Publication type: Journal articles
STEME
Science Technology Engineering Mathematics and Environmental Education Research Group
Re-imagining futures in STEME
Journal articles
“Yes, mathematicians do X so students should do X, but it’s not the X the X you think.”
Stillman, G.A., Brown, J.P., & Czocher, J. (2020). “Yes, mathematicians do X so students should do X, but it’s not the X the X you think.” ZDM Mathematics Education, 52(6), 1211-1122. https://doi.org/10.1007/s11858-020-01183-5
DOI: https://doi.org/10.1007/s11858-020-01183-5Understanding the real-world: Sweaty Jo
Brown, J. P. (2021). Understanding the real-world: Sweaty Jo. Mathematics Teacher: Learning and Teaching PK-12, 114(7), 528-535.
Publisher: https://pubs.nctm.org/view/journals/mtlt/114/7/article-p528.xmlGirls in STEM
Campbell, C., Hobbs, L.; Xu, L.; McKinnon, J.; Speldewinde, C. Girls in STEM: Addressing SDG 4 in Context. Sustainability 2022, 14, 4897. https://doi.org/10.3390/su14094897
DOI: https://doi.org/10.3390/su14094897Modeling the phenomenon versus modeling the data set
Stillman, G.A., & Brown, J.P. (2021, online). Modeling the phenomenon versus modeling the data set, Mathematical Thinking and Learning, DOI: 10.1080/10986065.2021.2013144
DOI: https://DOI.org/10.1080/10986065.2021.2013144Development, Use, and Evaluation of Chemistry Outreach Activities Related to the Periodic Table and Sustainability
Schultz, M., & Delaney, S. (2021). Development, Use, and Evaluation of Chemistry Outreach Activities Related to the Periodic Table and Sustainability, Journal of Chemical Education, 98(12). 3921-3929.
DOI: https://doi.org/10.1021/acs.jchemed.1c01035Topics Amenable to a Systems Thinking Approach: Secondary and Tertiary Perspectives
Schultz, Madeleine, Lai, Ka Fung, Ferguson, Joseph and Delaney, Seamus 2021, Topics Amenable to a Systems Thinking Approach: Secondary and Tertiary Perspectives, Journal of Chemical Education, vol. 98, no. 10, pp. 3100-3109
DOI: https://doi.org/10.1021/acs.jchemed.1c00203Exploring opportunities to incorporate systems thinking into secondary and tertiary chemistry education through practitioner perspectives
Delaney, S., Ferguson, J. P., Schultz, M. (2021) Exploring opportunities to incorporate systems thinking into secondary and tertiary chemistry education through practitioner perspectives. International Journal of Science Education, vol. 43, no. 16, pp. 2618-2639
DOI: https://doi.org/10.1080/09500693.2021.1980631Beyond the preschool gate: Pedagogical opportunities in the Australian ‘bush kinder’
Speldewinde, C, Kilderry, A & Campbell, C (2020). Beyond the preschool gate: Pedagogical opportunities in the Australian ‘bush kinder’. International Journal of Early Years Education
DOI: https://doi.org/10.1080/09669760.2020.1850432Ethnography and bush kinder research: a review of the literature
Speldewinde, C., Kilderry, A. & Campbell, C. (2021). Ethnography and bush kinder research: a review of the literature. Australasian Journal of Early Childhood.
DOI: https://doi.org/10.1177/18369391211011264‘All the things we can see’: Understanding children’s noticing in bush kinders
Speldewinde, C, Kilderry, A & Campbell, C (2021). ‘All the things we can see’: Understanding children’s noticing in bush kinders. Journal of adventure education and outdoor learning
Engagement with a formative assessment rubric: A case of mathematical reasoning
Herbert, S., Vale, C., White, P. & Bragg, L.A. (submitted). Engagement with a formative assessment rubric: A case of mathematical reasoning. Journal of Mathematics Teacher Education
Shifting pre-service teachers’ views of teaching secondary mathematics
Hine, G. & Herbert, S. (submitted) Shifting pre-service teachers’ views of teaching secondary mathematics. Journal of Mathematics Teacher Education.
