A teacher pair approach to adopting effective numeracy teaching practice

Conference item

Lamb, Geiger, Vince and PhD, Janeen Therese Lamb. (2010). A teacher pair approach to adopting effective numeracy teaching practice. In L. Sparrow, B. Kissane and C. Hurst (Ed.). 33rd Annual Conference of the Mathematics Education Research Group of Australasia. John Curtin College of the Arts, Fremantle, Western Australia, Australia 03 - 07 Jul 2010 Australia: Mathematics Education Research Group of Australasia. pp. 312 - 319
AuthorsLamb, Geiger, Vince and PhD, Janeen Therese Lamb
KeywordsMathematics and Numeracy Curriculum and Pedagogy;--Pedagogy;--Learner and Learning Processes
Year2010
PublisherMathematics Education Research Group of Australasia
Open accessOpen access
Page range312 - 319
ISBN9781920846251
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationAustralia
EditorsL. Sparrow, B. Kissane and C. Hurst
Permalink -

https://acuresearchbank.acu.edu.au/item/8745w/a-teacher-pair-approach-to-adopting-effective-numeracy-teaching-practice

Log in to edit
  • 68
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Boys’ motivation profiles in mathematics : Relations with contextual factors, wellbeing and engagement in a boys-only school
Beswick, Kim, Watt, Helen M. G., Granziera, Helena, Geiger, Vince and Fraser, Sharon. (2023). Boys’ motivation profiles in mathematics : Relations with contextual factors, wellbeing and engagement in a boys-only school. ZDM Mathematics Education. 55(2), pp. 315-329. https://doi.org/10.1007/s11858-022-01464-1
A model for principals' STEM leadership capability
Geiger, Vince, Beswick, Kim, Fraser, Sharon and Holland-Twining, Ben. (2023). A model for principals' STEM leadership capability. British Educational Research Journal. pp. 1-25. https://doi.org/10.1002/berj.3873
A typology for instructional enablers of mathematical modelling
Geiger, Vince, Galbraith, Peter, Niss, Mogens and Holland-Twining, Ben. (2022). A typology for instructional enablers of mathematical modelling. 44th annual conference of the Mathematics Education Research Group of Australasia. Launceston, Tasmania, Australia 03 - 07 Jul 2022 Mathematics Education Research Group of Australasia (MERGA). pp. 226-233
Supporting English non-dominant language authors’ efforts to publish : Perspectives from the editors-in-chief of highly recognised journals in mathematics education
Geiger, Vince, Delzoppo, Catherine and Straesser, Rudolf. (2022). Supporting English non-dominant language authors’ efforts to publish : Perspectives from the editors-in-chief of highly recognised journals in mathematics education. Educational Studies in Mathematics. 111(3), pp. 543-565. https://doi.org/10.1007/s10649-022-10174-0
Welcome to the era of vague news : A study of the demands of statistical and mathematical products in the COVID-19 pandemic media
Gal, Iddo and Geiger, Vince. (2022). Welcome to the era of vague news : A study of the demands of statistical and mathematical products in the COVID-19 pandemic media. Educational Studies in Mathematics. 111, pp. 5-28. https://doi.org/10.1007/s10649-022-10151-7
Mathematical modelling – A key to citizenship education
Maass, Katja, Artigue, Michèle, Burkhardy, Hugh, Doorman, Michiel, English, Lyn D., Geiger, Vincent, Krainer, Konrad, Potari, Despina and Schoenfeld, Alan. (2022). Mathematical modelling – A key to citizenship education. In In Buchholtz, Nils, Schwarz, Björn and Vorhölter, Katrin (Ed.). Initiationen mathematikdidaktischer Forschung pp. 31-50 Springer Spektrum. https://doi.org/10.1007/978-3-658-36766-4_2
Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks
Fielding, Jill, Geiger, Vincent, Miller, Jodie, Bruder, Regina, Towara, Ulrike and Ratnayake, Iresha. (2022). Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks. Teaching and Teacher Education. 113, p. Article 103663. https://doi.org/10.1016/j.tate.2022.103663
Developing a task design and implementation framework for fostering mathematical modelling competencies
Geiger, Vince, Galbraith, Peter, Niss, Mogens and Delzoppo, Catherine. (2022). Developing a task design and implementation framework for fostering mathematical modelling competencies. Educational Studies in Mathematics. 109(2), pp. 313-336. https://doi.org/10.1007/s10649-021-10039-y
Building STEM in schools : An Australian cross-case analysis
Falloon, Garry, Stevenson, Michael, Beswick, Kim, Fraser, Sharon and Geiger, Vincent. (2021). Building STEM in schools : An Australian cross-case analysis. Educational Technology and Society. 24(4), pp. 110-122.
