Dr Penelope (Pep) Serow
Associate Professor, Mathematics Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education
Phone: +61 2 6773 2378
Associate Professor Penelope (Pep) Serow leads multiple education and development projects in the Pacific Region 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, curriculum development in developing countries, international partnerships, and building local teacher capacity in Pacific Island Countries. Pep is currently the Research Coordinator for the School of Education.
Dip Teach (CCES), BEd (NE), PhD (NE), Grad Cert Higher Ed. (NE)
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
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, education in developing countries, international partnerships to promote equity in access and participation, and Aboriginal education.
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
2013-21 Nauru Teacher Education Project, Project Leader and Governance (DFAT funds in partnership with Nauru Gov, $9,200,000). 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.
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.
2020 New Columbo Plan Project: Nauru Professional Experience ($12,000), postponed.
2020 New Columbo Plan Project: Tuvalu Professional Experience ($12,000) postponed.
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.
2018 New Columbo Plan Project: Nauru Professional Experience ($12,000)
2018 New Columbo 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 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.
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
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).
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
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.
NB. Currie and Baker nee Serow
Refereed Conference Presentations (samples)
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.
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.