Professor Penelope (Pep) Baker
Professor, Mathematics Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education
Phone: +61 2 6773 2378
Email: pbaker31@une.edu.au
Biography
Pep leads multiple education, research and development projects, including in the Pacific Region, at the University of New England. Pep teaches 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 Australia and leadership of Pacific Island projects, and bring many of these experiences to her current project and research directions. These directions include, enhancing quality mathematics and numeracy education, culturally responsive pedagogies, meaningful assessment practices, international development and partnerships, issues related to regional, rural and remote settings, and building local teacher capacity in Pacific Island Countries.
Qualifications
Dip Teach (CCES), BEd (NE), PhD (NE), Grad Cert Higher Ed. (NE)
Awards
Vice Chancellor's Teaching Excellence Award in 2009
Primary Mathematics: Capitalising on ICT for Today and Tomorrow (Serow, Callingham, & Muir, 2014) won two national publishing awards (Cambridge University Press), in the following categories: Tertiary (Wholly Australian) Student Resource; Tertiary and Vocational: Outstanding Digital Resource
Research/Project Team Awards
Australian Rural Education Award (2016). Innovative strategies for improving equity in rural education in international settings (Nauru Teacher Education Team)
Australian College of Education HTB Harris Award (2017). In recognition of a significant educational program (Nauru Teacher Education Team).
UNE Citation for Outstanding Contribution to Student Learning (2017).
Nauru Teacher Education Team was one of seven shortlisted for the Wenhui (文晖) Award for Educational Innovation (2019): Promoting University and School Partnerships in Advancing the Education 2030 Agenda
UNE Sports Award: Spirit of Sport (2023). This award recognises a commitment to advancing and nurturing sports in the community and UNE. (Driving Social Inclusion through Sport and Physical Activity Team – led by Dr Kristy O’Neill)
Primary Research Area/s
Mathematics Education; Pacific Education and Development; Pedagogical FrameworksResearch Interests
Mathematical concept development in both primary and secondary contexts, assessment, education in developing countries, international partnerships to promote equity in access and participation.
Major Presentations
Invited Keynote Address (Fielding & Baker): Beth Southwell Practical Applications Award: Throw Away the Script: Examining the Introduction of a Guided Mathematical Inquiry Unit. Mathematics Education Group of Australasia Conference (June, 2023)
Invited Keynote Address: Student-Centred Teaching and Professional Learning in Remote Locations, First International Conference on Education: The Islamic University, Bahawalpur (May, 2022)
Invited Keynote Address: NSW/ACT IEU Women’s Conference 2016. Women, Work and the Wider World (August 2016)
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)
Project Leadership and Project Team Membership
2023-2025 Work Ready employment pathways for schools: UNE-Creating Chances New England regional hub (Kristy O'Neill (Project Leader), Baker & Creating Chances, $410,222. Funded by Office for Regional Youth - 'Our Region, Our Voice' Regional Youth Investment Program).
2013-23 Nauru Teacher Education Project, Project Leader and Governance (DFAT Australia funds in partnership with Nauru Gov, $11,200,000). This project provides all preservice and inservice teacher training and associated research 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.
2022-2023 Get Active United: Guyra-Armidale-Uralla youth sport and physical activity program (Kristy O’Neill (Project Leader) and Baker)[Office for Regional Youth - Children and Young People Wellbeing Recovery initiative $49,884]
2023 New Colombo Plan Project: Nauru Professional Experience ($12,000)
2023 New Colombo Plan Project: Tuvalu Professional Experience ($12,000)
2022 LEAAP – Leadership for Ezidi and Aboriginal youth in Armidale Program. (Kristy O’Neill (Project Leader) and Baker in consortium with Creating Chances, Northern Settlement Services, NSW Department of Education)[Multicultural NSW COMPACT Social Cohesion and Community Resilience Grant $44,700]
2020-22 The Armidale newly-arrived migrant, refugee and friends regional sport network ($204,252) (Department of Health, Aus Gov). Deputy Project Leader, Driving Social Inclusion through Sport and Physical Activity program.