PIAAC Cycle 2 assessment framework : Numeracy
Tout, Dave, Demonty, Isabelle, Diez-Palomar, Javier, Geiger, Vincent Stephen, Hoogland, Kees and Maguire, Terry. (2021). PIAAC Cycle 2 assessment framework : Numeracy. In The assessment frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies pp. 65-153 OECD Publishing. https://doi.org/10.1787/c4221062-en
Generating a design and implementation framework for mathematical modelling tasks through researcher-teacher collaboration
Geiger, Vincent, Galbraith, Peter and Niss, Mogens. (2021). Generating a design and implementation framework for mathematical modelling tasks through researcher-teacher collaboration. In In Leung, Frederick Koon Shing, Stillman, Gloria Ann, Kaiser, Gabriele and Wong, Ka Lok (Ed.). Mathematical modelling education in east and west  pp. 129-139 Springer. https://doi.org/10.1007/978-3-030-66996-6_11
"Becoming" a researcher in mathematics education
Geiger, Vince. (2021). "Becoming" a researcher in mathematics education. 43rd annual conference of the Mathematics Education Research Group of Australasia. Singapore: Institute for Learning Sciences and Teacher Education, Australian Catholic University. pp. 29-46
How principals can make a difference in STEM education
Likourezos, Vicki, Beswick, Kim, Geiger, Vince and Fraser, Sharon. (2020). How principals can make a difference in STEM education. Australian Educational Leader. 42(2), pp. 33-36.
Facets of numeracy : Teaching, learning and practices
Geiger, Vince, Yasukawa, Keiko, Bennison, Anne, Wells, Jill and Sawatzki, Carly. (2020). Facets of numeracy : Teaching, learning and practices. In In Way, Jennife, Attard, Catherine, Anderson, Judy, Bobis, Janette, McMaster, Heather and Cartwright, Katherin (Ed.). Research in mathematics education in Australasia 2016-2019 pp. 59-89 Springer Nature. https://doi.org/10.1007/978-981-15-4269-5_4
Numeracy across the curriculum as a model of integrating mathematics and science
Bennison, Anne and Geiger, Vince. (2020). Numeracy across the curriculum as a model of integrating mathematics and science. In In Anderson, Judy and Li, Yepping (Ed.). Integrated approaches to STEM education : An international perspective pp. 117-136 Springer Nature. https://doi.org/10.1007/978-3-030-52229-2_7
Utilising a research-informed instructional design approach to develop an online resource to support teacher professional learning on embedding numeracy across the curriculum
Bennison, Anne, Goos, Merrilyn and Geiger, Vince. (2020). 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), pp. 1017 - 1031. https://doi.org/10.1007/s11858-020-01140-2
Numeracy in adult education : Discussing related concepts to enrich the Numeracy Assessment Framework
Díez-Palomar, Javier, Hoogland, Kees and Geiger, Vincent Stephen. (2019). Numeracy in adult education : Discussing related concepts to enrich the Numeracy Assessment Framework. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht University, Utrecht, Netherlands Feb 2019 Freudenthal Institute, ERME. pp. 1-8
Numeracy across the curriculum: Research-based strategies for enhancing and learning
Goos, Merrilyn, Geiger, Vince, Dole, Shelley, Forgasz, Helen and Bennison, Anne. (2019). Numeracy across the curriculum: Research-based strategies for enhancing and learning Allen & Unwin.
The role of mathematics in interdisciplinary STEM education
Maass, Katja, Geiger, Vince, Ariza, Marta Romero and Goos, Merrilyn. (2019). The role of mathematics in interdisciplinary STEM education. ZDM. 51(6), pp. 869 - 884. https://doi.org/10.1007/s11858-019-01100-5
Using mathematics as evidence supporting critical reasoning and enquiry in primary science classrooms
Geiger, Vince. (2019). Using mathematics as evidence supporting critical reasoning and enquiry in primary science classrooms. ZDM. 51(6), pp. 929 - 940. https://doi.org/10.1007/s11858-019-01068-2
Designing challenging online mathematical tasks for initial teacher education: Motivational considerations
Fielding-Wells, Jill, Geiger, Vince, Miller, Jodie, Bruder, Regina, Roder, Ulrike and Ratnayake, Iresha. (2019). Designing challenging online mathematical tasks for initial teacher education: Motivational considerations. In M. Graven, H. Venkat and A. A. Essien and P. Vale (Ed.). 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7 - 12 July 2019. Pretoria, South Africa: The International Group for the Psychology of Mathematics Education. pp. 240 - 247
Defining the characteristics of critical mathematical thinking
Monteleone, Chrissoula, White, Paul and Geiger, Vince. (2018). Defining the characteristics of critical mathematical thinking. Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia. Auckland, New Zealand 01 - 05 Jul 2018 Adelaide, SA: Mathematics Education Research Group of Australasia. pp. 559-566
Le défi de la publication en contexte Anglophone de didactiens des mathématiques dont la langue dominante n’est pas l’Anglais – version Française commenté
Geiger, Vincent Stephen, Margolinas, Claire and Straesser, Rudolf. (2018). Le défi de la publication en contexte Anglophone de didactiens des mathématiques dont la langue dominante n’est pas l’Anglais – version Française commenté. Recherches en Didactique des Mathématiques. 38(1), pp. 1-32.
