 (6), 499-507. doi: 10.1007/s10857-010-9166-4

*Productive Pedagogies: A redefined methodology for analysing quality teacher practice*. Australian Educational Researcher, 36 (3), 67-87. doi: 10.1007/BF03216906

*Putting it into perspective: Mathematics in the undergraduate science curriculum*. International Journal of Mathematics Education in Science and Technology, 40 (7), 891-902. doi: 10.1080/00207390903199244

*Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms*. Mathematics Education Research Journal, 20 (3), 102-130. doi: 10.1007/BF03217532

*Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice*. Journal of Mathematics Teacher Education, 11 (1), 41-60. doi: 10.1007/s10857-007-9061-9

*Problem solving and working mathematically: An Australian perspective*. ZDM The International Journal on Mathematics Education, 39 (5-6), 475-490. doi: 10.1007/s11858-007-0045-0

*Tutor and teacher timescapes: Lessons from a home-school partnership*. Australian Educational Researcher, 34 (1), 73-87. doi: 10.1007/BF03216851

*Home, school and community partnerships in numeracy education: An Australian perspective*. The Montana Mathematics Enthusiast, Monograph 1, 7-24.

*Designing professional development to support teacher’s learning in complex environments*. Mathematics Teacher Education and Development, 8 (Special Issue), 23-47.

*License to thrill or live and let die?*. Principal Matters, Spring (1), 6-8.

*Why teachers matter*. The Australian Mathematics Teacher, 62 (4), 8-13.

*In search of practical wisdom: A conversation between researcher and teacher*. For the Learning of Mathematics, 26 (2), 33-35.

*A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology*. Journal of Mathematics Teacher Education, 8 (1), 35-59. doi: 10.1007/s10857-005-0457-0

*What counts in mathematics education? A Brazilian experience*. Teaching Mathematics, 28-29.

*Home, school and community partnerships to support children's numeracy*. Australian Primary Mathematics Classroom, 9 (4), 18-20.

*Learning mathematics in a classroom community of inquiry*. Journal For Research In Mathematics Education, 35 (4), 258-291. doi: 10.2307/30034810

*Perspectives on technology mediated learning in secondary school mathematics classrooms*. Journal of Mathematical Behavior, 22 (1), 73-89. doi: 10.1016/S0732-3123(03)00005-1

*A middle years maths trail*. Teaching Mathematics, 29 (1), 6-10.

*Understanding Metacognitive Failure*. Journal of Mathematical Behavior, 21 (3), 283-302. doi: 10.1016/S0732-3123(02)00130-X

*Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving*. Educational Studies in Mathematics, 49 (2), 193-223. doi: 10.1023/A:1016209010120

*Modelling professional practice: A collaborative approach to developing criteria and standards-based assessment in pre-service teacher education courses*. Assessment & Evaluation in Higher Education, 26 (1), 74-88.

*Reshaping teacher and student roles in technology-enriched classrooms*. Mathematics Education Research Journal, 12 (3), 303-320. doi: 10.1007/BF03217091

*Mathematics meets literature*. Australian Mathematics Teacher, 56 (1), 12-16.

*A money problem: A source of insight into problem solving action*. International Journal for Mathematics Teaching and Learning, April 13, 1-21.

*Finding mathematics problems in the real world: Designing a pie maker*. Teaching Mathematics, 25 (2), 18-21.

*Howzat! Modelling a catch from Craig McDermott's slow ball*. Australian Senior Mathematics Journal, 14 (1), 51-60.

*Scaffolds for learning: A sociocultural approach to reforming mathematics*. Mathematics Teacher Education and Development, 1, 4-21.

*The glass slipper*. Teaching Mathematics, 24 (4), 12-14.

*From the journals*. Teaching Mathematics, 24 (2), 14.

*Technology education for pre-service mathematics teachers*. Teaching Mathematics, 24 (1), 16.

*From the journals*. Teaching Mathematics, 24 (3), 4.

