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Notes on Contributors

Natalie Banks

is an Assistant Principal and mathematics teacher at Rosebery Middle School, with more than 20 years of experience, in both middle and senior secondary sectors. She is passionate about providing meaningful and targeted teaching to enable all students the opportunity to succeed in their learning and believes that developing respectful relationships and trust with students is key. Natalie became involved in the Reframing Mathematical Futures Project with RMIT in 2013 and has led the implementation of strategies as a whole school approach, helping to close the gaps in students’ knowledge of multiplicative thinking.

Anastasios (Tasos) Barkatsas

is a Senior Academic in Mathematics and Statistics Education and a Quantitative Data Analyst at the School of Education, RMIT University, Australia and has published more than 100 refereed journal and conference research papers, chapters and books. Tasos is the also Series Editor of the Brill Publishers Series: ‘Global Education in the 21st Century,’ an Editorial Board member in a number of international research journals and a reviewer in numerous international research journals and conferences. Tasos is currently co-editing two books, which will be published in 2019 as part of his book series (Volumes 2 and 3). His sole authored book (Volume 4), Learning Mathematics with Technology: Weaving the eternal braid of attitudes, engagement, confidence, gender and achievement, will also be published in 2019.

Amanda Berry

is a Professor of stem Education at Monash University, Australia. As a teacher educator and researcher, Amanda’s work focuses on the development of stem teachers’ knowledge and the ways in which that knowledge is shaped and articulated through teacher preparation, beginning teaching and inservice learning. Amanda has published extensively in the above areas, including Handbook chapters, international journals and academic texts. She is current editor of the journal, Studying Teacher Education and Associate Editor of Research in Science Education.

Lisa Borgerding

is an Associate Professor of Science Education and a science teacher educator at Kent State University in Kent, OH (USA). She has taught college science, college science education, high school science, informal elementary and middle school science, and preschool STEAM camp science. Dr. Borgerding’s research focuses on evolution and nature of science education, preservice and inservice science teacher development, and children’s science conceptions.

Nicky Carr

has been a teacher educator and researcher for over 15 years, and before that worked with and in the Education system in Victoria in policy and program development. Throughout this time Nicky has had a particular interest in the integration of digital technologies into teaching and learning, particularly examining the factors that shape teachers’ decisions to adopt technology or not and the impact of the recently introduced Design and Digital Technologies Curriculum on teaching practices. Nicky is also interested in pre-service teacher education more generally, including their self-efficacy in technology. In a previous career, Nicky prepared a report into the take up of Science and Mathematics Education in Australia in the early 1990s. Her background, and interests in the role of technology and teacher education have recently coalesced to focus on pre-service teachers’ conceptualisation and actualisation of stem Education.

Io Keong Cheong

is a secondary mathematics teacher in Macau’s Pooi To Middle School. He is interested in self-regulated learning, use of IT in mathematics learning, and mathematical experiments.

Grant Cooper

is a lecturer in science and stem education at RMIT University. He is an educator, researcher, learner and maker. At present, his research interests include the examination of emerging stem education discourses, pre-service teacher preparation of stem-related literacies/perceptions and how digital technologies such as VR have the potential to transform teaching and learning spaces. Grant’s research interests also cover the use of statistical analysis in the field of education.

Marc de Vries

worked as a physics teacher in a secondary school, then did his Ph.D. at Eindhoven University of Technology, worked at the Pedagogical Technical College in Eindhoven as a teacher educator, and later as an assistant professor of philosophy of technology at Eindhoven University of Technology. Currently he is a professor of Science Education and a professor of Philosophy of Technology at Delft University of Technology. Marc’s research interests are the nature of technology and technological knowledge and design-based concept learning.

Jennifer Earle

is a PhD candidate in stem education research at the University of Tasmania. As a graduate of the University of Sydney with Honours in Chemistry, followed by a post-graduate Diploma of Education, Jennifer realised her long-standing passion for teaching science and mathematics in years 7–12. Her teaching career spanned several decades and broadened to include training primary teachers in teaching pedagogy in East Timor to being a Science Curriculum Teacher Leader in Tasmania. Jennifer’s experiences as an educational leader fuelled her academic interest in stem education and raised questions that were not yet answered. Her interest is particularly in the nature of capabilities required by industry into the future and how education can meet these needs.

