Mathematical modeling in school education: Mathematical, cognitive, curricular, instructional and teacher educational perspectives

Conference item


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
AuthorsCai, Jinfa, Cirillo, Michelle, Pelesko, John, Bommero Ferri, Rita, Borba, Marcelo, Geiger, Vince, Stillman, Gloria, English, Lyn, Wake, Geoff and Kaiser, Gabriele
Year2014
PublisherSpringer
Web address (URL)http://www.pme38.com/wp-content/uploads/2014/05/RF-Cai-et-al.pdf
Open accessOpen access
Publisher's version
Journal citation1, pp. 145 - 172
Page range145 - 172
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationCanada
EditorsP Liljedahl, S Oesterle and C Nicol
Permalink -

https://acuresearchbank.acu.edu.au/item/8q5y0/mathematical-modeling-in-school-education-mathematical-cognitive-curricular-instructional-and-teacher-educational-perspectives

  • 249
    total views
  • 332
    total downloads
  • 20
    views this month
  • 20
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Creativity in students' modelling competencies : conceptualisation and measurement
Lu, Xiaoli and Kaiser, Gabriele. (2021). Creativity in students' modelling competencies : conceptualisation and measurement. Educational Studies in Mathematics: An international journal. https://doi.org/10.1007/s10649-021-10055-y
Expert and preservice secondary teachers' competencies for noticing student thinking about modelling
Cai, Jinfa, LaRochelle, Raymond, Hwang, Stephen and Kaiser, Gabriele. (2021). Expert and preservice secondary teachers' competencies for noticing student thinking about modelling. Educational Studies in Mathematics: An international journal. https://doi.org/10.1007/s10649-021-10071-y
Mathematical modelling education in the cultural contexts of west and east
Leung, Frederick Koon Shing, Stillman, Gloria, Kaiser, Gabriele and Wong, Ka Lok. (2021). Mathematical modelling education in the cultural contexts of west and east. In In Leung, Frederick Koon Shing, Stillman, Gloria, Kaiser, Gabriele and Wong, Ka Lok (Ed.). Mathematical modelling education in east and west  pp. 3-16 Springer. https://doi.org/10.1007/978-3-030-66996-6_1
The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom
König, Johannes, Blömeke, Sigrid, Jentsch, Armin, Schlesinger, Lena, née Nehls, Caroline Felske, Musekamp, Frank and Kaiser, Gabriele. (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics. 107(1), p. 189–212. https://doi.org/10.1007/s10649-020-10021-0
Mathematics teacher learning to notice : A systematic review of studies of video-based programs
Santagata, Rossella, König, Johannes, Scheiner, Thorsten, Nguyen, Ha, Adleff, Ann-Kristin, Yang, Xinrong and Kaiser, Gabriele. (2021). Mathematics teacher learning to notice : A systematic review of studies of video-based programs. ZDM Mathematics Education. 53(1), pp. 119-134. https://doi.org/10.1007/s11858-020-01216-z
Growth of professional noticing of mathematics teachers : A comparative study of Chinese teachers noticing with different teaching experiences
Yang, Xinrong, König, Johannes and Kaiser, Gabriele. (2021). Growth of professional noticing of mathematics teachers : A comparative study of Chinese teachers noticing with different teaching experiences. ZDM Mathematics Education. 53, pp. 29-42. https://doi.org/10.1007/s11858-020-01217-y
Relationship between Chinese mathematics teachers’ knowledge and their professional noticing
Yang, Xinrong, Kaiser, Gabriele, König, Johannes and Blömeke, Sigrid. (2021). Relationship between Chinese mathematics teachers’ knowledge and their professional noticing. International Journal of Science and Mathematics Education. 19, pp. 815-837. https://doi.org/10.1007/s10763-020-10089-3
Teachers' perspectives on students' metacognitive strategies during mathematical modelling processed - A case study
Wendt, Lisa, Vorhölter, Katrin and Kaiser, Gabriele. (2020). Teachers' perspectives on students' metacognitive strategies during mathematical modelling processed - A case study. In Mathematical modelling education and sense-making pp. 335-346 Springer Nature. https://doi.org/10.1007/978-3-030-37673-4_29
Metacognitive strategies in group work in mathematical modelling activities - The students' perspective
Krüger, Alexandra, Vorhölter, Katrin and Kaiser, Gabriele. (2020). Metacognitive strategies in group work in mathematical modelling activities - The students' perspective. In In Stillman, Gloria Ann, Kaiser, Gabriele and Lampen, Christine Erna (Ed.). Mathematical modelling education and sense-making pp. 311-321 Springer Nature. https://doi.org/10.1007/978-3-030-37673-4_27
Yes, mathematicians do X so students should do X, but it’s not the X you think!
Stillman, Gloria, Brown, Jill and Czocher, Jennifer. (2020). Yes, mathematicians do X so students should do X, but it’s not the X you think! ZDM. 52(6), pp. 1211-1222. https://doi.org/10.1007/s11858-020-01183-5
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
Flipped classroom as a reform-oriented approach to teaching mathematics
Cevikbas, Mustafa and Kaiser, Gabriele. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. ZDM: The International Journal on Mathematics Education. 52, pp. 1291-1305. https://doi.org/10.1007/s11858-020-01191-5
Variability and generalizability of ratings for Quality of math classes between and within lessons
Armin Jentsch, Gino Casale, Lena Schlesinger, Gabriele Kaiser, Johannes König and Sigrid Blömeke. (2020). Variability and generalizability of ratings for Quality of math classes between and within lessons. Unterrichtswissenschaft. 48(2), pp. 179-197. https://doi.org/10.1007/s42010-019-00061-8
Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities
Ariel Lindorff, Armin Jentsch, Candace Walkington, Gabriele Kaiser and Pamela Sammons. (2020). Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities. Studies in Educational Evaluation. 67, pp. 1-13. https://doi.org/10.1016/j.stueduc.2020.100919
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 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.