*'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.*. Australian Senior Mathematics Journal, 12 (2), 20-31.

*Do it this way! metacognitive strategies in collaborative mathematical problem solving*. Educational Studies in Mathematics, 30 (3), 229-260. doi: 10.1007/BF00304567

*Metacognitive decision making and social interactions during paired problem solving*. Mathematics Education Research Journal, 6 (2), 144-165. doi: 10.1007/BF03217269

### Conference Papers

*Exploring the ecosystem out-of-field teaching (OOFT) in Australia*.

*International Conference on Teaching Out-of-field: A world-wide phenomenon*, Shanghai, China, 17 October 2023.

*Crossing boundaries: fostering collaboration between mathematics educators and mathematicians in initial teacher education programmes*.

*Jonathan M. Borwein Commemorative Conference*, Newcastle, NSW, Australia, 25-29 September 2017. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-36568-4_9

*Mathematics Teachers Working and Learning Through Collaboration*.

*13th International Congress on Mathematical Education ICME-13*, Hamburg, Germany, 24-31 July 2016. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-62597-3_17

*Issues in the transition from secondary tertiary mathematics*.

*International Congress on Mathematical Education*, Hamburg, Germany, 24 - 31 July 2016.

*Learning at the boundaries: collaboration between mathematicians and mathematice education within and across institutions*.

*Annual Conference of the Mathematics Education Research Group of Australasia*, Adelaide, SA, Australia, 3-7 July 2016. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia.

*Conceptualising and enacting numeracy across the curriculum*.

*Psychology of Mathematics Education: PME 39*, Hobart, TAS, Australia, 13-18 July 2015. Hobart, TAS, Australia: PME.

*Learning at the boundaries*.

*Mathematics Education Research Group of Australasia Conference*, Sippy Downs, QLD, Australia, 28 June - 2 July 2015. Adelaide, SA, Australia: MERGA.

*Linking communities of research and practice in mathematics education*.

*25th Biennial Conference of the Australian Association of Mathematics Teachers Inc.*, Adelaide, Australia, 6-8 July 2015. Adelaide, SA, Australia: AAMT.

*Factors influencing social process of statistics learning within an IT environment*.

*Mathematics Education Research Group of Australasia Conference*, Sippy Downs, QLD, Australia, 28 June - 2 July 2015. Sippy Downs, QLD, Australia: MERGA.

*Working across disciplinary boundaries in pre-service teacher education*.

*Mathematics Education Research Group of Australasia Conference*, Sippy Downs, QLD, Australia, 28 June - 2 July 2015. Sippy Downs, QLD, Australia: MERGA.

*Proportional reasoning: an elusive connector of school mathematics curriculum*.

*23rd ICMI Study Conference*, Macau, China, 3-7 June, 2015. Macau, China: University of Macau.

*A study on students’ attitudes towards teacher’s intervention in statistical computing laboratory*.

*International Conference on Technology in Education*, Hong Kong, China, 2-4 July 2014. Berlin & Heidelberg, Germany: Springer-Verlag. doi: 10.1007/978-3-662-46158-7_12

*Mathematics at university: Practices, values and participation*.

*PME 38/PME-NA 36*, Vancouve, Canada, 15-20 July 2014. Vancouver, Canada: PME.

*Devising principles of design for numeracy tasks*.

*MERGA 37: Curriculum in focus: Research guided practice*, Sydney, Australia, 29 June -3 July 2014. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia (MERGA).

*Mathematics Teacher Educators' Knowledge*.

*PME 38/PME-NA 36*, Vancouver. Canada, 15-20 July 2014. Vancouver, Canada: PME.

*The challenges of teaching mathematics with digital technologies - the evolving role of the teacher*.

*PME 38/PME-NA 36*, Vancouv, Canada, 15-20 July 2014. Vancouver, Canada: PME.

*Inspiring mathematics and science in Australian teacher education: making connections across disciplinary contexts*.