Generating ideas for numeracy tasks across the curriculum
Geiger, Vince. (2018). Generating ideas for numeracy tasks across the curriculum. In J. Hunter, L. Darragh and P. Perger (Ed.). Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia. Auckland, New Zealand 01 - 05 Jul 2018 New Zealand: MERGA. pp. 314 - 321
An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers' capabilities in mathematical modelling
Geiger, Vince, Mulligan, Joanne, Date-Huxtable, Liz, Ahlip, Rehez, Jones, D. H., May, E. J., Rylands, Leanne and Wright, Ian. (2018). An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers' capabilities in mathematical modelling. ZDM: The International Journal on Mathematics Education. 50(43132), pp. 217 - 232. https://doi.org/10.1007/s11858-018-0920-x
Using mathematics to solve real world problems : The role of enablers
Geiger, Vince, Stillman, Gloria, Brown, Jill P., Galbraith, Peter and Niss, Mogens. (2018). Using mathematics to solve real world problems : The role of enablers. Mathematics Education Research Journal. 30(1), pp. 7-19. https://doi.org/10.1007/s13394-017-0217-3
Early shared reading, socioeconomic status, and children’s cognitive and school competencies : Six years of longitudinal evidence
Shahaeian, Ameneh, Wang, Cen, Tucker-Drob, Elliot, Geiger, Vince, Bus, Adriana G. and Harrison, Linda J.. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies : Six years of longitudinal evidence. Scientific Studies of Reading. 22(6), pp. 485-502. https://doi.org/10.1080/10888438.2018.1482901
Teaching secondary school mathematics : Research and practice for the 21st century
Goos, Merrilyn, Vale, Colleen, Stillman, Gloria, Makar, Katie, Herbert, Sandra and Geiger, Vincent. (2017). Teaching secondary school mathematics : Research and practice for the 21st century Allen & Unwin.
An interdisciplinary approach to mathematical modeling in secondary schooleducation
Geiger, Vince and Mulligan, Joanne. (2017). An interdisciplinary approach to mathematical modeling in secondary schooleducation. 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore, Singapore: International Group for the Psychology of Mathematics. pp. 337-344
Research engagement and impact in mathematics education
Goos, Merrilyn, Geiger, Vincent Stephen, Bennison, Anne, Dole, Shelley and Forgasz, Helen. (2017). Research engagement and impact in mathematics education. 40th annual conference of the Mathematics Education Research Group of Australasia. Australian Synchotron, Clayton, Victoria, Australia 02 - 06 Jul 2017 Adelaide, South Australia: Mathematics Education Research Group of Australasia (MERGA). pp. 633
Review of the PIAAC numeracy assessment framework : Final report
Tout, Dave, Coben, Diana, Geiger, Vince, Ginsburg, Lynda, Hoogland, Kees, Maguire, Terry, Thomson, Sue and Turner, Ross. (2017). Review of the PIAAC numeracy assessment framework : Final report Australia: Australian Council for Educational Research.
A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory
Geiger, Vince, Anderson, Judy, Anderson, Judy and Hurrell, Derek. (2017). A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory. Mathematics Education Research Journal. 29(2), pp. 143 - 161. https://doi.org/10.1007/s13394-017-0191-9
Exploring the notion of mathematical literacy in curricula documents
Frejd, Peter and Geiger, Vince. (2017). Exploring the notion of mathematical literacy in curricula documents. In In G.A. Stillman, W. Blum and G. Kaiser (Ed.). Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education pp. 255 - 263 Springer International Publishing. https://doi.org/10.1007/978-3-319-62968-1
Opening real science: evaluation of an online module on statistical literacy for pre-service primary teachers
Bilgin, Ayse A.B., Date-Huxtable, Elizabeth, Coady, Carmel, Geiger, Vince, Cavanagh, Michael, Mulligan, Joanne and Petocz, Peter. (2017). Opening real science: evaluation of an online module on statistical literacy for pre-service primary teachers. Statistics Education Research Journal. 16(1), pp. 120 - 138.