Mentoring early career mathematics teachers from the mentees' perspective - a case study from China
Lu, Xiaoli, Kaiser, Gabriele and Leung, Federick Koon Shing. (2019). Mentoring early career mathematics teachers from the mentees' perspective - a case study from China. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10027-y
Competence measurement in (mathematics) teacher education and beyond: Implications for policy
Kaiser, Gabriele and Konig, Johannes. (2019). Competence measurement in (mathematics) teacher education and beyond: Implications for policy. Higher Education Policy. 32(4), pp. 597 - 615. https://doi.org/10.1057/s41307-019-00139-z
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
The professional development of mathematics teachers
Schwarz, Björn and Kaiser, Gabriele. (2019). The professional development of mathematics teachers. In In G. Kaiser and N. Presmeg (Ed.). Compendium for Early Career Researchers in Mathematics Education pp. 325 - 343 SpringerOpen. https://doi.org/10.1007/978-3-030-15636-7_15
Do East Asian migrant students perform equally well in mathematics?
Zhu, Yan and Kaiser, Gabriele. (2019). Do East Asian migrant students perform equally well in mathematics? International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10014-3
Profiles of teachers' general pedagogical knowledge: Nature, causes and effects on beliefs and instructional quality
Nehls, Caroline, König, Johannes, Kaiser, Gabriele and Blömeke, Sigrid. (2019). Profiles of teachers' general pedagogical knowledge: Nature, causes and effects on beliefs and instructional quality. ZDM. https://doi.org/10.1007/s11858-019-01102-3
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
Professional noticing of mathematics teachers: A comparative study between Germany and China
Yang, Xinrong, Kaiser, Gabriele, König, Johannes and Blömeke, Sigrid. (2019). Professional noticing of mathematics teachers: A comparative study between Germany and China. International Journal of Science and Mathematics Education. 17(5), pp. 943 - 963. https://doi.org/10.1007/s10763-018-9907-x
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
General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university
König, Johannes, Doll, Jörg, Buchholtz, Nils, Förster, Sabrina, Kaspar, Kai, Rühl, Anna-Maria, Strauß, Sarah, Bremerich-Vos, Albert, Fladung, Ilka and Kaiser, Gabriele. (2018). General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university. Zeitschrift fur Erziehungswissenschaft. 21(3), pp. 1 - 38. https://doi.org/10.1007/s11618-017-0765-z
A modelling challenge: students modelling problems of their choice
Galbraith, Peter L., Stillman, Gloria and Brown, Jill. (2018). A modelling challenge: students modelling problems of their choice. In In S. Schukajlow and W. Blum (Ed.). Evaluierte Lernumgebungen zum Modellieren [Evaluated Learning Environments for Modeling] pp. 193 - 214 https://doi.org/10.1007/978-3-658-20325-2
Subject-specific characteristics of instructional quality in mathematics education
Schlesinger, Lena, Jentsch, Armin and Kaiser, Gabriele. (2018). Subject-specific characteristics of instructional quality in mathematics education. ZDM: The International Journal on Mathematics Education. 50(3), pp. 475 - 490. https://doi.org/10.1007/s11858-018-0917-5
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.). Making waves, opening spaces: Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia. 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
The conception of mathematics knowledge for teaching from an international perspective: the case of the TEDS-M study978
Dohrmann, Martina, Kaiser, Gabriele and Blömeke, Sigrid. (2018). The conception of mathematics knowledge for teaching from an international perspective: the case of the TEDS-M study978. In In Y. Li and R. Huang (Ed.). How Chinese Acquire and Improve Mathematics Knowledge for Teaching pp. 57 - 81 Sense Publishers.
Measuring Chinese teacher professional competence: adapting and validating a German framework in China
Yang, Xinrong, Kaiser, Gabriele, Konig, Johannes and Blomeke, Sigrid. (2018). Measuring Chinese teacher professional competence: adapting and validating a German framework in China. Journal of Curriculum Studies. 50(5), pp. 638 - 653. https://doi.org/10.1080/00220272.2018.1502810
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
Gender equity in mathematical achievement: the case of china
Zhu, Yan, Kaiser, Gabriele and Cai, Jinfa. (2018). Gender equity in mathematical achievement: the case of china. Educational Studies in Mathematics: An international journal. 99(3), pp. 245 - 260. https://doi.org/10.1007/s10649-018-9846-z
Verification and validation: what do we mean?
Czocher, Jennifer, Stillman, Gloria and Brown, Jill. (2018). Verification and validation: what do we mean? In J. Hunter, P. Perger and L. Darragh (Ed.). New Zealand: Mathematics Education Research Group of Australasia. pp. 250 - 257
Learning and improving MKT through teaching and professional development mechanisms
Stillman, Gloria Ann. (2018). Learning and improving MKT through teaching and professional development mechanisms. In In Y. Li and R. Huang (Ed.). How Chinese acquire and improve mathematics knowledge for teaching pp. 263 - 274 Brill. https://doi.org/10.1163/9789463512367
Empirical research on teaching and learning of mathematical modelling:a survey on the current state-of-the-art
Schukajlow, S., Kaiser, Gabriele and Stillman, Gloria. (2018). Empirical research on teaching and learning of mathematical modelling:a survey on the current state-of-the-art. ZDM: The International Journal on Mathematics Education. 50(43132), pp. 5 - 18. https://doi.org/10.1007/s11858-018-0933-5
Perception of student errors under time limitations: Are teachers faster than mathematicians or students?
Pankow, Lena, Kaiser, Gabriele, König, Johannes and Blömeke, Sigrid. (2018). Perception of student errors under time limitations: Are teachers faster than mathematicians or students? ZDM. 50(4), pp. 631 - 642. https://doi.org/10.1007/s11858-018-0945-1
Diagnostic competence for dealing with students' errors: fostering diagnostic competence in error situations
Heinrichs, Hannah and Kaiser, Gabriele. (2018). Diagnostic competence for dealing with students' errors: fostering diagnostic competence in error situations. In In T. Leuders, K. Philipp and J. Leuders (Ed.). Diagnostic Competence of Mathematics Teachers - Unpacking a Complex Construct in Teacher Education and Teacher Practice pp. 79 - 94 Springer. https://doi.org/10.1007/978-3-319-66327-2_4
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
Erratum to: professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches
Kaiser, Gabriele, Blomeke, Sigrid, Konig, Johannes, Busse, Andreas, Dohrmann, Martina and Hoth, Jessica. (2017). Erratum to: professional competencies of (prospective) mathematics teachers - cognitive versus situated approaches. Educational Studies in Mathematics: An international journal. 94(2), pp. 161 - 182. https://doi.org/10.1007/s10649-016-9724-5
Understanding the development of teachers' professional competencies as personally, situationally and socially determined
Blomeke, Sigrid and Kaiser, Gabriele. (2017). Understanding the development of teachers' professional competencies as personally, situationally and socially determined. In In D. J. Clandinin and J. Husu (Ed.). The Sage handbook of research on teacher education pp. 783 - 802 SAGE Publications India.