*3rd International Conference on STEM Education*, Vancouver, Canada, 15-20 July 2014. Vancouver, Canada: STEM Media.

*Numeracy across the curriculum*.

*PME 38/PME-NA 36*, Vancouver, Canada, 15-20 July 2014. Vancouver, Canada: PME.

*Designing rich numeracy tasks*.

*International Commission on Mathematical Instruction (ICMI Study 22: Task design in mathematics education)*, Oxford, United Kingdom, 22-26 July 2013. Oxford, United Kingdom: International Commission on Mathematical Instruction (ICMI).

*Teacher identity and numeracy: developing an analytic lens for understanding numeracy teacher identity*.

*36th annual conference of the Mathematics Education Research Group of Australasia (MERGA 36)*, Melbourne, VIC, Australia, 7-11 July 2013. Melbourne, VIC, Australia: MERGA.

*Exploring the demands and opportunities for numeracy in the Australian curriculum: English*.

*36th annual conference of the Mathematics Education Research Group of Australasia (MERGA 36)*, Melbourne, Australia, 7-11 July 2013. Melbourne, Australia: Mathematics Education Research Group of Australasia.

*Exploring numeracy teacher identity: an adaptation of Valsiner's zone theory*.

*AARE 2013: Australian Association for Research in Education Annual International Conference*, Adelaide, SA, Australia, 1-5 December, 2013. Adelaide, SA, Australia: Australian Association for Research in Education.

*Using digital photography to support teaching and learning of proportional reasoning concepts*.

*EDULEARN13: 5th Annual International Conference on Education and New Learning Technologies*, Barcelona, Spain, 1-3 July, 2013. Burjassot, Valencia, Spain: International Association of Technology, Education and Development (IATED).

*Considering density through a numeracy lens: implications for science teaching*.

*NPSE2013: International Conference New Perspectives in Science Education. 2nd Edition*, Florence, Italy, 14-15 March, 2013. Limena, Italia: libreriauniversitaria.it.

*Evaluating students' correlation graphing capability using SOLO taxonomy*.

*59th ISI World Statistics Conference (WSC)*, Hong Kong, Cina, 25-30 August 2013.

*Knowledge for teaching secondary school mathematics: what counts?*.

*9th Delta Conference on Teaching and Learning of Undergraduate Mathematics and Statistics (Lighthouse DELTA 2013)*, Kiama, NSW, Australia, 24-29 November 2013. Oxfordshire, United Kingdom: Taylor & Francis. doi: 10.1080/0020739X.2013.826387

*Auditing the numeracy demands of the Australian curriculum*.

*35th Annual Mathematics Education Research Group of Australasia Conference (MERGA 2012)*, Singapore, 2-6 July 2012. Adelaide, SA, Australia: MERGA.

*Evaluating middle years students' proportional reasoning*.

*35th Annual Mathematics Education Research Group of Australasia Conference (MERGA 2012)*, Singapore, 2-6 July 2012. Singapore: MERGA.

*Creating opportunities to learn in mathematics education: A sociocultural journey*.

*36th Conference of the International Group for the Psychology of Mathematics Education*, Taipei, Taiwan, 18-22 July 2012. Taipei, Taiwan: PME.

*Professional conversations among mathematics educators*.

*MERGA 2012: 35th Annual Mathematics Education Research Group of Australasia Conference*, Singapore, 2-6 July 2012. Adelaide, SA, Australia: MERGA.

*The learning and development of mathematics teacher educator-researchers*.

*36th Conference of the International Group for the Psychology of Mathematics Education*, Taipai, Taiwan, 18-22 July 2012. Praha, Czech Republic: The International Group for the Psychology of Mathematics Education.

*Changing classroom practice through a rich model of numeracy across the curriculum*.

*12th International Congress on Mathematical Education*, Seoul, Korea, 8-15 July 2012. Korea National Univ. of Education Gangnae-myeon, Cheongwon-gun, Chungcheongbuk-Do, Republic of Korea: International Commission on Mathematical Education (ICME).