2020-23 Early Childhood Defence Programs (The Ian Potter Foundation) ($100,000). Team member with Dr Margaret Rogers (Project Leader), Dr Jo Bird, and Dr Ingrid Harrington. Funding to create, pilot and evaluate two free open access research-based programs for parents to support their 2-5-year-old children within a defence (military) family, and educators to support 2-5-year-old children from defence families and assist their peers to develop understanding and empathy.
2019-20 Nauru Inclusive Education Project (NZ Aid funds in partnership with Nauru Gov) ($680,000). Project Leader. Enhancing local capacity to enact Nauru’s Inclusive Education Policy.
2018 New Colombo Plan Project: Nauru Professional Experience ($12,000)
2018 New Colombo Plan Project: Tuvalu Professional Experience ($12,000)
2018 Tuvalu Professional Learning Project, Project Leader ($313,000) Deliver a series of workshops to enhance the quality teaching of literacy and numeracy in Tuvaluan primary and secondary schools, and provide continuous academic mentoring.
2017 Tuvalu Mathematics and Science Professional Learning Program, Project Leader (Government of Tuvalu, $28,500) Deliver a series of workshop to enhance the quality of maths and science teaching in Tuvalu.
2015-16 Enhancing Creativity and Inclusive Education in Nauruan Schools, Project Leader (NZAid funds in partnership with 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).
2011-13 Nauru Mathematics Curriculum Development and Implementation Project (Consultancy and Research, AusAID funds in partnership with Nauru Gov, $160,000). Designed, prepared, and implemented new national mathematics curriculum for Nauru alongside continual professional development and resource creation.
2010-12 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.
2010-12 Make it Count: Numeracy, Mathematics and Indigenous Learners (Evaluation Project) (Callingham, UTAS and Serow, UNE). Funding of $30 000 through Australian Association of Mathematics Teachers.
2008-9 Indigenous Teacher Education Experience Project, Project Leader (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).
2006-7 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.
Other Consultancies
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.
2008 Balranald Mathematics Education Consultancy Project ($10 000). Funded through a numeracy grant received by Balranald Central School.
Publications
NB. Baker nee Serow and Currie
Authored Books
Baker, P., Callingham, R. & Muir, T. (2023) Primary Mathematics: Integrating Theory with Practice, 4th Edition. Cambridge University Press. ISBN: 9781009265171 (464 pages)
Serow, P., Callingham, R. & Muir, T. (2019) Primary Mathematics: Integrating Theory with Practice, 3rd Edition. Cambridge University Press. ISBN: 9781108665377 (416 pages)
Serow, P., Callingham, R. & Muir, T. (2016) Primary Mathematics: Capitalising on ICT For Today and Tomorrow, 2nd Edition. Cambridge University Press.ISBN: 9781316600757 (412 pages)
Serow, P., Callingham, R. & Muir, T. (2014) Primary Mathematics: Capitalising on ICT For Today and Tomorrow. Cambridge University Press.ISBN: 9781107688124 (336 pages)
Published Journal Articles
Adeniji, S. M. & Baker, P. A. (2023). Effects of worked examples on students’ learning outcomes in complex algebraic problems. International Journal of Instruction. 16, (2), 229-246. https://doi.org/10.29333/iji.2023.16214a
Adeniji, S. M., Baker, P., & Schmude, M. (2022). Redesigning a mixed-method research study during a pandemic: A case study from Nigeria and Australia. Issues in Educational Research, 33 (1), 1-22. http://www.iier.org.au/iier33/adeniji.pdf
Adeniji, S. M., & Baker, P. (2022). Worked-examples instruction versus van Hiele Teaching Phases: A demonstration of students’ procedural and conceptual understanding. Journal on Mathematics Education, 13(2), 337-356. http://doi.org/10.22342/jme.v13i2.pp337-356