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
Crossing boundaries in mathematical modelling and applications educational research and practice
Stillman, Gloria, Blum, Werner and Kaiser, Gabriele. (2017). Crossing boundaries in mathematical modelling and applications educational research and practice. In In G. A. Stillman, W. Blum and G. Kaiser (Ed.). Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education pp. 1 - 22 Springer International Publishing. https://doi.org/10.1007/978-3-319-62968-1
Enabling anticipation through visualisation in mathematising real-world problems in a flipped classroom
Stillman, Gloria. (2017). Enabling anticipation through visualisation in mathematising real-world problems in a flipped classroom. In In G. A. Stilman, W. Blum and G. Kasier (Ed.). Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education pp. 163 - 173 Springer International Publishing. https://doi.org/10.1007/978-3-319-62968-1
Scaffolding complex modelling processes: an in-depth study
Stender, Peter, Krosanke, Nadine and Kaiser, Gabriele. (2017). Scaffolding complex modelling processes: an in-depth study. In In G. A. Stillman, W. Blum and G. Kaiser (Ed.). Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education pp. 467 - 477 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.
Professional competencies of (prospective) mathematics teachers cognitive versus situated approaches
Kaiser, Gabriele, Blomeke, Sigrid, Konig, Johannes, Busse, Andreas, Dohrmann, Martina and Hoth, Jessica. (2017). Professional competencies of (prospective) mathematics teachers cognitive versus situated approaches. Educational Studies in Mathematics: An international journal. 94(2), pp. 161 - 182. https://doi.org/10.1007/s10649-016-9713-8
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: an international journal of mathematics education. 37(2), pp. 16 - 18.
Reflections on research trends in international comparative studies in mathematics education
Kaiser, Gabriele and Yang, Xinrong. (2017). Reflections on research trends in international comparative studies in mathematics education. In In J. Son, T. Watanabe and J. Lo (Ed.). What Matters? Research Trends in International Comparative Studies in Mathematics Education pp. 395 - 409 Springer. https://doi.org/10.1007/978-3-319-51187-0
Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte [Using videos in teacher preparation: On the effectiveness of video- and transcriptbased classroom management courses on pre-service teachers general pedagogical knowledge and situation-specific skills]
Kramer, Charlotte, Konig, Johannes, Kaiser, Gabriele, Ligtvoet, Rudy and Blomeke, Sigrid. (2017). Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte [Using videos in teacher preparation: On the effectiveness of video- and transcriptbased classroom management courses on pre-service teachers general pedagogical knowledge and situation-specific skills]. Zeitschrift fur Erziehungswissenschaft. 20(1), pp. 137 - 164. https://doi.org/10.1007/s11618-017-0732-8
On the occasion of the decennial publication of ZDM mathematics education by springer
Kaiser, Gabriele. (2017). On the occasion of the decennial publication of ZDM mathematics education by springer. ZDM: The International Journal on Mathematics Education. 49(1), pp. 1 - 3. https://doi.org/10.1007/s11858-017-0835-y
Perspectives on (future) teachers' professional competencies
Kaiser, Gabriele and Li, Yeping. (2017). Perspectives on (future) teachers' professional competencies. In B. Kaur, W. Kin Ho and T. L. Toh and B. H. Choy (Ed.). pp. 1 - 81
Developing the roots of modelling conceptions: 'mathematical modelling is the life of the world'
Brown, Jill and Stillman, Gloria. (2017). Developing the roots of modelling conceptions: 'mathematical modelling is the life of the world'. International Journal of Mathematical Education in Science and Technology. 48(3), pp. 353 - 373. https://doi.org/10.1080/0020739X.2016.1245875
The teaching and learning of mathematical modeling
Kaiser, Gabriele. (2017). The teaching and learning of mathematical modeling. In In J. Cai (Ed.). Compendium for Research in Mathematics Education pp. 267 - 291 The National Council of Teachers of Mathematics, Inc..
A mixed-methods-evaluation approach for the study of macro-micro interactions: on the development of teaching- and learning-oriented beliefs of mathematics student teachers in the introductory phase of study
Buchholtz, Nils and Kaiser, Gabriele. (2017). A mixed-methods-evaluation approach for the study of macro-micro interactions: on the development of teaching- and learning-oriented beliefs of mathematics student teachers in the introductory phase of study. Koelner Zeitschrift fuer Soziologie und Sozialpsychologie. 69(Suppl 2), pp. 435 - 458. https://doi.org/10.1007/s11577-017-0465-y
The primacy of 'noticing': a key to successful modelling
Galbraith, Peter, Stillman, Gloria and Brown, Jill. (2017). The primacy of 'noticing': a key to successful modelling. In In G. A. Stillman, W. Blum and G. Kaiser (Ed.). Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education pp. 83 - 94 Springer International Publishing. https://doi.org/10.1007/978-3-319-62968-1
Professional competences of teachers for fostering creativity and supporting high-achieving students
Hoth, Jessica, Kaiser, Gabriele, Busse, Andreas, Dohrmann, Martina, Konig, Johannes and Blomeke, Sigrid. (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM: The International Journal on Mathematics Education. 49(1), pp. 107 - 120. https://doi.org/10.1007/s11858-016-0817-5
Eine analyse der sogenannten schlussrechnung - die relevanz der ansatze von arnold kirsch fur aktuelle lernprozesse in der lehrerausbildung
Buchholtz, Nils, Schwarz, Bjorn and Kaiser, Gabriele. (2016). Eine analyse der sogenannten schlussrechnung - die relevanz der ansatze von arnold kirsch fur aktuelle lernprozesse in der lehrerausbildung. Journal fuer Mathematik-Didaktik: Zeitschrift der Gesellschaft fuer Didaktik der Mathematik (print version). 37(1), pp. 31 - 53. https://doi.org/10.1007/s13138-016-0090-8
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
Uncovering predictors of disagreement: ensuring the quality of expert ratings
Hoth, Jessica, Schwarz, Björn, Kaiser, Gabriele, Busse, Andreas, König, Johannes and Blömeke, Sigrid. (2016). Uncovering predictors of disagreement: ensuring the quality of expert ratings. ZDM Mathematics Education. 48(1-2), pp. 83 - 95. https://doi.org/10.1007/s11858-016-0758-z
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
Fostering modeling competencies for complex situations
Stender, Peter and Kaiser, Gabriele. (2016). Fostering modeling competencies for complex situations. In In C. R. Hirsch (Ed.). Mathematical modeling and modeling mathematics pp. 107 - 115 National Council of Teachers of Mathematics.
