Dr Penelope (Pep) Serow
Associate Professor, Mathematics Education - School of Education
Phone: +61 2 6773 2378
Associate Professor Penelope (Pep) Serow is Project Leader of the Nauru Teacher Education Project at the University of New England. Pep teaches Mathematics Education to pre-service and in-service teachers within primary, secondary, and post-graduate programs. Pep fondly looks back on her days teaching in rural New South Wales and brings many of these experiences to her research directions. These directions include ICT as a teaching tool in the mathematics classroom, mathematics curriculum development in developing countries, and building local teacher capacity in Pacific Island Countries.
Dr Pep Serow received the Vice Chancellor's Teaching Excellence Award in 2009.
Dip Teach (CCES), BEd (NE), PhD (NE), Grad Cert Higher Ed. (NE)
2012 Nauru Mathematics Curriculum Transformation.
2011 Nauru Mathematics Curriculum Development Project.
2010 ICT and Mathematics Consultancy: St Paul's High School Port Macquarie.
2008 Balranald Mathmatics Education Consultancy Project. Funded through a numeracy grant received by Balranald Central School.
2008 Northern Territory Numeracy Consultancy Project. Funded by St John's College Darwin and the Mathematics Teachers Association of the Northern Territory.
2008 Ballarat Numeracy Consultancy Project. Funded by the Ballarat Catholic Education Office.
2007 The Armidale School: Dynamic Geometry Software Workshop.
Mathematical concept development in both primary and secondary contexts, assessment for learning techniques, using technology as a teaching tool in the mathematics classroom, professional development, mathematics curriculum development, mathematics education in developing countries, and Aboriginal education.
Invited Keynote Address: Making the Space for Geometry in Today’s Classroom, Mathematics Association of Tasmania (May 2012)
Invited Keynote Address: Title: Making Education for Sustainability a priority in the Mathematics Classroom: Is it Possible? Canberra Mathematics Association Conference (August 2010)
Current Project Leadership
2013-17 Nauru Teacher Education Project, Project Leader and Governance (DFAT funds via Nauru Gov, $5,600,000) This project provides all preservice and inservice teacher training in Nauru (developing Pacific Island Country). The model provides a targeted Pacific Focus Associate Degree in Teaching and Bachelor of Education in the areas of Early Childhood, Primary, Secondary, and Special Education.
2015-16 Enhancing Creativity and Inclusive Education in Nauruan Schools, Project Leader (NZAid funds via Nauru Gov, $180,000) The project outcomes include creative arts curriculum design and implementation from Prep to Yr 10 for Nauruan Schools. The second component is a targeted approach at a system level towards inclusive education at all levels and sectors.
2015-17 Nauru Community Welfare and Wellbeing Project, Project Leader and Governance (DFAT funds via Nauru Gov, $550,000) This project concerns a health education test model of the UNE Teacher Education model developed. The model provides a targeted program for the Pacific Context titled Diploma of Community Welfare and Wellbeing (Pacific Focus).
Recent Project Involvement and Leadership
2011/12/13 Nauru Mathematics Curriculum Development and Implementation Project (Consultancy and Research, AusAID funds via Nauru Gov, $160,000). Designed, prepared, and implemented new national mathematics curriculum for Nauru alongside continual professional development and resource creation.
Australian Learning and Teaching
Council (ALTC): Building the Culture of
Evidence Based Practice in Teacher Preparation for Mathematics Teaching.
Member of research team – UNE partner, won and led by Assoc. Prof Rosemary
Callingham and Assoc. Prof Kim Beswick.
Make it Count: Numeracy, Mathematics and Indigenous Learners (Evaluation Project) (Callingham, UTAS and Serow, UNE). Funding of $30 000 (2010-2012) through Australian Association of Mathematics Teachers.
Other Successful Grant Applications and Projects
2008/9 Indigenous Teacher Education Experience Project (DEEWR, $54 000) This project targets community involvement, educational experiences, mentoring, school retention rates, the need to increase the number of Indigenous students considering the teaching profession, and support to maintain and reach this goal. The project is one strategy to assist in ‘closing the gap’ through a targeted Indigenous Teaching Education Experience Project (ITEEP).
2008 eLearning Fellowship Grant ($3000) Recipient of funding to: develop a unit within mathematics education that engages with appropriate eLearning practices; develop case studies of good practice; and identification of professional development needs across the school/discipline.
2007/8 DEST ASISTM Grant ($45
000) Deputy Project Coordinator of grant titled:
Innovative use of interactive whiteboard technology in the primary mathematics
classroom (Project Leader: Dr Rosemary Callingham).
Teaching Development Grant awarded for 2006/2007 ($10 000) Project Director of grant titled: Meeting the needs of the net generation in mathematics education.
2006 Internal Research Grant ($2800) Chief Investigator of grant titled: An exploration of the effectiveness of dynamic geometry software to facilitate growth in students’ understandings of geometrical relationships.
