Dr Pep Serow
Senior Lecturer, Faculty of The Professions, School of Education
Qualifications
Dip Teach, (CCES) BEd, (NE) PhD (NE)
Contact
| Email: | pserow2@une.edu.au |
| Room: | FEHPS Building (E7) 208 |
| Phone: | 02 6773 2378 (or +61 2 6773 2378 overseas) |
| Fax: | 02 6773 2445 |
Dr Pep Serow is a member of the Mathematics/Science/Information Technology/PDHPE Teaching and Research Group (TRG). Within this group, Dr Serow specializes in mathematics education.
Dr Serow is also Team Leader, Mathematics Education.
Research interests
Mathematical concept development in both primary and secondary contexts, assessment for learning techniques, using technology as a teaching tool in the mathematics classroom, and Indigenous education.
Grants
2008 Indigenous Teacher Education Experience Project ( DEEWR, $54 000 for 2009)
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.
Consultancy
2008 Northern Territory Numeracy Consultancy Project .
Funded by St John’s College Darwin and the Mathematics Teachers Association of the Northern Territory Ballarat Numeracy Consultancy Project. Funded by the Ballarat Catholic Education Office. Balranald Mathematics Education Consultancy Project. Funded through a numeracy grant received by Balranald Central School.
2007 The Armidale School: Dynamic Geometry Software Workshop
Publications
Refereed Publications
N.B. Serow (nee Baker and Currie)
Serow, P. (2008) Investigating a phase approach to using technology as a teaching tool. In M. Goos, R. Brown, & K. Makar (Eds) Navigating Current and Charting Directions. Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia Inc (pp. 445-452). Brisbane: Mathematics Education Research Group of Australasia.
Serow, P. & Callingham, R. (2008) The introduction of interactive whiteboard technology in the primary classroom: Three case studies. In M. Goos, R. Brown, & K. Makar (Eds) Navigating Current and Charting Directions. Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia Inc (pp. 453-460). Brisbane: Mathematics Education Research Group of Australasi
Serow, P. (2007) Incorporating dynamic geometry software within a teaching framework. In K. Milton, H. Reeves, & T. Spencer (Ed), Mathematics: Essential for Learning, Essential for Life, Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers. The Australian Association of Mathematics Teachers Inc: Adelaide pp. 382–397.
Serow, P. (2007) Utilising the Rasch Model to Gain Insight into Students’ Understandings of Class Inclusion Concepts in Geometry. In J. Watson & K. Beswick (Eds) Mathematics: Essential Research, Essential Practice. Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australiasia. Mathematics Education Research Group of Australasia Inc: Adelaide, pp. 651–660.
Serow, P. (2006) Triangle property relationships: Making the connections, In Novotná, J., Moraová, H., Krátká, M. & Stehliková, N. (Eds.). Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, pp 89-96. Prague: PME.
Pegg, J. & Baker, P. (1999) An exploration of the interface between van Hiele’s levels 1 and 2: Initial Findings. Proceedings of the 23rd International Group for the Psychology of Mathematics Education (Vol 4 pp. 25-32) Haifa, Israel Institute of Technology.
Pegg, J. & Currie, P. (1998) Widening the interpretation of van Hiele’s Levels 2 and 3. In A. Oliver (Ed.) Proceedings of the 22nd International Group for the Psychology of Mathematics Education, South Africa.
Currie, P. and Pegg, J. (1998) Investigating students’ understanding of the relationships among quadrilaterals. In C. Kanes, M. Goos, and E. Warren (Eds), Proceedings of the 21st Mathematics Education Research Group of Australasia (pp 177-184)
Currie, P. & Pegg, J. (1998) “Three sides equal means it is not isosceles”. In A. Oliver (Ed.) Proceedings of the 22nd International Group for the Psychology of Mathematics Education, South Africa.
Currie, P. & Pegg, J. (1997) Is an equilateral triangle isosceles? Student Perspectives. In F. Biddulp and K. Carr (Eds), Proceedings of the 20th Mathematics Education Research Group of Australasia (pp. 124-131), Rotorua, N.Z.: University of Waikato.