On the challenges of multi-linguisme in mathematics education research
Geiger, Vince, Margolinas, Claire and Sträßer, Rudolf. (2017). On the challenges of multi-linguisme in mathematics education research. For the Learning of Mathematics. 37(2), pp. 16 - 18.
If this were sport rather than education, we'd have a consistently funded national plan
Geiger, Vince. (2016). If this were sport rather than education, we'd have a consistently funded national plan
Transformations of teaching and learning through digital technologies
Geiger, Vince, Calder, Nigel, Tan, Hazel, Loong, Esther, Miller, Jodie and Larkin, Kevin. (2016). Transformations of teaching and learning through digital technologies. In In K. Makar, S. Dole and J. Visnovska, M. Goos, A. Bennison & K. Fry (Ed.). Research in mathematics education in Australasia 2012-2015 pp. 255 - 280 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-1419-2_13
Video-stimulated recall as a catalyst for teacher professional learning
Geiger, Vince, Muir, Tracey and Lamb, Janeen. (2016). Video-stimulated recall as a catalyst for teacher professional learning. Journal of Mathematics Teacher Education. 19(5), pp. 457 - 475. https://doi.org/10.1007/s10857-015-9306-y
Designing online learning for developing pre-service teachers' capabilities in mathematical modelling and applications
Geiger, Vince, Date-Huxtable, Liz, Ahlip, Rehez, Herberstein, Marie, Jones, D. Heath, May, E. Julian, Rylands, Leanne, Wright, Ian and Mulligan, Joanne. (2016). Designing online learning for developing pre-service teachers' capabilities in mathematical modelling and applications. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 260 - 268
Designing for mathematical applications and modelling tasks in technology rich environments
Geiger, Vince. (2016). Designing for mathematical applications and modelling tasks in technology rich environments. In In A. Leung and A. Baccaglini-Frank (Ed.). Digital technologies in designing mathematics education tasks pp. 285 - 301 Springer International Publishing. https://doi.org/10.1007/978-3-319-43423-0_14
The affordances of using a flipped classroom approach in the teaching of mathematics: A case study of a Grade 10 mathematics class
Muir, Tracey and Geiger, Vince. (2016). The affordances of using a flipped classroom approach in the teaching of mathematics: A case study of a Grade 10 mathematics class. Mathematics Education Research Journal. 28(1), pp. 149 - 171. https://doi.org/10.1007/s13394-015-0165-8
Teachers as designers of effective numeracy tasks
Geiger, Vince. (2016). Teachers as designers of effective numeracy tasks. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 252 - 259
Interpreting curricula to find opportunities for modeling: Case studies from Australia and Sweden
Geiger, Vince, Bergman, Jonas and Frejd, Peter. (2016). Interpreting curricula to find opportunities for modeling: Case studies from Australia and Sweden. In In C. R. Hirsch (Ed.). Mathematical modeling and modeling mathematics National Council of Teachers of Mathematics.
Pre-service teachers and numeracy readiness
Forgasz, Helen J., Leder, Gilah C., Geiger, Vince and Kalkhoven, Natalie. (2015). Pre-service teachers and numeracy readiness. In Beswick, Kim, Muir, Tracey and Fielding-Wells, Jill (Ed.). 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Tasmania: International Group for the Psychology of Mathematics Education. pp. 313-320
Mathematical modelling in Australia
Geiger, Vince. (2015). Mathematical modelling in Australia. In In Hoe, L. and Dawn, N. (Ed.). Mathematical modelling from theory to practice pp. 73 - 82 World Scientific.
Pre-service teachers and numeracy in an beyond the classroom
Leder, Gilah, Forgasz, Helen, Kalkhoven, Natalie and Geiger, Vince. (2015). Pre-service teachers and numeracy in an beyond the classroom. Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Australia: Mathematics Education Research Group of Australasia. pp. 349 - 356
Facilitating mathematisation in modelling by beginning modellers in secondary school
Stillman, Gloria, Brown, Jill and Geiger, Vince. (2015). Facilitating mathematisation in modelling by beginning modellers in secondary school. In In G. A. Stillman, W. Blum and M. S. Biembengut (Ed.). Mathematical modelling in education research and practice: Cultural, social and cognitive influences pp. 93 - 104 Springer. https://doi.org/10.1007/978-3-319-18272-8_7
Mathematics education in the margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia
Marshman, Margaret, Geiger, Vince and Bennison, Anne. (2015). Mathematics education in the margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia Mathematics Education Research Group of Australasia.