Elementary teachers’ planning for mathematical reasoning through peer learning teams
Herbert, S. & Bragg, L.A. (submitted). Elementary teachers’ planning for mathematical reasoning through peer learning teams. Australian Journal of Teacher Education .
Challenges to a competency-based approach to mathematics in vocational education and training: An Australian case study
Voss, R., Lynch, J. & Herbert, S. (submitted). Challenges to a competency-based approach to mathematics in vocational education and training: An Australian case study. Journal of Vocational Education & Training.
Eliciting reasoning during early primary problem solving
Herbert, S. & Williams, G. (accepted). Eliciting reasoning during early primary problem solving. Mathematics Education Research Journal.
Choosing tasks for developing mathematical reasoning
Herbert, S. (re-submitted). Choosing tasks for developing mathematical reasoning. Australian primary mathematics classroom.
Effective planning for mathematical reasoning through supportive peer learning teams
Bragg, L. A. & Herbert, S. (2020). Effective planning for mathematical reasoning through supportive peer learning teams. Australian Primary Mathematics Classroom 25 (4), 3-8.
Successful home-school collaboration: Let’s talk about maths at home
Bragg, L. A., Herbert, S. & Brown, J. (2020). Successful home-school collaboration: Let’s talk about maths at home. Australian primary mathematics classroom. 25 (3), 18-22.
Linking comparing and contrasting, generalising and justifying: a case study of primary students’ levels of justifying
Widjaja, W., Vale, C., Herbert, S., Loong, E. Y. K., & Bragg, L. A. (2020). Linking comparing and contrasting, generalising and justifying: a case study of primary students’ levels of justifying. Mathematics Education Research Journal, 1-23. doi:10.1007/s13394-019-00306-w
DOI: https://doi.org/10.1007/s13394-019-00306-wFull STEAM ahead, but who has the map for integration? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools
White, D. and Delaney, S. (2021). Full STEAM ahead, but who has the map for integration? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools. LUMAT: LUMAT: International Journal on Math, Science and Technology Education, Vol 9, No 2, p. 9–32. https://doi.org/10.31129/LUMAT.9.2.1387.
DOI: https://doi.org/10.31129/LUMAT.9.2.1387Discourse Analysis and Multimodal Meaning Making in a Science Classroom: Meta-Methodological Insights from Three Theoretical Perspectives
Martin, J., Xu, L., & Seah, L. H. (2020). Discourse Analysis and Multimodal Meaning Making in a Science Classroom: Meta-Methodological Insights from Three Theoretical Perspectives. Special issue on “Analysing Science Classroom Discourse”, Research in Science Education, 1-21.
DOI: https://doi.org/10.1007/s11165-020-09961-7Chemistry activities addressing global challenges – hands-on practical activities focussed on sustainability
Delaney, S., Schultz, M. (2020). Chemistry activities addressing global challenges – hands-on practical activities focussed on sustainability, Lab Talk, 64, 4, 43-49.
A Critical Analysis of Ecological Sustainability Ideology in Award Winning Early Children’s Literature.
White, P.J., Auld, G., & Wells, M. (2020). A Critical Analysis of Ecological Sustainability Ideology in Award Winning Early Children’s Literature. Australian Journal of Environmental Education.
DOI: https://doi.org/10.1017/aee.2020.27Collaborative Reflective Experience and Practice in Education: A model for a self-study community of practice
White, P.J., Raphael, J., Hannigan, S., & Cripps Clark, J. (2020). Collaborative Reflective Experience and Practice in Education: A model for a self-study community of practice. Australian Journal of Teacher Education. 45(8).
Publisher: https://ro.ecu.edu.au/ajte/vol45/iss8/6An Inquiry-based Introductory Volumetric Titration Without calculations
Lim, K., White, P.J., Long, J., & Shaw, J. (2020). An Inquiry-based Introductory Volumetric Titration Without calculations. Teaching Science. 66(3), 24-30.