Adeniji, S. M., Baker, P., & Schmude, M. (2022). Structure of the observed learning outcomes (SOLO) model: A mixed-method systematic review of research in mathematics education. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2119. https://doi.org/10.29333/ejmste/12087
Rogers, M., Baker, P., Harrington, I., Johnson, A., Bird, J. & Bible, V. (2022). Stakeholder engagement with funding bodies, steering committees and surveys: Benefits for education projects. Issues in Educational Research, 32(3), 1131-1152. http://www.iier.org.au/iier32/rogers.pdf
Rogers, M., Bible, V., Johnson, A., Bird, J., Harrington, I. & Baker, P. (2021). International programs and resources to support children from military families: A review. International Electronic Journal of Elementary Education, 14(2), 119-133. doi:10.26822/iejee.2022.23https://www.iejee.com/index.php/IEJEE/article/view/1756
Rogers, M., Johnson, A., Bird, J., Serow, P., Harrington, I. & Bible, V. (2021). Stakeholder engagement in an online community education project via diverse media engagements. Issues in Educational Research, 31(2), 626-643. http://www.iier.org.au/iier31/rogers.pdf
Thraves, G., Dhurrkay, M., Baker, P., Berman, J. & Nye, A (2021). Facilitating dialogue to support Ganma: a methodology for navigating contested knowledge. Australian Aboriginal Studies, 2021/2, 3–13.
Thraves, G., Baker, P., Berman, J., Nye, A., & Dhurrkay, M. (2021). Djalkiri rom and gifts, talents, and talent development: Yolnu way, an Australian Aboriginal approach to talent development. Australasian Journal of Gifted Education, 30(1), 5–22. https://search.informit.org/doi/10.3316/informit.683364239520937
Page, A., Berman, J., & Serow, P. (2020). Parent and Teacher Attitudes Towards Inclusive Education in Nauru. Australasian Journal of Special and Inclusive Education, 44(2), 116-128. doi:10.1017/jsi.2020.10
Taylor, N,. Quinn, F., Jenkins, K., Miller-Brown, H., Rizk, N., Prodromou, T., Serow, P. & Taylor, S. (2019). Education for sustainability in the secondary sector: A review. Journal of Education for Sustainable Development. 13(1), 102-122.
Sullivan, T., Serow, P. & Taylor, N. (2017). Wellbeing and Resilience among Teacher Education Students in Nauru. Pacific-Asian Education, 29(1), 31-44.
Serow, P., Sullivan, T. & Taylor, N. (2017). Integrating science and literacy using teacher-made readers. Journal of Science and Mathematics Education in South East Asia. 40(1), 1-16.
Fussell, M., Porter, K., Sullivan, T., Serow, P., Taylor, N., Smardon, D. & Burnett, G. (2016). Practitioner Exchange: Teaching inquiry learning in the Social Sciences.The Social Educator. 34(1). 28-38.
Serow, P., Taylor, N., Sullivan, T., Tarrant, J., Burnett, G., Smardon, D. & Angell, E. (2016). Pre-service teacher education in Nauru: Where, who, and why. International Journal of Rural Education, 26(1), 17-26.
Sullivan, T., Serow, P., Taylor, N., Tarrant, J., Angell, E., Burnett, G. & Smardon, D. (2015). Supporting families: A nurturing teacher education strategy in Nauru. Asia-Pacific Journal of Teacher Education. doi: 10.1080/1359866X.2015.1115821
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, 21, 33-43.
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. 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., 17(1), 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 20(2), July 2011, 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), 125-143.
Serow, P. & Inglis, M. (2010) Templates in Action. Australian Mathematics Teacher, 66 (4), (10–16).
Book Chapters
Taylor, S., Taylor, N. and Baker, P. (2023) Educating about mass vaccinations in post-truth era. Dilemmas in science education: Possible and probable futures. (pp 59-81) Cham: Palgrave Macmillan.