The challenge for non-first-language English academic publishing in English language research outlets
Geiger, Vince and Straesser, Rudolf. (2015). The challenge for non-first-language English academic publishing in English language research outlets. Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Australia: Mathematics Education Research Group of Australasia. pp. 245 - 252
A critical orientation to numeracy across the curriculum
Geiger, Vince, Forgasz, Helen and Goos, Merrilyn. (2015). A critical orientation to numeracy across the curriculum. ZDM: The International Journal on Mathematics Education. 47(4), pp. 611 - 624. https://doi.org/10.1007/s11858-014-0648-1
A reflection on mathematical modelling and applications as a field of research: Theoretical orientation and diversity
Geiger, Vince and Frejd, Peter. (2015). A reflection on mathematical modelling and applications as a field of research: Theoretical orientation and diversity. In In G. Stillman, W. Blum and M. Biembengut (Ed.). pp. 161 - 171 Springer.
A rich interpretation of numeracy for the 21st century: A survey of the state of the field
Geiger, Vince, Goos, Merrilyn and Forgasz, Helen. (2015). 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), pp. 531 - 548. https://doi.org/10.1007/s11858-015-0708-1
The role of digital technologies in numeracy teaching and learning
Geiger, Vince, Goos, Merrilyn and Dole, Shelley. (2015). The role of digital technologies in numeracy teaching and learning. International Journal of Science and Mathematics Education. 13(5), pp. 1115 - 1137. https://doi.org/10.1007/s10763-014-9530-4
Conceptualising and enacting numeracy across the curriculum
Goos, Merrilyn, Geiger, Vince and Bennison, Anne. (2015). Conceptualising and enacting numeracy across the curriculum. Annual Conference of the International Group for the Psychology of Mathematics Education. Australia: International Group for the Psychology of Mathematics Education. pp. 9 - 16
The challenge of publication for English non-dominant-language authors in mathematics education
Geiger, Vince and Straesser, Rudolf. (2015). The challenge of publication for English non-dominant-language authors in mathematics education. For the Learning of Mathematics. 35(3), pp. 35 - 41.
The role of social aspects of teaching and learning in transforming mathematical activity: Tools, tasks, individuals and learning communities
Geiger, Vince. (2014). The role of social aspects of teaching and learning in transforming mathematical activity: Tools, tasks, individuals and learning communities. In In Rezat, S., Hattermann, M. and Peter-Koop, A. (Ed.). Transformation - A Fundamental Idea of Mathematics Education pp. 203 - 221 Springer. https://doi.org/10.1007/978-1-4614-3489-4_11
Mathematical modeling in school education: Mathematical, cognitive, curricular, instructional and teacher educational perspectives
Cai, Jinfa, Cirillo, Michelle, Pelesko, John, Bommero Ferri, Rita, Borba, Marcelo, Geiger, Vince, Stillman, Gloria, English, Lyn, Wake, Geoff and Kaiser, Gabriele. (2014). Mathematical modeling in school education: Mathematical, cognitive, curricular, instructional and teacher educational perspectives. In P Liljedahl, S Oesterle and C Nicol (Ed.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education. Canada: Springer. pp. 145 - 172
Curriculum intent, teacher professional development and student learning in numeracy
Geiger, Vince, Goos, Merrilyn and Dole, Shelley. (2014). Curriculum intent, teacher professional development and student learning in numeracy. In In Y. Li and G. Lappan (Ed.). Mathematics Curriculum in School Education pp. 473 - 492 Springer. https://doi.org/10.1007/978-94-007-7560-2_22
Devising principles of design for numeracy tasks
Geiger, Vince, Goos, Merrilyn and Forgasz, Helen. (2014). Devising principles of design for numeracy tasks. In J. Anderson, M. Cavanagh and A. Prescott (Ed.). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia). Australia: Mathematics Education Research Group of Australasia. pp. 239 - 246
Transforming professional practice in numeracy teaching
Goos, Merrilyn, Geiger, Vince and Dole, Shelley. (2014). Transforming professional practice in numeracy teaching. In In Y. Li, E. Silver and S. Li (Ed.). Transforming Mathematics Instruction: Multiple Approaches and Practices Springer. https://doi.org/10.1007/978-3-319-04993-9_6
Exploring the demands and opportunities for numeracy in the Australian curriculum: English
Geiger, Vince, Goos, Merrilyn, Dole, Shelley, Forgasz, Helen and Bennison, Anne. (2013). Exploring the demands and opportunities for numeracy in the Australian curriculum: English. Mathematics Education: Yesterday, Today and Tomorrow (MERGA36). Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 330 - 337