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
Research into mathematical applications and modelling
Stillman, Gloria Ann, Brown, Jill Patricia, Galbraith, Peter and Ng, Kit Ee Dawn. (2016). Research into mathematical applications and modelling. 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. 281 - 304 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-1419-2_14
Early Career Teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic
Pankow, Lena, Kaiser, Gabriele, Busse, Andreas, König, Johannes, Blömeke, Sigrid, Hoth, Jessica and Döhrmann, Martina. (2016). Early Career Teachers’ ability to focus on typical students errors in relation to the complexity of a mathematical topic. ZDM: The International Journal on Mathematics Education. 48(1-2), pp. 55 - 67. https://doi.org/10.1007/s11858-016-0763-2
Theoretical and pedagogical considerations in promoting students' metacognitive modeling competencies
Vorholter, Katrin and Kaiser, Gabriele. (2016). Theoretical and pedagogical considerations in promoting students' metacognitive modeling competencies. In In C. R. Hirsch (Ed.). Mathematical modeling and modeling mathematics pp. 273 - 280 National Council of Teachers of Mathematics.
The relation between content-specific and general teacher knowledge and skills
Blömeke, Sigrid, Busse, Andreas, Kaiser, Gabriele, König, Johannes and Suhl, Ute. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education. 56, pp. 35 - 46. https://doi.org/10.1016/j.tate.2016.02.003
Early career teachers' ability to focus on typical students errors in relation to the complexity of a mathematical topic
Pankow, Lena, Kaiser, Gabriele, Busse, Andreas, Konig, Johannes, Blomeke, Sigrid, Hoth, Jessica and Dohrmann, Martina. (2016). Early career teachers' ability to focus on typical students errors in relation to the complexity of a mathematical topic. 48, pp. 55 - 67. https://doi.org/10.1007/s11858-016-0763-2
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.
Diagnostic competence of primary school mathematics teachers during classroom situations
Hoth, Jessica, Döhrmann, Martina, Kaiser, Gabriele, Busse, Andreas, König, Johannes and Blömeke, Sigrid. (2016). Diagnostic competence of primary school mathematics teachers during classroom situations. ZDM: The International Journal on Mathematics Education. 48(1-2), pp. 41 - 53. https://doi.org/10.1007/s11858-016-0759-y
Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?
König, Johannes, Blömeke, Sigrid and Kaiser, Gabriele. (2015). Early Career Mathematics Teachers’ General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference? International Journal of Science and Mathematics Education. 13(2), pp. 331 - 350. https://doi.org/10.1007/s10763-015-9618-5
Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective
Blömeke, Sigrid and Kaiser, Gabriele. (2015). Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective. In In B. Pepin and B. Roesken-Winter (Ed.). From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions pp. 227 - 243 Springer International Publishing.
Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance
Blömeke, Sigrid, Hoth, Jessica, Döhrmann, Martina, Busse, Andreas, Kaiser, Gabriele and König, Johannes. (2015). Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance. International Journal of Science and Mathematics Education. 13(2), pp. 287 - 308. https://doi.org/10.1007/s10763-015-9619-4
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.
Fostering mathematical modelling in secondary schools
Stillman, Gloria. (2015). Fostering mathematical modelling in secondary schools. In In L. N. Hoe and N. K. E. Dawn (Ed.). Mathematical modelling: From theory to practice pp. 125 - 141 World Scientific Publishing.
Modelling competencies: Past development and further perspectives
Kaiser, Gabriele and Brand, Susanne. (2015). Modelling competencies: Past development and further perspectives. 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. 129 - 149 Springer International Publishing.
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
Scaffolding in complex modelling situations
Stender, Peter and Kaiser, Gabriele. (2015). Scaffolding in complex modelling situations. ZDM: The International Journal on Mathematics Education. 47(7), pp. 1255 - 1267. https://doi.org/10.1007/s11858-015-0741-0
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
Mathematical modelling in education, research and practice: Cultural, social, and cognitive influences
Stillman, Gloria, Blum, Werner and Salett Biembengut, Maria. (2015). Mathematical modelling in education, research and practice: Cultural, social, and cognitive influences Springer.
Promotion of mathematical modelling competencies in the context of modelling projects
Kaiser, Gabriele and Grünewald, Susanne. (2015). Promotion of mathematical modelling competencies in the context of modelling projects. In In N. H. Lee and K. E. D. Ng (Ed.). Mathematical modelling from theory to practice pp. 21 - 39 World Scientific Publishing.
About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence
Kaiser, Gabriele, Busse, Andreas, Hoth, Jessica, König, Johannes and Blömeke, Sigrid. (2015). About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence. International Journal of Science and Mathematics Education. 13(2), pp. 369 - 387. https://doi.org/10.1007/s10763-015-9616-7
Early career mathematics teachers' general pedagogical knowledge and skills: do teacher education, teaching experience, and working conditions make a difference?
Konig, Johannes, Blomeke, Sigrid and Kaiser, Gabriele. (2015). Early career mathematics teachers' general pedagogical knowledge and skills: do teacher education, teaching experience, and working conditions make a difference? International Journal of Science and Mathematics Education. 13(2), pp. 331 - 350. https://doi.org/10.1007/s10763-015-9618-5
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.