*Teacher professional learning in numeracy: Trajectories through a model for numeracy in the 21st century*.

*Australian Association of Mathematics Teachers (AAMT) and the Mathematics Education Research Group of Australasia (MERGA) Conference 2011*, Alice Springs, NT, Australia, 3-7 July 2011. Adelaide, SA, Australia: AAMT and MERGA.

*Taking advantage of incidental school events to engage with the applications of mathematics: The case of surviving the reconstruction*.

*15th International Conference on the Teaching of Mathematical Modelling and Applications*, Melbourne, Australia, 14-19 July 2011.

*Diversity or Uniformity: Dilemmas and Challenges for Teacher Education*.

*AARE Conference*, Hobart, TAS, Australia, 27 November - 1 December 2011.

*The learning and development of mathematics teacher educator-researchers*.

*35th Conference of the International Group for the Psychology of Mathematics Education*, Ankara, Turkey, 10-15 July 2011. Ankara, Turkey: PME.

*Integrating mathematics and the life sciences to better prepare graduates for medical school*.

*Joint Mathematics Meetings*, New Orleans, LA, U.S.A., 6-9 January 2011.

*The role of digital technologies in numeracy*.

*35th Conference of the International Group for the Psychology of Mathematics Education*, Ankara, Turkey, 10-15 July 2011. Ankara, Turkey: PME.

*Teachers’ personal conceptions of numeracy*.

*35th Conference of the International Group for the Psychology of Mathematics Education (PME 35)*, Ankara, Turkey, 10-15 July 2011. Ankara, Turkey: PME.

*Beginning teachers’ mathematical knowledge: What is needed?*.

*Australian Association of Mathematics Teachers (AAMT) and the Mathematics Education Research Group of Australasia (MERGA) Conference 2011*, Alice Springs, NT, Australia, 3-7 July 2011. Adelaide, Australia: AAMT and MERGA.

*Auditing the numeracy demands of the middle years curriculum*.

*MERGA33 – 2010 Shaping the Future of Mathematics Education*, Fremantle, Western Australia, 3-7 July 2010. Australia: MERGA Inc..

*Developing diverse professional learning pathways for academics*.

*5th EARLI SIG 14 conference on Learning and Professional Development*, Munich, Germany, 25-27 August 2010.

*The learning and development of mathematics teacher educators-researchers*.

*34th Conference of the International-Group-for-the-Psychology-of-Mathematics-Education*, Belo Horizonte, Brazil, 18-23 July, 2010. Prague, Czech Republic: The International Group for the Psychology of Mathematics Education.

*Numeracy across the curriculum*.

*34th Conference of the International Group for the Psychology of Mathematics Education*, Belo Horizonte, Brazil, 18-23 July, 2010. Praha, Czech Republic: The International Group for the Psychology of Mathematics Education.

*An investigation of the confidence levels of course/subject coordinators in undertaking aspects of their assessment responsibilities*.

*Challenging Assessment : The Fourth Biennial EARLI/Northumbria Assessment Conference*, Berlin, Germany, 27-29 August 2008. Oxon, U.K.: Routledge. doi: 10.1080/02602930903221477

*Teacher professional identities and the integration of technology into secondary school mathematics.*.

*AARE 2008 International Education Research Conference*, Brisbane, Qld, 30- November - 4 December 2008. Coldstream, Vic.: Australian Association for Research in Education.

*Putting it into perspective: Mathematics in the undergraduate science curriculum*.

*7th Bi-annual Southern Right Delta Conference*, Gordon's Bay, South Africa, 29 Nov – 4 Dec, 2009.

*A sociocultural framework for understanding technology integration in secondary school mathematics*.

*33rd Conference of the International Group for the Psychology of Mathematics Education*, Thessaloniki, Greece, July 19-24, 2009. Thessaloniki, Greece: PME.