Designing mathematical modelling tasks in a technology rich secondary school context
Geiger, Vince and Redmond, Trevor. (2013). Designing mathematical modelling tasks in a technology rich secondary school context. In C. Margolinas (Ed.). Task Design in Mathematics Education. Oxford. United Kingdom: International Commission on Mathematical Instruction. pp. 121 - 130
Strasser's Didactic Tetrahedron as a basis for theorising mathematical modelling activity within social contexts
Geiger, Vince. (2013). Strasser's Didactic Tetrahedron as a basis for theorising mathematical modelling activity within social contexts. In In GA Stillman, G Kaiser and W Blum & JP Brown (Ed.). Teaching mathematical modelling: connecting to research and practice pp. 107 - 116 Springer. https://doi.org/10.1007/978-94-007-6540-5_9
The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms
Stillman, Gloria, Brown, Jill P., Faragher, Rhonda Muriel, Geiger, Vince and Galbraith, Peter. (2013). The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms. In In GA Stillman, G Kaiser and W Blum & JP Brown (Ed.). Teaching mathematical modelling: connecting to research and practice pp. 361 - 373 Springer. https://doi.org/10.1007/978-94-007-6540-5_30
Mathematical applications, modelling and technology as windows into industry based mathematical practice
Geiger, Vince. (2013). Mathematical applications, modelling and technology as windows into industry based mathematical practice. In In A. Damlamian, J. F. Rodrigues and R. Straser (Ed.). Educational Interfaces between Mathematics and Industry pp. 271 - 278 Springer. https://doi.org/10.1007/978-3-319-02270-3_27
Teacher professional development on mathematical modelling: initial perspectives from Singapore
Geiger, Vince. (2013). Teacher professional development on mathematical modelling: initial perspectives from Singapore. In In GA Stillman, G Kaiser and W Blum & JP Brown (Ed.). Teaching mathematical modelling: connecting to research and practice pp. 437 - 442 Springer. https://doi.org/10.1007/978-94-007-6540-5_37
Taking advantage of incidental school events to engage with the application of mathematics: The case of surviving the reconstruction
Geiger, Vince, Goos, Merrilyn and Dole, Shelley. (2013). Taking advantage of incidental school events to engage with the application of mathematics: The case of surviving the reconstruction. In In GA Stillman, G Kaiser and W Blum & JP Brown (Ed.). Teaching mathematical modelling: connecting to research and practice pp. 175 - 184 Springer. https://doi.org/10.1007/978-94-007-6540-5_15
Designing rich numeracy tasks
Goos, Merrilyn, Geiger, Vince and Dole, Shelley. (2013). Designing rich numeracy tasks. ICMI Study 22: Task Design in Mathematics. United Kingdom: International Commission on Mathematical Instruction. pp. 589 - 597
Auditing the numeracy demands of the Australian curriculum
Goos, Merrilyn, Dole, Shelley and Geiger, Vince. (2012). Auditing the numeracy demands of the Australian curriculum. In J. Dindyal, L. P. Cheng and S. F. Ng (Ed.). Mathematics education: Expanding horizons. Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 314 - 321
Connecting social perspectives on mathematics teacher education in online environments
Goos, Merrilyn and Geiger, Vince. (2012). Connecting social perspectives on mathematics teacher education in online environments. ZDM Mathematics Education. 44(6), pp. 705 - 715. https://doi.org/10.1007/s11858-012-0441-y
Male students' perspectives concerning the relevance of mathematics: Pilot study findings
Easey, Michael, Warren, Elizabeth A. and Geiger, Vince. (2012). Male students' perspectives concerning the relevance of mathematics: Pilot study findings. In J. Dindyal, L. P. Cheng and S. F. Ng (Ed.). Mathematics education: Expanding horizons. Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 242 - 249
Numeracy for what's in the news and building an expressway
Willis, Kym, Geiger, Vince, Goos, Merrilyn and Dole, Shelley. (2012). Numeracy for what's in the news and building an expressway. Australian Mathematics Teacher. 68(1), pp. 9 - 15.
Teaching experiments and professional learning
Lamb, Janeen Therese and Geiger, Vince. (2012). Teaching experiments and professional learning. In In N. M. Seel (Ed.). Encyclopedia of the sciences of learning pp. 3276 - 3277 Springer. https://doi.org/10.1007/978-1-4419-1428-6_1017
Numeracy across the curriculum
Goos, Merrilyn, Dole, Shelley and Geiger, Vince. (2012). Numeracy across the curriculum. Australian Mathematics Teacher. 68(1), pp. 3 - 7.