The Development Of An E-Learning Program On The Response And Recognition Of The Deteriorating Patient Using Self-study Methodology
Mak, V. & White, P.J. (2021). The Development Of An E-Learning Program On The Response And Recognition Of The Deteriorating Patient Using Self-study Methodology. Nurse Education in Practice.
DOI: https://doi.org/10.1016/j.nepr.2020.102955A self-study exploration of early career teacher burnout and the adaptive strategies of experienced teachers
Hogan, J.P. & White, P.J. (2021). A self-study exploration of early career teacher burnout and the adaptive strategies of experienced teachers. Australian Journal of Teacher Education. 46(5). http://dx.doi.org/10.14221/ajte.2021v46n5.2
DOI: http://dx.doi.org/10.14221/ajte.2021v46n5.2Rethinking the languages of science and how they are learnt.
Tytler, R., Prain, V., & Hannigan, S. (2020). Rethinking the languages of science and how they are learnt. Research in Science Education. DOI: 10.1007/s11165-020-09952-8.
DOI: https://doi.org/10.1007/s11165-020-09952-8.The role of visualization in science: A response to “Science teachers’ use of visual representations”
Tytler, R. (2021). The role of visualization in science: A response to “Science teachers’ use of visual representations”. Studies in Science Education, 57(1), 129-139. doi: 10.1080/03057267.2020.1766826
DOI: https://doi.org/10.1080/03057267.2020.1766826Designing a contemporary STEM curriculum.
Tytler, R., & Self, J. (2020). Designing a contemporary STEM curriculum. UNESCO In progress Reflection. UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000374146
DOI: https://unesdoc.unesco.org/ark:/48223/pf0000374146The role of aesthetics in the teaching and learning of data modelling
Ferguson, J., Tytler, R., & White, P. (2021). The role of aesthetics in the teaching and learning of data modelling. International Journal of Science Education (Special issue on Aesthetics in Science Education). https://doi.org/10.1080/09500693.2021.1875514
DOI: https://doi.org/10.1080/09500693.2021.1875514Team Teaching in Large Spaces: Three Case Studies Framed by Relational Agency
Prain, V., Emery, S., Thomas, D., Lovejoy, V., Farrelly, C., Baxter, L., Blake, D., Deed, C., Edwards, M., Fingland, D., Mooney, A., Muir, T., Swabey, K., Tytler, R., Workman, E., & Zitzlaff, T. (2021). Team Teaching in Large Spaces: Three Case Studies Framed by Relational Agency. Teaching Education. https://www.tandfonline.com/doi/full/10.1080/10476210.2020.1868423
DOI: https://doi.org/10.1080/10476210.2020.1868423Designing and delivering an online lesson study unit in mathematics to pre-service primary teachers: opportunities and challenges
Widjaja, W., Groves, S., & Ersozlu, Z. (2021). Designing and delivering an online lesson study unit in mathematics to pre-service primary teachers: opportunities and challenges. International Journal for Lesson and Learning Studies.
Publisher: https://www.emerald.com/insight/content/doi/10.1108/IJLLS-10-2020-0080/full/htmlPutting the M back into STEM: Lessons from STEM professional development
The mathematics in STEM is too often ignored or trivialised. We describe how
mathematics can be embedded into three STEM activities, ensuring that the mathematics
is not marginalised.
Herbert, Sandra, & Cripps Clark, John. (2020). Putting the M back into STEM: Lessons from STEM professional development. Australasian Mathematics Education Journal, 2(4), 11-17.
Entangling Our Thinking and Practice: A Model for Collaboration in Teacher Education
White, P., Raphael, J., Hannigan, S., & Cripps Clark, J. (2020). Entangling Our Thinking and Practice: A Model for Collaboration in Teacher Education. Australian Journal of Teacher Education, 45(8).