*Investigating the professional learning and development of mathematics teacher educators: A theoretical discussion and research agenda*.

*Crossing divides: MERGA 32 conference*, Massey University, Wellington, New Zealand, July 5-9, 2009. Palmerston North by the Mathematics Education Research Groups of Australasia: Mathematics Education Research Group of Australasia Inc..

*Problem solving and working mathematically: An Australian perspective*.

*13th biennial conference of the European Association for Research on Learning and Instruction (EARLI)*, Amsterdam, The Netherlands, 25-29 August 2009.

*Translating the principles of Bio2010 into practice*.

*Joint Mathematics Meetings*, Washington DC, United States, 5-8 January, 2009. Mathematical Association of America.

*Building the mathematical and computational skills of science students*.

*Joint Mathematics Meetings*, Washington DC, United States, 5-8 January, 2009.

*Teachers researching with university academics*.

*33rd conference of the International Group for the Psychology of Mathematics Education*, Thessaloniki, Greece, 14-19 July 2009. Thessaloniki, Greece: PME.

*Teacher learning in professional communities: The case of technology-enriched pedagogy in secondary mathematics education*.

*Annual Conference of the Australian Association for Research on Education*, Fremantle, W.A., 25-29 November 2007. Coldstream, Vic.: AARE.

*Towards a sociocultural framework for understanding the work of mathematics teacher-educator-researchers*.

*MERGA31: Navigating currents and charting directions*, The University of Queensland, Brisbane, Australia, 28 June - 1 July 2008. Brisbane, Australia: MERGA.

*Confidence levels of course coordinators*.

*EARLI/Northumbria Assessment Conference*, Potsdam, Germany, 27-29 August, 2008.

*Respecting diversity and choice in supporting professional learning: Outcomes from an initiative within a higher education context.*.

*European Association for Research into Learning and Instruction: Professional Development*, University of Jyvaskyla, Finland, 27-29th August, 2008.

*Critique and transformation in researcher-teacher relationships in mathematics education*.

*Symposium on the Occasion of the 100th Anniversary of ICMI*, Rome, Italy, 5-8 March 2008. Genève, Switzerland: International Commission on Mathematical Instruction (ICMI).

*Navigating Currents and Charting Directions: Preface*.

*MERGA31: Navigating currents and charting directions*, Brisbane, QLD Australia, 28 June – 1 July 2008. Brisbane, Qld, Australia: Mathematics Education Research Group of Australasia.

*Productive pedagogies: Working with disciplines and teacher and student voices*.

*Annual Conference of the Australian Association for Research on Education*, Fremantle, W.A., 25-29 November 2007. Coldstream, Vic.: AARE.

*CAS enabled devices as provocative agents in the process of mathematical modelling*.

*ICME 11 - 11th International Congress on Mathematical Education*, Monterrey, Mexico, 6 - 13 July 2008. not found: ICME.

*Researcher-teacher relationships in mathematics education*.

*MERGA31: Navigating currents and charting directions*, The University of Queensland, Brisbane, Queensland, 28 June - 1 July 2008. Brisbane, Australia: MERGA.

*Technology use in secondary mathematics classrooms: A survey of Queensland teachers*.

*Engaging Pedagogies*, Adelaide, SA, 27-30 November, 2006. Coldstream, Vic: AARE.

*Supporting an investigative approach to teaching secondary school mathematics: A professional development model*.

*Mathematics Education Research Group of Australasia Conference*, Hobart, Australia, 2-6 July 2007. Adelaide, Australia: MERGA.

*Teachers researching with university academics*.

*31st Conference of the International Group for the Psychology of Mathematics Education*, Seoul, Korea, 8-13 July 2007. Seoul, Korea: PME.

*Implementing good assessment practice: A mentoring program to enhance the professional learning of course coordinators*.

*The Evaluation and Assessment Conference*, Queensland University of Technology, Brisbane, 29 - 30, November.

