Science Technology Engineering Mathematics and Environmental Education Research Group
Re-imagining futures in STEME
2019 Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education Symposium
The symposium in 2019 will focus on practical and theoretical aspects of research methodology (as usual) although we are extending focused invitation to our health colleagues.
Presentations at the symposium will be grouped into sessions of three to five presentations designed to promote focused discussion of a methodological issue. The methodological issues should be broadly related to mathematics, science, health, or environmental education. Following each presentation session, there will be the opportunity for extended discussion of methodological issues, theoretical framing, research design, instruments and their application, and approaches to analysis. There is equal time devoted to discussion as to presentations highlighting the value of the discussion.
Presentations will be 10 to 15 minutes in duration and should briefly outline the research question being addressed and may include the findings or likely outcomes of the research, but should focus mainly on the research methodology. Reports on work in progress are welcome.
The program starts with a keynote speaker and then the themed sessions begin. There are no concurrent sessions. The program starts at 9am and concludes at 5pm each day.
We typically host an informal dinner on the Thursday evening – all are invited (at own expense). A local venue will be selected and booked at the start of the day.
Each of the two days will feature a keynote speaker introducing a methodological perspective. This year we have invited Professor Kathy Nolan from the University of Regina as well as Associate Professor Margaret Bearman from Deakin University.
Professor Kathleen Nolan, University of Regina
Kathleen Nolan is a Professor in the Faculty of Education at the University of Regina (Saskatchewan, Canada), where she teaches undergraduate and graduate courses in mathematics curriculum, qualitative research, and contemporary issues in education. Her research focuses on mathematics teacher education, exploring issues of teacher identity and the regulatory practices of schooling, learning and knowing. Bourdieu’s social field theory and theories of critical, culturally responsive education feature prominently in Kathleen’s work.
In addition to more than 45 published articles, book chapters, and conference proceedings papers, Kathleen has authored and/or co-edited two books, with a third edited collection, entitled Social Theory for Teacher Education Research: Beyond the technical-rational, to be published by Bloomsbury in 2019.
Title: Disrupting the relations and functions of school mathematics: A methodology for reframing mathematics through culturally responsive pedagogy
Abstract: In response to calls to develop culturally appropriate curricula and to educate new teachers in these curricula, the research described in this presentation asks the question of how school mathematics and mathematics teacher education might be reframed through critical and culturally responsive pedagogies. The presentation will explore the methodological innovation involved in operationalizing a form of discourse analysis which draws on Nancy Fraser’s three-dimensional framework for social justice, along with conceptual tools of Pierre Bourdieu. In doing so, the research challenges dominant school mathematics paradigms which (re)produce injustices with regard to participation in mathematics, proposing a new (disruptive) form of culturally responsive pedagogy (CRdP). While the research is motivated by pedagogical concerns, and on tracing the dialogue between theory/methodology and practice/pedagogy, these concerns are located in the social, political, cultural, and economic insights that the pedagogic actions of CRdP offer to the fields of mathematics (and) teacher education.
Associate Professor Margaret Bearman, Deakin University
Margaret Bearman is an Associate Professor within the Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University. She holds a first class honours degree in computer science and a PhD in medical education. Over the course of her career in health and higher education, Margaret has written over 70 publications and received over $7.5 million in research and development funding.
She has been formally recognised for her work as an educator and researcher, including awards from the Australian Office of Learning and Teaching and Simulation Australasia. Margaret’s interests include: assessment and feedback; simulation and digital technologies; sociomateriality; and educational workforce development. Her methodological expertise includes qualitative and quantitative research designs, as well as evidence synthesis.
Title: Review: the assumptions and challenges of ‘evidence’ synthesis
Abstract: The literature review is often seen as a rite of passage for any research student: a means of positioning work within the scholarly arena. However, particularly in the health sciences, literature reviews are viewed as a type of research in their own right. The systematic review is possibly the most well-known form but there are many types of evidence syntheses. This keynote will explore various approaches and their associated ontological and epistemological assumptions. Drawing from my own experiences with a variety of methodologies (eg systematic, realist, integrative and framework synthesis), I will discuss the potential of the literature review and explore theoretical and rhetorical challenges.
Full registration (Deakin Academics) $80
Student registration (Deakin HDR Student) $60
Full registration (Other Academics) $120
Student registration (Other HDR Students) $80
The above fee includes morning and afternoon tea, and lunch. (Dinner is not included although an informal social event will be held on the Thursday night).
Single day registrations are possible. Register online at: deakin.edu.au/cars19
Expression of Interest: Presentations
The closing date for expressions of interest is EXTENDED to Friday 18th October 2019.
If you are interested in presenting at this symposium please submit your expression of interest using the form below. All submissions will be acknowledged upon receipt and reviewed mid October. The draft program will be released mid October.
The Expressions of interest form is here: Calls for proposals
All presenters are invited to submit a written paper of 4000 words for consideration for publication in the symposium proceedings. We have been approached by Cambridge Publishing to begin a series that showcases these works. The due date for submission of the paper is 29th November 2019.
Sponsored by Research for Educational Impact (REDI) in conjunction with the STEME Research Group
CAR Coordinators: Professor Russell Tytler, Dr. Peta White, Dr. John Cripps Clark, and Dr. Joe Ferguson
Enquiries: please email Peta White (firstname.lastname@example.org)
Posted Jun 28, 2019