Cultural, social, cognitive and research influences on mathematical modelling education
Stillman, Gloria, Blum, Werner and Biembengut, Maria. (2015). Cultural, social, cognitive and research influences on mathematical modelling education. 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. 1 - 32 Springer. https://doi.org/10.1007/978-3-319-18272-8_1
Applications and modelling research in secondary classrooms : What have we learnt?
Stillman, Gloria. (2015). Applications and modelling research in secondary classrooms : What have we learnt? In In S. J. Cho (Ed.). Selected regular lectures from the 12th International Congress on Mathematical Education pp. 791 - 805 Springer. https://doi.org/10.1007/978-3-319-17187-6_44
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
Erfassung berufsbezogener kompetenzen von studierenden: Ein kommentar
Kaiser, Gabriele. (2015). Erfassung berufsbezogener kompetenzen von studierenden: Ein kommentar. Zeitschrift fuer Paedagogik. Beiheft. 61, pp. 136 - 143.
Wissen und Fähigkeiten in Fachdidaktik und Pädagogik
Busse, Andreas and Kaiser, Gabriele. (2015). Wissen und Fähigkeiten in Fachdidaktik und Pädagogik. Zeitschrift für Pädagogik. 61(3), pp. 328 - 344.
Exploring interconnections between real-world and application tasks: Case study from Singapore
Ng, Kit Ee Dawn and Stillman, Gloria. (2015). Exploring interconnections between real-world and application tasks: Case study from Singapore. 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. 207 - 217 Springer. https://doi.org/10.1007/978-3-319-18272-8_16
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
Preface for the special issue on "video-based research on teacher expertise"
Blömeke, Sigrid, Kaiser, Gabriele and Clarke, David J.. (2015). Preface for the special issue on "video-based research on teacher expertise". International Journal of Science and Mathematics Education. 13(2), pp. 257 - 266. https://doi.org/10.1007/s10763-015-9629-2
Problem finding and problem posing for mathematical modelling
Stillman, Gloria. (2015). Problem finding and problem posing for mathematical modelling. In In L. N. Hoe and N. K. E. Dawn (Ed.). Mathematical modelling: From theory to practice pp. 41 - 56 World Scientific Publishing.
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: an international journal of mathematics education. 35(3), pp. 35 - 41.
The conceptualisation of mathematics competencies in the International Teacher Education Study TEDS-M
Döhrmann, Martina, Kaiser, Gabriele and Blömeke, Sigird. (2014). The conceptualisation of mathematics competencies in the International Teacher Education Study TEDS-M. In In S. Blömeke, F.-J. Hsieh and G. Kaiser & W. H. Schmidt (Ed.). International perspectives on teacher knowledge, beliefs and opportunities to learn: TEDS-M results pp. 431 - 456 Springer. https://doi.org/10.1007/978-94-007-6437-8_20
Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs
Blömeke, Sigrid, Buchholz, Nils, Suhl, Ute and Kaiser, Gabriele. (2014). Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs. Teaching and Teacher Education. 37, pp. 130 - 139. https://doi.org/10.1016/j.tate.2013.10.007
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
Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung, Interpretation und Handeln im Unterricht
Blömeke, Sigrid, König, Johannes, Busse, Andreas, Suhl, Ute, Benthien, Jessica, Döhrmann, Martina and Kaiser, Gabriele. (2014). Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung, Interpretation und Handeln im Unterricht. Zeitschrift für Erziehungswissenschaft. 17(3), pp. 509 - 542. https://doi.org/10.1007/s11618-014-0564-8
The cultural dimension of beliefs: An investigation of future primary teachers' epistemological beliefs concerning the nature of mathematics in 15 countries
Felbrich, Anja, Kaiser, Gabriele and Schmotz, Christiane. (2014). The cultural dimension of beliefs: An investigation of future primary teachers' epistemological beliefs concerning the nature of mathematics in 15 countries. In In S. Blömeke, F.-J. Hsieh and G. Kaiser & W. H. Schmidt (Ed.). pp. 209 - 229 Springer. https://doi.org/10.1007/978-94-007-6437-8_10
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
Learning from the Eastern and the Western Debate: The case of mathematics teacher education
Kaiser, Gabriele and Blömeke, Sigrid. (2014). Learning from the Eastern and the Western Debate: The case of mathematics teacher education. In In S. Blömeke, F.-J. Hsieh and G. Kaiser & W. H. Schmidt (Ed.). International perspectives on teacher knowledge, beliefs and opportunities to learn: TEDS-M results pp. 517 - 539 Routledge. https://doi.org/10.1007/978-94-007-6437-8_24
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
König, Johannes, Blömeke, Sigrid, Klein, Patricia, Suhl, Ute, Busse, Andreas and Kaiser, Gabriele. (2014). Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education. 38, pp. 76 - 88. https://doi.org/10.1016/j.tate.2013.11.004
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
Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries
Blömeke, Sigrid, Suhl, Ute, Kaiser, Gabriele and Döhrmann, Martina. (2014). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. In In S. Blömeke, F.-J. Hsieh and G. Kaiser & W. H. Schmidt (Ed.). International perspectives on teacher knowledge, beliefs and opportunities to learn: TEDS-M results pp. 327 - 353 Routledge. https://doi.org/10.1007/978-94-007-6437-8_15
Overcoming the gap between university and school mathematics: The impact of an innovative program in mathematics teacher education at the Justus-Liebig University in Giessen
Kaiser, Gabriele. (2014). Overcoming the gap between university and school mathematics: The impact of an innovative program in mathematics teacher education at the Justus-Liebig University in Giessen. In In S. Rezat, M. Hattermann and A. Peter-Koop (Ed.). Transformation — A fundamental Idea of mathematics education pp. 85 - 105 Springer. https://doi.org/10.1007/978-1-4614-3489-4_5
Affordances: Ten Years On
Brown, Jill and Stillman, Gloria. (2014). Affordances: Ten Years On. 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. 111 - 118
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