*An investigative approach to teaching secondary school mathematics*.

*Mathematics: Essential Learning: Essential for Life*, Hobart, TAS, 6-9 July 2007. Adelaide, SA: The Australian Association of Mathematics Teachers Inc.

*Technology-enriched teaching of secondary mathematics: Factors influencing innovative practice*.

*Mathematics: Essential Research, Essential Practice*, Wrest Point Hotel Casino, Hobart, TAS, 2-6 July, 2007. Adelaide, SA: MERGA Inc.

*Interpreting data about the confidence of course co-ordinators as assessment leaders and the factors that influence their assessment decision-making*.

*Higher Education Research and Development Society of Australasia (HERDSA) Conference*, University of South Australia, Adelaide, 8-11 July, 2007. Milperra, NSW: Higher Education Research and Development Society of Australasia, Inc.

*Teachers researching with university academics*.

*Joint Meeting of PME 32 and PME-NA*, Morelia, Michocan, Mexico, 17-21 July 2008. Morelia, Mexico: PME.

*Technology-enriched mathematics learning: What is the teacher's role*.

*The 11th Asian Technology Conference in Mathematics (ATCM 2006)*, Hong Kong, China, 12-16 December 2006. Virginia. U.S.A.: Asian Technology Conference in Mathematics.

*Creating learning spaces*.

*Identities, Cultures and Learning Spaces*, Canberra, ACT, 1-5 July 2006. Adelaide, SA: MERGA Inc.

*Understanding technology integration in secondary mathematics: Theorising the role of the teacher*.

*Digital Technologies and Mathematics Teaching and Learning: Rethinking the Terrain*, Hanoi University of Technology, 3-8 December, 2006. Hanoi: Hanoi Institute of Technology.

*An online community of practice for pre-service and beginning teachers of secondary mathematics*.

*Conference of the International Group for the Psychology of Mathematics Education*, Prague, Czech Republic, 16-21 July, 2006. Prague, Czech Republic: Charles University.

*Living in the gap: A tale of two different types of researchers*.

*Identities, Cultures and Learning Spaces*, Canberra, ACT, 1-5 July 2006. Adelaide, SA: MERGA Inc.

*The role of online discussion in building a community of practice for beginning teachers of secondary mathematics*.

*Annual Conference of the Mathematics Education Research Group of Australasia*, RMIT University, Melbourne, Australia, 7-9 July, 2005. Sydney, Australia: Mathematics Education Research Group of Australasia.

*Theorising the role of experience in learning to teach secondary school mathematics*.

*The Fifteenth ICMI Study*, Brazil, 15-21 May 2005. Brazil: ICMI.

*Mathematics in school and community in primary years: possible effects on choosing engineering as a career*.

*Australasian Society for Engineering Education*, Sydney, 26-29 September, 2005. Brisbane: Australasian Association for Engineering Education.

*Learning to teach secondary school mathematics: A case of multiple learning environments*.

*European Association for Research on Learning and Instruction*, Nicosia, Cyprus, 22-27 August, 2005. Cyprus: University of Cyprus.

*Home school and community partnerships for numeracy education in a remote indigenous community*.

*Mathematics Education and Society*, Gold Coast, Australia, July 2005. Brisbane: Cen. Learning Res. Griffith Univ.

*Towards numeracy across the curriculum: Integrating mathematics and science in the middle years*. Sunshine Coast, 21-23 September, 2005.

*A framework for examining numeracy education partnerships between families, schools and communities*.

*4th Internat . Conf. on Mathematics Education & Sociey*, Gold Coast, 2-6 July, 2005. Brisbane: Griffith Univ.

*Critical perspectives on partnerships: The roles of families, schools, and communities in numeracy education*. Crowne Plaza, Surfers Paradise, Gold Coast, 4-6 July, 2005. Brisbane: Grifffith Univ.

*Dangerous liaisons - Home-business-school numeracy networks*.