Noleine Fitzallen

conducts research in statistics education. Her thesis was on student reasoning about covariation when using the exploratory data analysis software, TinkerPlots. Prior to embarking on her PhD study, Noleine was investigating the integration of ICT in the mathematics classroom. Her statistics education research focus has now shifted to exploring students’ development of understanding of modelling with data when conducting investigations embedded within stem contexts. Her other research interests include investigating the outcomes for undergraduates delivering stem outreach programs, the constructive alignment of learning in tertiary education, and the assessment of inquiry-based learning.

Tricia Forrester

is an academic in mathematics education who earned a doctorate from the University of Western Sydney. Her teaching and research have focused on the implementation of inquiry-based approaches to mathematics education and the development of mathematical representations and reasoning. She was the University of Wollongong’s Education lead on the OLT project Inspiring Mathematics and Science in Teacher Education (IMSITE), which utilised cross-disciplinary approaches to improving mathematics and science teacher education. Currently, her research is focused on improving mathematics education in primary, secondary and tertiary settings by creating mathematics learning spaces that support and encourage active participation and collaboration.

Sharon Fraser

is a lecturer in science education in the School of Education at the University of Tasmania. Sharon began her career as a scientist, and after a number of years working in related fields, she taught secondary science, mathematics and ICT before proceeding into science and stem educational research. Her research spans science and mathematics curriculum and pedagogy, both school and higher education, as well as teacher education and the professional learning of teachers in school and university. The theme running throughout her academic career and research is capacity building, which she has enacted through learning and teaching enhancement initiatives and stem research. Her interest in the latter includes several key areas of science education; including a focus on the increased engagement in science (and mathematics) learning through improved teaching practice, and the investigation of what is knowable in science. Sharon enjoys working with pre-service and in-service teachers who love science, are excited about engaging in stem (or STEAM) and who appreciate the place of these disciplines in enabling the creation of truly capable learners.

Helen Georgiou

is a science educator who earned a doctorate from the University of Sydney and is an Early Career Researcher specialising in physics education. She coordinates study units in primary and secondary science teacher education. Helen’s research focuses on how to describe and develop student understanding in science, particularly in areas which consistently cause problems for students. Her PhD, from The University of Sydney, looked at student understanding of thermodynamics. One aspect of Helen’s current research draws from sociology in using Legitimation Code Theory to explore the nature of scientific knowledge in various educational contexts.

Andrew Gilbert

is an Associate Professor of Science Education in the Elementary Education program at George Mason University in Fairfax, VA (USA). Over the last 25 years, he has taught across a wide range of educational contexts across multiple countries. His main research interests center on inquiry-based science instruction, social justice, school-based partnerships and the development of science teacher educators. His most recent research projects have explored wonder as a means to inspire future science teachers and children to engage in science and as a tool to engage in integrated stem approaches.

Ineke Henze

is a qualitative researcher interested in science teacher professional knowledge and beliefs. Currently, she is an instructor at Delft University of Technology teaching courses on methodology of science teaching, focusing on pre-service science teachers’ PCK development during school internships. Prior to completing her PhD, she obtained a Master’s in chemistry and a Master’s in education and child studies, all from Leiden University. For about two decades she taught chemistry in secondary education.

Linda Hobbs

is an Associate Professor of Education (Science Education) at Deakin University. She teaches primary science education in the Bachelor of Education Course, and unit chairs a fourth year science education unit that is solely based in schools. She also teaches science communication to science and engineering students. Her research interests include partnerships in primary teacher education, out-of-field teaching in secondary schools, and stem education. She currently leads a multi-institutional Australian Research Council funded project called Teaching Across Subject Boundaries (TASB) exploring the learning that teachers undergo in their first years of teaching a new subject.