Views of cognition: Different lenses for 'looking-in' on classrooms
Stillman, Gloria Ann. (2014). Views of cognition: Different lenses for 'looking-in' on classrooms. ZDM: The International Journal on Mathematics Education. 46(3), pp. 493 - 496. https://doi.org/10.1007/s11858-014-0601-3
Modelling in mathematics classroom instruction an innovative approach for transforming mathematics education
Vorhölter, Kartin, Kaiser, Gabriele and Borromeo Ferri, Rita. (2014). Modelling in mathematics classroom instruction an innovative approach for transforming mathematics education. In In Y. Li, E. A. Silver and S. Li (Ed.). Transforming mathematics instruction: Multiple approaches and practices pp. 21 - 36 Springer. https://doi.org/10.1007/978-3-319-04993-9_3
Evidence of implemented anticipation in mathematising by beginning modellers
Stillman, Gloria and Brown, Jill. (2014). Evidence of implemented anticipation in mathematising by beginning modellers. Mathematics Education Research Journal. 26(4), pp. 763 - 789. https://doi.org/10.1007/s13394-014-0119-6
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
Blömeke, Sigrid, Suhl, Ute and Kaiser, Gabriele. (2014). Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge. In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn: TEDS-M Results pp. 91 - 114 Springer. https://doi.org/10.1007/978-94-007-6437-8_5
Theoretical Framework, Study Design and Main Results of TEDS-M
Blömeke, Sigrid and Kaiser, Gabriele. (2014). Theoretical Framework, Study Design and Main Results of TEDS-M. In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn: TEDS-M Results pp. 19 - 47 Springer. https://doi.org/10.1007/978-94-007-6437-8_2
Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes
Blömeke, Sigrid and Kaiser, Gabriele. (2014). Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes. In In S. Blömeke, G. Kaiser and F. Hsieh & W. H. Schmidt (Ed.). International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn: TEDS-M Results pp. 299 - 325 Springer. https://doi.org/10.1007/978-94-007-6437-8_14
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
Mathematical modelling: Connecting to teaching and research practices - the impact of globalisation
Stillman, Gloria, Kaiser, Gabriele, Blum, Werner and Brown, Jill P.. (2013). Mathematical modelling: Connecting to teaching and research practices - the impact of globalisation. In In GA Stillman, G Kaiser and W Blum & JP Brown (Ed.). Teaching mathematical modelling: connecting to research and practice pp. 1 - 24 Springer. https://doi.org/10.1007/978-94-007-6540-5_1
Future mathematics teachers' professional knowledge of elementary mathematics from an advanced standpoint
Buchholtz, Nils, Leung, Frederick KS, Ding, Lin, Kaiser, Gabriele, Park, Kyungmee and Schwarz, Bjorn. (2013). Future mathematics teachers' professional knowledge of elementary mathematics from an advanced standpoint. ZDM - International Journal on Mathematics Education. https://doi.org/10.1007/s11858-012-0462-6
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
Authentic complex modelling problems in mathematics education
Kaiser, Gabriele, Bracke, Martin, Göttlich, Simone and Kaland, Christine. (2013). Authentic complex modelling problems in mathematics education. In In A. Damlamian, J. F. Rodrigues and R. Sträßer (Ed.). Educational interfaces between mathematics and industry: Report on an ICMI-ICIAM-Study pp. 287 - 297 Springer. https://doi.org/10.1007/978-3-319-02270-3_29
Complex modelling problems in co-operative, self-directed learning environments
Kaiser, Gabriele and Stender, Peter. (2013). Complex modelling problems in co-operative, self-directed learning environments. In In G. A. Stillman, G. Kaiser and W. Blum & J. P. Brown (Ed.). pp. 277 - 293 Springer. https://doi.org/10.1007/978-94-007-6540-5_23
Challenges in modelling challenges: Intents and purposes
Stillman, Gloria, Brown, Jill P. and Galbraith, Peter. (2013). Challenges in modelling challenges: Intents and purposes. In In GA Stillman, G Kaiser and W Blum & JP Brown (Ed.). Teaching mathematical modelling: connecting to research and practice pp. 217 - 227 Springer. https://doi.org/10.1007/978-94-007-6540-5_19
Educational interfaces between mathematics and industry at school level: Report on WG 4
Kaiser, Gabriele, van der Kooij, Henk and Wake, Geoff. (2013). Educational interfaces between mathematics and industry at school level: Report on WG 4. In In A. Damlamian, J. F. Rodrigues and R. Sträßer (Ed.). Educational interfaces between mathematics and industry: Report on an ICMI-ICIAM-Study pp. 263 - 270 Springer. https://doi.org/10.1007/978-3-319-02270-3_26
Improving mathematics teacher education in Germany: empirical results from a longitudinal evaluation of innovative programs
Bucholtz, Nils and Kaiser, Gabriele. (2013). Improving mathematics teacher education in Germany: empirical results from a longitudinal evaluation of innovative programs. International Journal of Science and Mathematics Education. 11(4), pp. 949 - 977. https://doi.org/10.1007/s10763-013-9427-7
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
Implementation of IBL in Europe from an Australasian perspective
Stillman, Gloria Ann. (2013). Implementation of IBL in Europe from an Australasian perspective. ZDM Mathematics Education. 45(6), pp. 911 - 918. https://doi.org/10.1007/s11858-013-0545-z
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
Preface to Section IV
Kaiser, Gabriele. (2013). Preface to Section IV. In In Y. Li and R. Huang (Ed.). How Chinese Teach Mathematics and Improve Teaching pp. 384 - 390 Routledge. https://doi.org/10.4324/9780203110119
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.
Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen angehender Lehrkräfte?
König, Johannes, Kaiser, Gabriele and Felbrich, Anja. (2012). Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen angehender Lehrkräfte? Zeitschrift für Pädagogik. 58(4), pp. 476 - 491.
Mathematical modelling: Some issues and reflections
Stillman, Gloria and Galbraith, Peter. (2012). Mathematical modelling: Some issues and reflections. In In W Blum, R B Ferri and K Maass (Ed.). pp. 97 - 105 Springer.
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.