*Annual conference of the Australian Association for Research in Education*, Sydney, Australia, 27 November-1 December 2005. Sydney: AARE.

*A sociocultural analysis of learning to teach*.

*Psychology of Mathematics Education*, Melbourne, Australia, 10-15 July, 2005. Melbourne, Vic., Australia: International Group for the Psychology of Mathematics Education.

*Teachers' use of technology in secondary school mathematics classrooms*.

*AARE 2004 International Education Research Conference*, Melbourne, Vic, 28 November - 2 December, 2004. AARE Inc..

*Arriving at interdisciplinarity*.

*AARE 2004 International Education Research Conference*, Melbourne Vic, 28 November - 2 December 2004. AARE Inc..

*Conceptualising, conducting and disseminating research for the public good*.

*AARE 2004 International Education Research Conference*, Melbourne Vic, 28 November - 2 December 2004. AARE Inc..

*Emergence of a pre-service community of practice*.

*Mathematics education for the third millennium : towards 2010*, Jupiter's Hotel, Townsville, 27-30 June, 2004. Sydney, Australia: MERGA, Inc..

*Learning to teach with technology: A sociocultural analysis*.

*10th International Congress on Mathematical Education*, Copenhagen, Denmark, 4-11 July 2004. Copenhagen, Denmark: International Congress of Mathematical Education.

*Building partnerships with families and communities to support children's numeracy learning*.

*27th Annual Conference of the Mathematics Education Research Group of Australasia*, Townsville, Qld, 27-30 June 2004. Sydney, Australia: MERGA, Inc..

*Learning to teach mathematics with technology: A study of beliefs in-context*.

*26th Annual Conf Mathematics Educat Res Group Australasia*, Deakin University, Geelong, 6-10 July, 2003. Melbourne: Deakin University.

*Numeracy and curriculum integration: The case of mathematics and history*.

*Australian Association of Mathematics 2001 Virtual Conference*, Canberra, January, 2001. Sydney: Australian Association of Mathematics Teachers.

*Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole*.

*ICTMA 10*, Beijing, 29 July - 2 August 2001. Chichester England: Horwood Publishing.

*From description to analysis in technology aided teaching and learning: A contribution from Zone Theory*.

*26th Annual Conf Mathematics Educat Res Group Australasia*, Deakin University, Geelong, 6-10 July, 2003. Melbourne: Deakin University.

*New technologies, new pedagogies: The mathematics classroom as a learning community*.

*Thirty-Nineth Annual Conference*, Melbourne, 5-6 December 2002. Brunswick, Victoria: Mathematical Association of Victoria.

*Interpreting commonalities and differences in technology aided learning: A contribution from zone theory*.

*54th Conference of the C.I.E.A.E.M.*, Catalonia, Spain, 13-19 July 2002. Barcelona, Spain: Departmentof Didactics of Science & Maths, University of Barcelona.

*Beginning teachers and technology: Developing identities as teachers*.

*25th Annual Conference of MERGA*, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.

*Matching the hatch: Students' choices and preferences in relation to handheld technologies and learning mathematics*.

*25th Annual Conference of MERGA*, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.

*Building learning communities to support beginning teachers use of technology*.

*AARE 2002 International Education Research Conference*, Brisbane, 1-5 December, 2002. Coldstream, Victoria: Australian Association for Research in Education.

*Learning to teach mathematics with technology: A sociocultural analysis*.

*54th Conference of the C.I.E.A.E.M.*, Catalonia, Spain, 13-19 July 2002. Barcelona, Spain: Departmentof Didactics of Science & Maths, University of Barcelona.

*Curriculum integration in the middle school: Mathematics meets history*.

*Eighteenth Biennial Conference of The AAMT*, Canberra, 15-19 January 2001. Adelaide: Australian Association of Mathematics Teachers.

*Graphing calculators and mathematics: New technologies, new pedagogies?*.

*NCTM's 79th Annual Meeting*, Orlando, FL, 4-7 April 2001. Reston, VA: National Council of Teachers of Mathematics.