Numeracy in society and environment
Cooper, Cath, Dole, Shelley, Geiger, Vince and Goos, Merrilyn. (2012). Numeracy in society and environment. Australian Mathematics Teacher. 68(1), pp. 16 - 20.
Technology in mathematics education
Geiger, Vince, Forgasz, Helen, Tan, Hazel and Calder, Nigel. (2012). Technology in mathematics education. In In B Perry, T Lowrie and T Logan, A MacDonald & J Greenlees (Ed.). pp. 111 - 141 Sense Publishers.
Numeracy in secondary school mathematics
Gibbs, Melissa, Goos, Merrilyn, Geiger, Vince and Dole, Shelley. (2012). Numeracy in secondary school mathematics. Australian Mathematics Teacher. 68(1), pp. 29 - 35.
Numeracy in health and physical education
Peters, Colleen, Geiger, Vince, Goos, Merrilyn and Dole, Shelley. (2012). Numeracy in health and physical education. Australian Mathematics Teacher. 68(1), pp. 21-27.
Teachers' personal conceptions of numeracy
Goos, Merrilyn, Geiger, Vince and Dole, Shelley. (2011). Teachers' personal conceptions of numeracy. In B. Ubuz (Ed.). Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education: developing mathematical thinking. Turkey: International Group for the Psychology of Mathemati.... pp. 457 - 464
The role of digital technologies in numeracy
Geiger, Vince, Dole, Shelley and Goos, Merrilyn. (2011). The role of digital technologies in numeracy. In B. Ubuz (Ed.). Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education: developing mathematical thinking. Turkey: International Group for the Psychology of Mathematics Education. pp. 385 - 392
Improving numeracy education in rural schools: A professional development approach
Goos, Merrilyn, Dole, Shelley and Geiger, Vince. (2011). Improving numeracy education in rural schools: A professional development approach. Mathematics Education Research Journal. 23(2), pp. 129 - 148. https://doi.org/10.1007/s13394-011-0008-1
Factors affecting teachers' adoption of innovative practices with technology and mathematical modelling
Geiger, Vince. (2011). Factors affecting teachers' adoption of innovative practices with technology and mathematical modelling. In In G. Kaiser, W. Blum and R. Borromeo Ferri & G.Stillman (Ed.). pp. 305 - 314 Springer.
Teacher professional learning in numeracy: Trajectories through a model for numeracy in the 21st century
Geiger, Vince, Goos, Merrilyn and Dole, Shelley. (2011). Teacher professional learning in numeracy: Trajectories through a model for numeracy in the 21st century. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 297 - 305
Theoretical perspectives on mathematics teacher change
Goos, Merrilyn and Geiger, Vince. (2010). Theoretical perspectives on mathematics teacher change. Journal of Mathematics Teacher Education. 13(6), pp. 499 - 507. https://doi.org/10.1007/s10857-010-9166-4
Technology, communication, and collaboration: Re-thinking communities of inquiry, learning and practice
Beatty, Ruth and Geiger, Vince. (2010). Technology, communication, and collaboration: Re-thinking communities of inquiry, learning and practice. In In C. Hoyles and J. Lagrange (Ed.). Mathematics Education and Technology-Rethinking the Terrain pp. 251 - 284 Springer. https://doi.org/10.1007/978-1-4419-0146-0_11
Auditing the numeracy demands of the middle years curriculum
Goos, Merrilyn, Geiger, Vince and Dole, Shelley. (2010). Auditing the numeracy demands of the middle years curriculum. In L. Sparrow, B. Kissane and C. Hurst (Ed.). 33rd Annual Conference of the Mathematics Education Research Group of Australasia. John Curtin College of the Arts, Fremantle, Western Australia, Australia 03 - 07 Jul 2010 Australia: Mathematics Education Research Group of Australasia. pp. 210 - 217
Cas-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms
Geiger, Vince, Faragher, Rhonda Muriel and Goos, Merrilyn. (2010). Cas-enabled technologies as 'agents provocateurs' in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal. 22(2), pp. 48 - 68. https://doi.org/10.1007/BF03217565
A social perspective on technology-enhanced mathematical learning: From collaboration to performance
Gadanidis, George and Geiger, Vince. (2010). A social perspective on technology-enhanced mathematical learning: From collaboration to performance. ZDM. 42(1), pp. 91 - 104. https://doi.org/10.1007/s11858-009-0213-5
An Approach to Student-Lecturer Collaboration in the Design of Assessment Criteria and Standards Schemes
