STEME

Science Technology Engineering Mathematics and Environmental Education Research Group

Re-imagining futures in STEME

Book chapters

Challenges and opportunities for a STEM interdisciplinary agenda

Tytler, R., Williams, G., Hobbs, L., & Anderson, J. (2019). Challenges and opportunities for a STEM interdisciplinary agenda. In B. Doig, J. Williams, D. Swanson, R. Borromeo Ferri, P. Drake (Eds) Interdisciplinary Mathematics Education: The State of the Art and Beyond (pp. 51-81). Springer ICME series

Publisher: https://link.springer.com/book/10.1007/978-3-030-11066-6

Confronting, Collaborating, and Crafting: An Enlivening Methodology for Academic Ecojustice Activism

White, P.J., Wooltorton, S., & Palmer, M., (2018). Confronting, Collaborating, and Crafting: An Enlivening Methodology for Academic Ecojustice Activism (Chapter 11) In A. L. Black and S. Garvis (Eds), Women Activating Agency in Academia: Metaphors, Manifestos and Memoir (pp )Oxfordshire: Routledge


Walking my Talk: Taking action to learn/relearn/unlearn towards engaged pedagogy

White, P.J. (2018). Walking my Talk: Taking action to learn/relearn/unlearn towards engaged pedagogy (Chapter 3). In B. Shapiro (Ed). Actions of their own to learn (pp. 41 – 58). Rotterdam: Sense.


Constructivist and sociocultural theories of learning

Tytler, R., Ferguson, J., & White, P. (2019). Constructivist and sociocultural theories of learning. In G. Venville & V. Dawson (Eds), The Art of Teaching Science (3rd Ed) (pp. 34 – 46). Perth: Allen and Unwin.


Gender issues in elementary mathematics teaching materials

Wu, Y., Widjaja, W., Li, J. (2016). Gender issues in elementary mathematics teaching materials. In I. Linayage & B. Nima (Eds). Multidisciplinary research perspectives in education. (pp. 149-160). Rotterdam: Sense.


Examining primary school teachers’ professional noticing

Widjaja, W., Xu, L., & Jobling, W., (2019). Examining primary school teachers’ professional noticing. In L. Xu, L., G. Aranda, W. Widjaja, & D. Clarke. Video-based Research in Education: Cross-disciplinary Perspectives. (pp. 66-82). New York, NY: Routledge.


Theorising Professional Learning through Lesson Study using the Interconnected Model of Professional Growth

Widjaja, W., Vale, C., Groves, S., & Doig, B. (2019). Theorising Professional Learning through Lesson Study using the Interconnected Model of Professional Growth. In R. Huang, A. Takahashi, J. P. de Pedro. Theory and practices of lesson study in mathematics: An International perspective. Advances in Mathematics Education. Switzerland: Springer Nature. (pp. 103-133).

Publisher: https://www.springer.com/gp/book/9783030040307
DOI: https://doi.org/10.1007/978-3-030-04031-4-6