Publisher: https://ro.ecu.edu.au/ajte/vol45/iss8/6Solidarity and Community: Collaborative Learning in Times of Crisis
Cripps Clark, J., Jacobs, B., & MacCallum, J. (2020). Solidarity and Community: Collaborative Learning in Times of Crisis. Human Arenas.
DOI: https://doi.org/10.1007/s42087-020-00152-4Out-of-field teaching in science (Special Issue)
Luft, J., Hanuscin, D. & Hobbs, L. (Eds.)(2020). Out-of-field teachign in science. Special Issue. Journal of Science Teacher Education, 31(7).
This is a Special Issue devoted to research on out-of-field teaching in Science published by the Journal of Science Teacher Education.
Publisher: https://www.tandfonline.com/toc/uste20/31/7Out-of-Field Teaching in Science: An Overlooked Problem
Luft, J., Hanuscin, D. Hobbs, L. & Törner, G. (2020). Out-of-field teaching in science: An overlooked problem. Journal of Science Teacher Education, 31(7), 719-724.
This is an Editorial for the Special Issue in the Journal of Science Teacher Education: “Out-of-field Teaching in Science”, edited by Julie Luft, Debbie Hanuscin and Linda Hobbs.
DOI: https://doi.org/10.1080/1046560X.2020.1814052Teacher adaptation to flexible learning environments
Deed, C., Blake, D., Edwards, M., Henriksen, J., Mooney, A., Prain, V., Tytler, R., Zitzlaff, T., Edwards, M., Emery, S., Muir, T., Swabey, K., Thomas, D., Farrelly, C., Lovejoy, V. Meyers, N., & Fingland, D. (2019). Teacher adaptation to flexible learning environments. Learning Environments Research, 1-13, https://doi.org/10.1007/s10984-019-09302-0
DOI: https://doi.org/10.1007/s10984-019-09302-0A representation construction pedagogy of guided inquiry for learning data modelling
Tytler, R., Ferguson, J., & White, P. (2020) A representation construction pedagogy of guided inquiry for learning data modelling. Learning: Research and Practice: (Special issue on multimodality in Science Education), 6(1).
DOI: https://doi.org/10.1080/23735082.2020.1750672Financial literacy programs taught in schools are exposed as value-ridden, flawed & totally inadequate
Sawatzki, C. May 18, 2020. Financial literacy programs taught in schools are exposed as value-ridden, flawed & totally inadequate. AARE EduResearch Matters.
Publisher: https://www.aare.edu.au/blog/?tag=carly-sawatzkiTax and superannuation: Developing proportional reasoning
Sawatzki, C., & Zmood, S. (2020). Tax and superannuation: Developing proportional reasoning. Vinculum, 57(2), 11-13.
Publisher: https://www.mav.vic.edu.au/Services-and-News/MAV-JournalsFrom The Ashes
Ferguson, J. Climate Change Education Network. (2020). From The Ashes. Eingana, The Journal of Environmental Education Victoria, 43(1), 13 – 15.
Supporting mathematical language through the Frayer Board
Eyers, A., Bragg, L. A., & Reich, M. (2020). Supporting mathematical language through the Frayer Board. Australian Primary Mathematics Classroom, 25(2), 9-13.
Student Reasoning about the Lever Principle through Multimodal Representations: A socio-semiotic approach
Xu, L., Ferguson, J. & Tytler, R. (2020). Student Reasoning about the Lever Principle through Multimodal Representations: A socio-semiotic approach. International Journal of Science and Mathematics Education.
DOI: https://doi.org/10.1007/s10763-020-10102-9Learning Cycles: Enriching Ways of Knowing Place
Wooltorton, S., White, P., Palmer, M., & Collard, L. (2020). Learning Cycles: Enriching Ways of Knowing Place. Australian Journal of Environmental Education, 1-18.