Mulholland, Judith Anne, Geiger, Vince, Lamb, Janeen Therese and Jacobs, Rachael Frances. (2009). An Approach to Student-Lecturer Collaboration in the Design of Assessment Criteria and Standards Schemes. In J. Milton, K. Hall and J. Lang (Ed.). Proceedings of the ATN Assessment Conference 2009: Assessment in Different Dimensions. Melbourne, Australia: Learning and Teaching Unit, RMIT University. pp. 137 - 145
The Master, Servant, Partner, Extension-of-self Framework in Individual, Small Group and Whole Class Contexts
Geiger, Vince. (2009). The Master, Servant, Partner, Extension-of-self Framework in Individual, Small Group and Whole Class Contexts. In R. Hunter, B. Bricknell and T. Burgess (Ed.). Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Wellington, New Zealand: Mathematics Education Research Group of Australasia. pp. 201 - 208
CAS enabled devices as provocative agents in the process of mathematical modelling
Faragher, Rhonda Muriel, Redmond, Trevor, Lowe, Jim and Geiger, Vince. (2008). CAS enabled devices as provocative agents in the process of mathematical modelling. In M. Goos, R. Brown and K. Maker (Ed.). Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 246 - 253
The emergence of social perspectives on the use of technology in Mathematics education
Geiger, Vince. (2008). The emergence of social perspectives on the use of technology in Mathematics education. In Marcelo C. Borba and Mariolina Bartolini Bussi (Ed.). Symposium on the Occasion of the 100th Anniversary of ICMI: Resources and Technology Throughout the History of ICMI. Rome, Italy: International Congress on Mathematical Education. pp. 1 - 3
More Than Tools: Mathematically Enabled Technologies As Partner and Collaborator
Geiger, Vince. (2006). More Than Tools: Mathematically Enabled Technologies As Partner and Collaborator. In P.C. Hoyles, J. Lagrange and L. Son (Ed.). Technology Revisited: Digital Technologies; Rethinking the Terrain: Proceedings of the 17th ICMI Study Conference. London, England: International Commission on Mathematical Instruction. pp. 182 - 189
In search of practical wisdom: A conversation between a researcher and a teacher
Goos, Merrilyn and Geiger, Vince. (2006). In search of practical wisdom: A conversation between a researcher and a teacher. For the Learning of Mathematics. 26(2), pp. 33 - 35.
Standing on the Outside: A Tale of How Technology Can Engage Those Working on the Margins of a Community of Inquiry
Geiger, Vince. (2006). Standing on the Outside: A Tale of How Technology Can Engage Those Working on the Margins of a Community of Inquiry. In P. Grootenboer, R. Zevenbergen and M. Chinnappan (Ed.). Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 246 - 253
Living in the Gap: A Tale of Two Different Types of Researchers
Geiger, Vince and Goos, Merrilyn. (2006). Living in the Gap: A Tale of Two Different Types of Researchers. In P. Grootenboer, R. Zevenbergen and M. Chinnappan (Ed.). Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 254 - 261
Master, servant, partner and extension of self: A finer grained view of this taxonomy
Geiger, Vince. (2005). Master, servant, partner and extension of self: A finer grained view of this taxonomy. In P. Clarkson, A.Downton and D. Gronn (Ed.). Building Connections, Theory, Research and Practice: Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia. Sydney, Australia: Mathematics Education Research Group of Australasia. pp. 369 - 376
Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole
Geiger, Vince, Galbraith, Peter, Renshaw, Peter and Goos, Merrilyn. (2003). Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole. In Mathematical Modelling in Education and Culture Chichester Horwood.
Technology-enriched classrooms: Some implications for teaching applications and modelling
Galbraith, Peter, Renshaw, Peter, Goos, Merrilyn and Geiger, Vince. (2003). Technology-enriched classrooms: Some implications for teaching applications and modelling. In Mathematical Modelling in Education and Culture Chichester Horwood.
Perspectives on technology mediated learning in secondary school mathematics classrooms
Goos, Merrilyn, Galbraith, Peter, Renshaw, Peter and Geiger, Vince. (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. The Journal of Mathematical Behavior. 22(1), pp. 73 - 89. https://doi.org/10.1016/S0732-3123(03)00005-1
What Students Say: Analysis of Structured Survey Data in Relation to Technology and Mathematics
Geiger, Vince. (2003). What Students Say: Analysis of Structured Survey Data in Relation to Technology and Mathematics. In L. Bragg, C. Campbell and G. Herbert (Ed.). MERINO - Mathematics Education Research: Innovation, Networking, Opportunity: Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 380 - 387