*Integrating technology in mathematics learning: What some students say*.

*24th Annual Conference MERGA*, Sydney, 30 June - 4 July 2001. Sydney: Mathematics Education Research Group of Australasia.

*Promoting collaborative inquiry in technology enriched mathematics classrooms*.

*Annual Meeting of the American Educational Research Association, What We Know and How We Know It*, Seattle, 10-14 April 2001. Washington, DC: US Department of Education, ERIC Document Reproduction Service.

*Teaching applications in technology enriched mathematics classrooms*.

*ICTMA 10*, Beijing, 29 July - 2 August 2001. Beijing: China Society for Industrial and Applied Mathematics.

*Classroom voices: Technology enriched interactions in a community of mathematical practice*.

*ICME 9*, Tokyo, 31 July - 6 August 2000. Tokyo: International Congress on Mathematical Education.

*Collaborative problem solving in senior secondary mathematics classrooms*.

*MERGA 23*, Fremantle, 5-9 July 2000. Fremantle: Mathematics Education Research Group of Australasia.

*The AToMIC projects--Applications to mathematics incorporating calculators*.

*Fifth Asian Technology Conference in Mathematics*, Chiang Mai, Thailand, 17-21 December 2000. Blacksburg VA: ATCM.

*Towards new models of teaching and learning in technology enriched mathematics classrooms*.

*Fifth Asian Technology Conference in Mathematics*, Chiang Mai, Thailand, 17-21 December 2000. Blacksburg VA: ATCM.

*The thinking-talking-technology connection*.

*ICME 9*, Tokyo, 31 July - 6 August 2000. Tokyo:

*Emergent properties of teaching-learning in technology-enriched classrooms*.

*MERGA 23*, Fremantle, 5-9 July 2000. Fremantle: Mathematics Education Research Group of Australasia.

*How can graphing calculators stimulate collaborative inquiry?*.

*Students, Mathematics and Graphics Calculators*, Sydney, 30-31 March 2000. Adelaide: Australian Association of Mathematics Teachers.

*Choosing and using technology--What can teachers learn from students' learning?*.

*QAMTAC '99*, Rockhampton, Qld., 29 Sept - 1 Oct 1999. Brisbane: Queensland Association of Mathematics Teachers.

*Understanding mathematical text through peer explanations*.

*MERGA 22*, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.

*Technology, mathematics, and people: Interactions in a community of practice*.

*MERGA 22*, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.

*"I don't know if I'm doing it right or I'm doing it wrong!" Unresolved uncertainty in the collaborative learning of mathematics*.

*The twenty first Annual Conference of the Mathematics Education Research Group of Australasia MERGA 21*, Gold Coast, Australia, 5-8 July 1998. Brisbane, Australia: Mathematics Education Research Group of Australasia Publication.

*Technology as a tool for transforming mathematical tasks*.

*Eighth International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA-8)*, Brisbane, Australia, August 1997. Chichester, England: Horwood Publishing.

### Generic Document

*Building capacity for assessment leadership via professional development and mentoring of course coordinators (Research Report)*. Australian Teaching and Learning Council.

### Research Reports

*Numeracy teaching across the curriculum in Queensland: resources for teachers*. Brisbane, Australia: The University of Queensland.

*Down the rabbit hole: navigating the transition from industry to academia*. Learning Excellence and Development (LEAD) series Sydney, NSW, Australia: Australian Government Office for Learning and Teaching.

*A curriculum in transition: Final report for the Queensland Curriculum, Assessment and Reporting Framework (QCAR): Evaluation*. Brisbane, Australia:

*Queensland Curriculum, Assessment and Reporting (QCAR) Framework Evaluation Project - Phase 1 (2006-2008)*. Brisbane, Australia: Department of Education, Training and the Arts.

*The Queensland longitudinal study of teaching and learning*. Brisbane, QLD, Australia: Education Queensland.