Empirical evidence for Niss' implemented anticipation in mathematising realistic situations
Stillman, Gloria and Brown, Jill P.. (2012). Empirical evidence for Niss' implemented anticipation in mathematising realistic situations. In J. Dindyal, L. P. Cheng and S. F. Ng (Ed.). Mathematics education: Expanding horizons. Melbourne, Australia: Mathematics Education Research Group of Australasia. pp. 682 - 689
Editorial: To engage or not to engage
Stillman, Gloria and Brown, Jill. (2012). Editorial: To engage or not to engage. Australian Senior Mathematics Journal. 26(1), pp. 1 - 5.
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.
Editorial: Envisioning the future of the mathematical sciences and mathematics teaching
Brown, Jill and Stillman, Gloria. (2012). Editorial: Envisioning the future of the mathematical sciences and mathematics teaching. Australian Senior Mathematics Journal. 26(2), pp. 4 - 5.
Mathematical modelling: Some issues and reflections
Stillman, Gloria and Galbraith, Peter. (2012). Mathematical modelling: Some issues and reflections. In In W Blum, R B Ferri and K Maass (Ed.). pp. 97 - 105 Springer.
CERME7 Working Group 6: Applications and modelling
Kaiser, Gabriele, Carreira, Susana, Lingefjard, Thomas and Wake, Geoff. (2012). CERME7 Working Group 6: Applications and modelling. Research in Mathematics Education. 14(2), pp. 195 - 196. https://doi.org/10.1080/14794802.2012.694287
Mathematical Modelling Challenge
Brown, Jill and Stillman, Gloria. (2011). Mathematical Modelling Challenge. Vinculum. 26(4), pp. 16 - 19.
Mathematical Modelling Challenge
Brown, Jill and Stillman, Gloria. (2011). Mathematical Modelling Challenge. Prime Number. 26(4), pp. 15 - 16.
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
Mathematical Modelling and Applications
Stillman, Gloria and Brown, Jill. (2011). Mathematical Modelling and Applications. Vinculum. 48(2), pp. 20 - 20.
Evolution of applications and modelling in a senior secondary curriculum
Stillman, Gloria and Galbraith, P.. (2011). Evolution of applications and modelling in a senior secondary curriculum. In In G. Kaiser, W. Blum and R. Borromeo Ferri & G.Stillman (Ed.). pp. 689 - 699 Springer. https://doi.org/10.1007/978-94-007-0910-2_66
'Get down and get dirty in the mathematics': Technology and mathematical modelling in senior secondary
Stillman, Gloria and Brown, Jill. (2011). 'Get down and get dirty in the mathematics': Technology and mathematical modelling in senior secondary. 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. 711 - 718
Reflections and future prospects
Kaiser, Gabriele and Li, Yeping. (2011). Reflections and future prospects. In In Y. Li and G. Kaiser (Ed.). Expertise in mathematics instruction: An international perspective pp. 343 - 353 Springer. https://doi.org/10.1007/978-1-4419-7707-6_16
Applying metacognitive knowledge and strategies in applications and modelling tasks at secondary school
Stillman, Gloria. (2011). Applying metacognitive knowledge and strategies in applications and modelling tasks at secondary school. In In G. Kaiser, W. Blum and R. Borromeo Ferri & G.Stillman (Ed.). pp. 165 - 180 Springer.
Equity and the quality of the language used in mathematics education
Schütte, Marcus and Kaiser, Gabriele. (2011). Equity and the quality of the language used in mathematics education. In In B. Atweh, M. Graven and W. Secada & P. Valero (Ed.). Mapping equity and quality in mathematics education pp. 237 - 251 Springer. https://doi.org/10.1007/978-90-481-9803-0_17
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
Expertise in mathematics instruction: Advancing research and practice from an international perspective
Li, Yeping and Kaiser, Gabriele. (2011). Expertise in mathematics instruction: Advancing research and practice from an international perspective. In In Y. Li and G. Kaiser (Ed.). Expertise in mathematics instruction: An international perspective pp. 3 - 15 Springer. https://doi.org/10.1007/978-1-4419-7707-6_1
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
Editorial: To err is human
Brown, Jill and Stillman, Gloria. (2011). Editorial: To err is human. Australian Senior Mathematics Journal. 25(2), pp. 4 - 5.
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.
Bedingungsfaktoren des fachbezogenen Kompetenzerwerbs von Lehrkraften. Zum Einfluss von Ausbildungs-, Personlichkeits- und Kompositionsmerkmalen in der Mathematiklehrerausbildung fur die Sekundarstufe I
Blömeke, Sigrid, Kaiser, Gabriele and Döhrmann, Martina. (2011). Bedingungsfaktoren des fachbezogenen Kompetenzerwerbs von Lehrkraften. Zum Einfluss von Ausbildungs-, Personlichkeits- und Kompositionsmerkmalen in der Mathematiklehrerausbildung fur die Sekundarstufe I. Zeitschrift für Pädagogik. 57, pp. 77 - 103.
Trends in Teaching and Learning of Mathematical Modelling (ICTMA 14)
Stillman, Gloria, Ferri, Rita Borromeo, Blum, Werner and Kaiser, Gabriele. (2011). Trends in Teaching and Learning of Mathematical Modelling (ICTMA 14) 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
Editorial: Historical sources and historical development of statistical ideas
Brown, Jill and Stillman, Gloria. (2011). Editorial: Historical sources and historical development of statistical ideas. Australian Senior Mathematics Journal. 25(1), pp. 4 - 6.
Pre-service secondary mathematics teachers' affinity with using modelling tasks in teaching years 8-10
Stillman, Gloria and Brown, Jill P.. (2011). Pre-service secondary mathematics teachers' affinity with using modelling tasks in teaching years 8-10. In In G. Kaiser, W. Blum and R. Borromeo Ferri & G.Stillman (Ed.). pp. 289 - 298 Springer. https://doi.org/10.1007/978-94-007-0910-2_29
Turning ideas into modeling problems
Galbraith, Peter L., Stillman, Gloria and Brown, Jill P.. (2010). Turning ideas into modeling problems. In pp. 133 - 144 Springer. https://doi.org/10.1007/978-1-4419-0561-1_11
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
Identifying challenges within transition phases of mathematical modeling activities at Year 9
Stillman, Gloria, Brown, Jill and Galbraith, Peter. (2010). Identifying challenges within transition phases of mathematical modeling activities at Year 9. In In R. Lesh, P. L. Galbraith and C. R. Haines & A. Hurford (Ed.). Modeling students' mathematical modeling competencies: ICTMA13 pp. 385 - 398 Springer.