Serow, P., Taylor, N. & Sullivan, T. (2020). A new model of teacher education for small island states: The Nauru Teacher Education Project. In Z. Zhang, T. Grimshaw, & X. Shi (Eds). International Student Education in Tertiary Settings: Interrogating Programs and Processes in Diverse Contexts (1st ed.). (pp. 41–59). Routledge. https://doi.org/10.4324/9781003017608
Smardon, D. & Serow, P. (2018). Nauruan perspectives of assessment learning through assessment use. In: Jiang H., Hill M. (Eds.) Teacher Learning from Classroom Assessment: Perspectives from Asia Pacific. (pp. 39–57) Singapore: Springer.
Serow, P., Callingham, R. & Tout, D. (2016). Assessment of mathematics learning: what are we doing?. In Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A., Fry, K. (Eds.) Research in Mathematics Education in Australasia 2012-2015. (pp. 235–254) Springer.
Serow, P. & Taylor, N. (2016). Nauru. In B. Vlaardingerbroek & N. Taylor (Eds). Issues in upper secondary science teacher quality: Comparative perspectives. (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. (168–181)
Serow, P. (2009) Mathematics and Sustainability in the Primary Classroom. In Education for Sustainability in the Primary Classroom. Palgrave Macmillan: Australia.
Refereed Conference Papers
Fielding, J., Adeniji, S. M. & Baker, P. A. (2023). Throw Away the Script: Examining the Introduction of a Guided Mathematical Inquiry Unit. In B. Reid-O’Connor, E. Prieto-Rodriguez, K. Holmes, & A. Hughes (Eds.), Weaving mathematics education research from all perspectives. Proceedings of the 45th annual conference of the Mathematics Education Research Group of Australasia (pp. 27–35). Newcastle: MERGA. https://merga.net.au/Public/Annual-Conference/Programme.aspx
Adeniji, S. M. & Baker, P. (2022). Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning. In N. Fitzallen, C. Murphy, & V. Hatisaru (Eds.), Mathematical confluences and journeys: Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, MERGA, pp. 58‒65.
Serow, P. & Clark, J., (2019). Assessment for Learning Techniques in the Pacific Island Context: What are Teachers' Views? Proceedings of the 42nd Annual Conference of Mathematics Education Research Group of Australasia: Mathematics Education Research: Impacting Practice. Adelaide: MERGA. 644–651.
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. (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.
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.
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 Australasia.
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.
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. 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)
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. & 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.
Refereed Conference Presentations (samples)
Baker, P. (2023, Nov) Swapping Places: Australian and Pacific Islander Preservice Teachers’ Reflections on International Professional Experiences. 47th Annual Pacific Circle Consortium Conference, Christchurch, New Zealand.
Serow, P., Taylor, N., Sullivan, T., & Thompson, R. (2019, July). Their experience, their story: Nauruan online teacher graduates' journey through the first three-years of teaching. 43rd Annual Pacific Circle Consortium: Connecting Past & Present: Educating Across Generations, Guam
Serow, P., Sullivan, T., & Burnett, G. & Menke, O. (2016, July). Continuing professional development in the Nauru Teacher Education Project. Paper presented at Vaka Pasifiki Education Conference 2016. Education for What? Revisited. Solomon Islands National University, Honiara, Solomon Islands.
Serow, P., Taylor, N., Sullivan, T., Tarrant, J., Burnett, G., Smardon, D. & Angell, E. (2014, October). Pre-service teacher education in Nauru: Where, who, and why. Paper presented at Society for the Provision of Education in Rural Australia. SPERA 2014: Reflections upon Rural Education: Student engagement, aspiration and motivation, University of New England, Australia.
Serow, P., Sullivan, T., Tarrant, J., Angell, E. & Burnett, G., (2014, September). A locally focused and sustainable international teacher education project within Oceania. Paper presented at Vaka Pasifiki Education Conference 2014. Weaving Theory and Practice in Teacher Education for Oceania. Nuku’alofa, Tonga.
Memberships
Pacific Circle Consortium: Elected Executive Board Member
Mathematics Education Research Group of Australasia
Australian Association of Mathematics Teachers
Consultancy Interests
Other Consultancies
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.
