Dr Pep Serow
Senior Lecturer, Faculty of The Professions, School of Education
Qualifications
Dip Teach (CCES), BEd (NE), PhD (NE), Grad Cert Higher Ed. (NE)
Contact
| Email: | pserow2@une.edu.au |
| Room: | FEHPS Building (E7) 308 |
| Phone: | 02 6773 2378 (or +61 2 6773 2378 overseas) |
| Fax: | 02 6773 2445 |
Dr Pep Serow received the Vice Chancellor's Teaching Excellence Award in 2009.
Dr Serow is a member of the Mathematics Education team in the School of 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, professional development, mathematics curriculum development, mathematics education in developing countries, and Aboriginal education.
Current Research Involvement
2011–12 Nauru Mathematics Curriculum Development Project (Consultancy and Research)
2010–12 Make it Count: Numeracy, Mathematics and Indigenous Learners (Evaluation Project) (Callingham, UTAS and Serow, UNE). Funded by Australian Association of Mathematics Teachers.
2010–12 Building the Culture of Evidence Based Practice in Teacher Preparation for Mathematics Teaching. Australian Learning and Teaching Council (ALTC). Currently a member of the research team. UNE component won and led by Assoc. Prof Rosemary Callingham and Assoc. Prof Kim Beswick.
Grants
2010–12 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
2008–09 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.
2007–08 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).
2006–07 Teaching Development Grant ($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
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.
Publications
Published Journal Articles
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.
Serow, P. & Inglis, M. (2010) Templates in Action. Australian Mathematics Teacher, 66 (4), pp. 10–16. (90%)
Book Chapter
Serow, P. (2009) Mathematics and Sustainability in the Primary Classroom. In Education for Sustainability in the Primary Classroom. Palgrave Macmillan: Australia. (Book Chapter) (100%).
Refereed Conference Papers
Schmude, M., Serow, P. & Tobias, S. (2011) 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.
Callingham, R., Beswick, K., Chick, H., Clark, J., Goos, M., Kissane, B., Serow, P., Thornton, S. & Tobias, S. (2011) Beginning teachers mathematical knowledge: What is needed? 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. 900–907.
Tobias, S., Serow, P. & Schmude, M. (2010) Critical Moments in Learning Mathematics: First Year Pre-service Primary Teachers’ Perspectives. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle: MERGA. pp. 804–811 (40%).
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.
(Please note: Serow nee Baker and Currie)
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.