Sarah Howard

is an educational technologist who earned a doctorate from the University of Sydney. Her research focuses on the use of new methodological approaches to explore teacher’s technology-related change, specifically technology adoption and integration in learning. Her work takes a particular interest in technology change related to subject areas, school culture and the underlying principles of teaching and learning in those areas. Sarah’s research is driven by the idea that helping teachers to change and improve their practice, in ways that are appropriate to their context, make it possible to innovate in learning.

Sylvia Sao Leng Ieong

is an Associate Professor in the Faculty of Education, University of Macau. Before she became an Associate Professor in UM, she taught F5&F6 English in Macao Pui Ching Middle School for 16 years. Currently she is also an adjunct professor of FED, Rector’s Office Consultant of UM. Her interests include curriculum studies, translation and SI, and English education. She has authored/co-authored over 100 journal papers, several books and translated works. She has received several awards including The Medal of Merit in Education awarded by the Macao SAR Government.

Chunlian Jiang

is an Assistant Professor in the Faculty of Education, University of Macau. Her research interest includes mathematical problem solving, mathematical problem posing, use of IT in the teaching and learning of mathematics, mathematics teacher education, values in mathematics education, and mathematics Olympiad.

Kathy Jordan

has been a teacher, teacher educator and researcher for over thirty years. She has a range of research interests including educational technologies in school education, teacher use of ICT, the sociology of ICT, literacy and its teaching, teacher education and professional experience. She has published widely in these fields and presented at numerous national and international conferences. Kathy has led research projects around supporting beginning teachers face the challenges of being new to the profession and encouraging systemic change in initial teacher education around ICT. Currently, she is leading a research project around partnerships with schools to improve the classroom readiness of graduates.

Belinda Kennedy

is a research fellow and lecturer in the College of Science, Engineering and Health at RMIT University, Melbourne, Australia. Belinda completed a PhD in Plant Physiology at the University of Technology, Sydney Australia and she holds a Graduate Certificate in Tertiary Teaching and Learning. Belinda has broad teaching experience in the Biological Sciences and has completed a number of stem teaching initiatives for on-campus and off campus programs for students at year all levels. Her educational research studies in stem have provided her with a clear understanding of the needs of industry and future students in stem-related areas.

Zsolt Lavicza

After receiving his degrees in mathematics and physics in Hungary, Zsolt began his postgraduate studies in applied mathematics at the University of Cincinnati. While teaching mathematics in Cincinnati he became interested in researching issues in the teaching and learning mathematics. In particular, he focused on investigating issues in relation to the use of technology in undergraduate mathematics education. Afterwards, both at the Universities of Michigan and Cambridge, he has worked on several research projects examining technology and mathematics teaching in a variety of classroom environments. In addition, Zsolt has greatly contributed to the development of the GeoGebra community and participated in developing research projects on GeoGebra and related technologies worldwide. Currently, Zsolt is a Professor in stem Education Research Methods at Johannes Kepler University’s Linz School of Education. From JKU he is working on numerous research projects worldwide related to technology integration into schools; leading the doctoral programme in stem Education at JKU; teaching educational research methods worldwide; and coordinates research projects within the International GeoGebra Institute.

Tricia McLaughlin

is currently employed at RMIT University, Australia, on secondment to School of Education. Her background includes lecturing in project/construction management and executive officer, Victorian Parliamentary Inquiry into Building Industry. She worked in the Australian construction industry, held positions on industry skills council and as a Federal Government advisor. She has won several competitive research grants, university and national teaching awards. Her research publications include five books.

Wendy Nielsen

is a science educator who earned a doctorate in science education from the University of British Columbia. Her research focuses on teaching and learning strategies in science, particularly in preservice primary teacher education. She currently leads an ARC Discovery Project examining university science student learning through the creation of digital explanations. She has written widely in stem-related areas of science teacher education, nature of science, history of science and environmental education. Other research interests include doctoral education and supervising teacher knowledge.

Shalveena Prasad

graduated from the University of the South Pacific and has taught Mathematics in schools in Fiji Islands and Australia. She has been teaching mathematics at Plumpton High School for 10 years. Her passion for improving mathematics outcomes in students encouraged her to explore targeted teaching with her colleagues in the classroom and at numeracy groups. As the Head of the Mathematics Faculty, she is responsible for improving the mathematics teaching and learning at the school. Shalveena took on the RMF specialist teacher role in 2014 and is responsible for introducing a targeted teaching approach to multiplicative thinking and mathematical reasoning as part of the school’s commitment to the Reframing Mathematical Futures Project. She is also actively involved in the professional development of teachers in the development of authentic tasks to enhance multiplicative thinking in students.