A teacher pair approach to adopting effective numeracy teaching practice
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.). Shaping the future of mathematics education: proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 312 - 319
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.). Shaping the future of mathematics education: proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 210 - 217
The other side of the coin :attempts to embed authentic real world tasks in the secondary curriculum
Stillman, Gloria and Ng, Dawn. (2010). The other side of the coin :attempts to embed authentic real world tasks in the secondary curriculum. In A. Araujo, Fernandes and A. Azevedo (Ed.). Proceedings of the EIMI 2010 Conference: Educational interfaces between mathematics and industry. Portugal: Centro Internacional de Matematica. pp. 491 - 500
Implementing applications and modelling in secondary school: Issues for teaching and learning
Stillman, Gloria. (2010). Implementing applications and modelling in secondary school: Issues for teaching and learning. In pp. 300 - 322 World Scientific Publishing.
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
Preservice secondary teachers' competencies in proof
Brown, Jill Patricia and Stillman, Gloria. (2009). Preservice secondary teachers' competencies in proof. In Fuo-Lai Lin, Feng-Jui Hsieh and Gila Hanna (Ed.). Proof and Proving in Mathematics Education: ICMI Study 19 Conference Proceedings. Taipei, Taiwan: National Taiwan Normal University. pp. 94 - 99
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
Research into the teaching and learning of applications and modelling in Australasia
Stillman, Gloria, Brown, Jill Patricia and Galbraith, Peter. (2008). Research into the teaching and learning of applications and modelling in Australasia. In Research in Mathematics Education in Australasia 2004-2007 pp. 141 - 164 Sense Publishers.
Competencies in argumentation and proof :A comparative study of future mathematics teachers from Australia, Germany and Hong Kong
Schwarz, Bjorn, Vale, Colleen, Brown, Jill Patricia, Stillman, Gloria, Kaiser, Gabriele, Buchholtz, Nils and Leung, Issic. (2008). Competencies in argumentation and proof :A comparative study of future mathematics teachers from Australia, Germany and Hong Kong. In Gabriele Kaiser (Ed.). Discussion Group 14: International Comparisons in Mathematics Education. Monterrey, Mexico: International Commission on Mathematical Instruction. pp. 1 - 6
Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries
Schwarz, Bjorn, Leung, Issic K. C., Bucholtz, Nils, Kaiser, Gabriele, Stillman, Gloria, Brown, Jill Patricia and Vale, Colleen. (2008). Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries. ZDM. 40(5), pp. 791 - 811. https://doi.org/10.1007/s11858-008-0150-8
The case of mathematical proof in lower secondary school :Knowledge and competencies of pre-service teachers
Brown, Jill Patricia, Stillman, Gloria, Schwarz, Bjorn and Kaiser, Gabriele. (2008). The case of mathematical proof in lower secondary school :Knowledge and competencies of pre-service teachers. In Merrilyn Goos, Ray Brown and Katie Makar (Ed.). Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Brisbane, Australia: Mathematics Education Research Group of Australasia. pp. 85 - 91
A framework for success in implementing mathematical modelling in the secondary classroom
Stillman, Gloria, Brown, Jill Patricia, Edwards, I. and Galbraith, Peter. (2007). A framework for success in implementing mathematical modelling in the secondary classroom. In J Watson and K Beswick (Ed.). Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual conference of the Mathematics Education Research Group of Australasia.. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 688 - 707
Challenges in formulating an extended modelling task at Year 9
Stillman, Gloria and Brown, Jill Patricia. (2007). Challenges in formulating an extended modelling task at Year 9. In H. Reeves, K. Milton and T. Spencer (Ed.). Mathematics: Essential for learning, essential for life Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers Inc.. Adelaide, Australia: Australian Association of Mathematics Teachers. pp. 224 - 231
Identifying challenges within transition phases of mathematical modelling activity at Year 9
Stillman, Gloria, Brown, Jill and Galbraith, Peter. (2007). Identifying challenges within transition phases of mathematical modelling activity at Year 9. Conference Proceedings Of the Thirteenth International Conference on the Teaching of Mathematical Modelling and Applications. International Conference on the Teaching of Mathematical Modelling and Applications. pp. 1 - 10
Facilitating middle secondary modelling competencies
Galbraith, Peter, Stillman, Gloria, Brown, Jill Patricia and Edwards, I. (2007). Facilitating middle secondary modelling competencies. In In C. Haines, P. Galbraith and W. Blum et al. (Ed.). Mathematical modelling (ICTMA12): Education, engineering and economics pp. 130 - 140 Horwood Press.
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
Defining moments in the graphing calculator solution of a cubic function task
Brown, Jill and Stillman, Gloria. (2006). Defining moments in the graphing calculator solution of a cubic function task. Nordisk Matematikkdidaktikk (Nordic Studies in Mathematics). 11(3), pp. 57 - 84.
Identifying key transition activities for enhanced engagement in mathematical modelling
Galbraith, Peter, Stillman, Gloria Ann and Brown, Jill Patricia. (2006). Identifying key transition activities for enhanced engagement in mathematical modelling. In P.Grootenboer, R. Zevenbergen and M. Chinnappan (Ed.). Identities, cultures and learning spaces, Proceedings of the Twenty Ninth annual conference of the Mathematics Education Research Group of Australasia (MERGA). Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 237 - 245
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: an international journal of mathematics education. 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
Can the notion of affordances be of use in the design of a technology enriched mathematics curriculum?
Stillman, Gloria, Brown, Jill Patricia and Herberts, Sandra. (2004). Can the notion of affordances be of use in the design of a technology enriched mathematics curriculum? In I. Putt, R. Faragher and M. McLean (Ed.). Mathematics Education for the third millennium: Towards 2010, Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia. Townsville, Australia: Mathematics Education Research Group of Australasia. pp. 119 - 126
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