2015 Peer Observation of Teaching Consultancy: University of the South Pacific ($4000)
2010 ICT and Mathematics Consultancy : St Paul’s High School Port Macquarie ($2000).
2008 Northern Territory Numeracy Consultancy
Project ($4 000). Funded by St John’s College Darwin and the Mathematics
Teachers Association of the Northern Territory.
Ballarat Numeracy Consultancy Project ($4 000). Funded by the Ballarat Catholic Education Office.
Balranald Mathematics Education Consultancy Project ($10 000). Funded through a numeracy grant received by Balranald Central School.
Serow, P., Callingham, R., & Muir, T. (2014)
Primary Mathematics: Capitalising on ICT
For Today and Tomorrow. Cambridge University Press.ISBN: 9781107688124
(won two Educational Publishing Awards Australia 2014, Category Winner – Tertiary, Wholly Australian: Student Resource, Category Winner – Tertiary and Vocational: Outstanding Digital Resource)
Published Journal Articles (last 5 years)
Sullivan, T., Serow, P., Taylor, N., Tarrant, J., Angell, E., Burnett, G., & Smardon, D. (2015, in press). Supporting families: A nurturing teacher education strategy in Nauru. Asia-Pacific Journal of Teacher Education,
Sullivan, T., Serow, P., Taylor, N., Burnett, G., Tarrant, J., Smardon, D., & Angell, E. (2015). A flexible delivery teacher education strategy in Micronesia. Micronesian Educator, Vol 21 2015.
Serow, P., Taylor, N., Sullivan, T., Tarrant, J., Burnett, G., Smardon, D., & Angell, E. (2015, in press). Pre-service teacher education in Nauru: Where, who, and why. Australia and International Journal of Rural Education,
Serow, P., Taylor, N., Burnett, G., Sullivan, T., Smardon, D., Tarrant, J. & Angell, E. (2014). One size doesn’t fit all: Teacher education in developing Pacific Island Countries. Journal of the International Society for Teacher Education. Vol 18 (2) Dec 2014.
Serow, P., Tobias, S., & Taylor, N. (2013) Mathematics curriculum development in the Republic of Nauru: local teachers’ perspectives. Journal of the International Society for Teacher Education., Vol 17 (1) pp 168–176.
Kennelly, J., Taylor, N., & Serow, P. (2012) Early career primary teachers and Education for Sustainability. International Research in Geographical and Environmental Education, 21(2), 139-153
Serow, P. & Callingham, R. (2011) Levels of use of Interactive Whiteboard technology in the primary mathematics classroom, Technology, Pedagogy and Education Vol. 20, No. 2, July 2011, pp 161–173.
Kennelly, J., Taylor, N. & Serow, P. (2011). Environmental education and the whole school approach in one Australian primary school. Economic and Environmental Studies, 11 (2), pp. 125-143.
Serow, P. & Inglis, M. (2010) Templates in Action. Australian Mathematics Teacher, 66 (4), pp 10–16.
Serow, P. & Taylor, N. (2016). Nauru. In B. Vlaardingerbroek & N. Taylor (Eds). Issues in upper secondary science teacher quality: Comparative perspectives. (pp. 161-169) Palgrave Macmillan: New York.
Serow, P. (2015) Mathematics and Sustainability in Primary Education. In Education for Sustainability in Primary School: Teaching for the Future. Edited by N. Taylor. F. Quinn & C. Eames. Sense Publishers: Rotterdam. (177–194)
Serow, P., Taylor, N., Sullivan, T., Burnett, G., Tarrant, J., Angell, E., & Smardon, D. (2015, editorial review). International partnerships for teacher education in Nauru, In R. Toumu’a (Ed.), Weaving theory and practice in Oceania: Threads for Pacific education practitioners. Nuku’alofa, Tonga: Institute of Education, University of the South Pacific.
Serow, P. (2009) Mathematics and Sustainability in the Primary Classroom. In Education for Sustainability in the Primary Classroom. Palgrave Macmillan: Australia.
Refereed Conference Papers (last 3 years)
Serow, P., Sullivan, T., Tarrant, J., Angell, E. & Burnett, G., (2014, September). A locally focused and sustainable international teacher education project within Oceania. In L. Fusitu’a, S. Johansson-Fua, & K. Sanga, Vaka Pasifiki Education Conference Handbook. Atele, Tongatapu, Tonga: University of the South Pacific Institute of Education.
Aventi, B., Serow, P. & Tobias, S. (2014). Linking Geogebra to Explorations of Linear Relationships. In J. Anderson, M. Cavanagh & A. Prescott (Eds), Curriculum in focus: Research guided practice, Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia, eBook. Sydney: MERGA, 79-86.
Callingham, R., Beswick, K., Clark, J., Kissane, B., Serow, P., & Thornton, S. (2012). Mathematical knowledge for teaching of MERGA members. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons, (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, eBook, pp. 162-170). Singapore: MERGA.
Schmude, M., Serow, P. & Tobias, S. (2012) Improving Self-Confidence and Abilities: A Problem-based Learning Approach for Beginning Mathematics Teachers. In J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton (Eds), Mathematics, traditions and new practices: Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia. Alice Springs: MERGA. pp.676-684.