Theodosia Prodromou

is a Cypriot-Australian mathematician, statistician and mathematics educator, who joined the University of New England in Australia in July 2009 after completing her PhD studies at Warwick university in United kingdom. She taught primary and secondary Mathematics in different countries of Europe, and Australia. She has experience of teaching mathematics education to pre-service teachers and in-service teachers within primary, secondary and post-graduate programs. She is involved in European and International research projects. She is the chair of the GeoGebra institute in Australia. Her interests mostly focus on: the relationship between technology and mathematical thinking; integration of digital technologies in the teaching of mathematics; stem education; Secondary teachers’ professional development; statistics education, statistical literacy, use of Big Data in Educational settings. She is working on numerous research projects worldwide related to technology integration into schools; Big Data and Augmented Reality.

Wee Tiong Seah

is an Associate Professor in Mathematics Education at the Melbourne Graduate School of Education, The University of Melbourne, Australia. Wee Tiong’s research expertise is in comparative research, with interests in values/valuing in mathematics education, teacher noticing, as well as immigrant and refugee students and teachers in mathematics pedagogy.

Dianne Siemon

is a Professor of Mathematics Education in the School of Education at RMIT University (Bundoora) where she is involved with the preparation of pre-service teachers and the supervision of higher degree students. Di is currently the Director of the Reframing Mathematical Futures project, which is working with 32 secondary schools nationally to develop an evidenced based teaching and learning framework for mathematical reasoning in the middle years. She is also actively involved in the professional development of practicing teachers, particularly in relation to the development of the ‘big ideas’ in number, the teaching and learning of mathematics in the middle years, and the use of rich assessment tasks to inform teaching. Di has directed a number of other large scale research projects including the Scaffolding Numeracy in the Middle Years Project (2003–2006), the Researching Numeracy Teaching Approaches in Primary Schools Project (2001–2003), and the Middle Years Numeracy Research Project (1999–2001). Di is a past President of the Australian Association of Mathematics Teachers and a life member of the Mathematical Association of Victoria.

Li Ping Thong

is a digital media artist and academic, with extensive experience in practicing, teaching and researching across a myriad range of digital media specialisations. Li Ping is currently the Program Manager and Lecturer for the Bachelor of Design (Digital Media) program at RMIT University, Melbourne, Australia. With over 12 years of internationalised higher education teaching experience across Malaysia, Vietnam and Australia, Li Ping has taught undergraduate courses in different specialisations such as animation, interactive media, user experience (UX) design, user interface (UI) design, mobile app development, serious games and virtual reality. Her PhD study, successfully completed at the Serious Games Institute (SGI) of Coventry University, UK, investigated the learning effectiveness of digital role-playing games (RPG) to accomplish learning outcomes of digital media education, in which she designed and developed Virtual Designer, a 3d role-playing game that enables students to role-play as design practitioners within a simulated workplace environment. Her research interests include interactive storytelling, serious games, interactive media and virtual reality.

Jan H. van Driel

worked as a teacher of chemistry in a secondary school before doing a PhD at Utrecht University. From 1995–2016, he worked at ICLON – Leiden University Graduate School of Teaching, the Netherlands. In 2006 Jan became a full professor of science education. From 2010–2016 he was the director of ICLON. In 2016, Jan moved to the University of Melbourne as a professor of science education. Jan’s research focuses on science teachers’ knowledge and beliefs in the context of pre-service education and educational reform.

Tessa E. Vossen

worked as an education material developer after obtaining her MSc in Biology and Science Communication. Since 2014, she is a PhD candidate at the Leiden University Graduate School of Teaching. Tessa’s research focuses on the connection between research and design in secondary science education in the Netherlands. Tessa’s special interests are the knowledge, beliefs and attitudes that teachers and students hold regarding the topic of her research.

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