Publisher: https://www.cambridge.org/core/article/learning-cycles-enriching-ways-of-knowing-place/2586FF5A9D2C35979D7DB9222F69E77DDOI: https://doi.org/10.1017/aee.2020.15
Slowmation Pedagogy in Senior Secondary Biology
White, P.J., Nielsen, W., & Tytler, R. (2020). Slowmation Pedagogy in Senior Secondary Biology. Teaching Science. 66(1), 41-50.
Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge
Vinko, L., Delaney, S. and Devetak, I. (2020). Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge, Centre for Education Policy Studies Journal, 10, 2, p. 9-25.
DOI: https://doi.org/10.26529/cepsj.893Secondary teachers crossing subject boundaries to teach mathematics out-of-field: Evolving practices and beliefs
Vale, C., Campbell, C., & White, P. (2020) Secondary teachers crossing subject boundaries to teach mathematics out-of-field: Evolving practices and beliefs, Mathematics Education Research Journal Q1
DOI: https://doi.org/10.1007/s13394-020-00323-0Teaching across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching
Vale, C., Campbell, C., Speldewinde, C. & White, P. (2020) Teaching across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching. International Journal of Science and mathematics Education.
DOI: https://doi.org/10/1007/s10763-019-09983-2The role of visualization in science: A response to Eilam, B. & Gilbert, J. (Eds.) “Science teachers’ use of visual representations”
Tytler, R. (2020). The role of visualization in science: A response to Eilam, B. & Gilbert, J. (Eds.) “Science teachers’ use of visual representations”. Studies in Science Education.
DOI: https://doi.org/10.1080/03057267.2020.1766826A Practical Problem: Teaching and Learning Chemistry Online
Schultz, M., Allsebrook, A., Wajrak, M and Delaney, S. (2020). A Practical Problem: Teaching and Learning Chemistry Online, Chemistry in Australia, July/August 2020, p. 28-30. Retrieved 2 July 2020 < http://chemaust.raci.org.au/article/julyaugust-2020/practical-problem-%EF%BB%BFteaching-and-learning-chemistry-online.html>
Publisher: http://chemaust.raci.org.au/article/julyaugust-2020/practical-problem-%EF%BB%BFteaching-and-learning-chemistry-online.htmlAttuning-with’ Affect, and Assemblages of Relations in a Transdisciplinary Environmental Education
Riley, K & White, P.J. (2020) Attuning-with’ Affect, and Assemblages of Relations in a Transdisciplinary Environmental Education. Australian Journal of Environmental Education. 35(3), 262-272.
DOI: https://doi.org/10.1017/aee.2019.30Designing professional development for teachers teaching out-of-field
Kenny, J., Hobbs L. & Whannell, R. (2020). Designing professional development for teachers teaching out-of-field, Professional Development in Education, 46(3), 500-515.
DOI: https://doi.org/10.1080/19415257.2019.1613257Learning to teach science out-of-field: A spatial-temporal experience
Hobbs, L. (2020). Learning to teach science out-of-field: A spatial-temporal experience. Journal of Science Teacher Education, 31(7), 725-745. Published online 29 Jan 2020
Publisher: https://www.tandfonline.com/doi/full/10.1080/1046560X.2020.1718315DOI: https://doi.org/10.1080/1046560X.2020.1718315
Factors in a professional learning program to support a Teacher’s growth in mathematical reasoning and its pedagogy
Herbert, S. & Bragg, L. A. (online first, 2020). Factors in a professional learning program to support a Teacher’s growth in mathematical reasoning and its pedagogy. Mathematics Education Research Journal.
DOI: https://doi.org/10.1007/s13394-020-00310-5Revisiting Peirce’s account of creativity to inform classroom practice
Ferguson, J., & Prain, V. (2020). Revisiting Peirce’s account of creativity to inform classroom practice. Educational Philosophy & Theory, 52 (5), 524-534.
DOI: https://doi.org/10.1080/00131857.2019.1653282Inter-relationships among primary and secondary school students’ self-esteem, bullying victimization/perpetration and perceived parental support in a nationally representative sample of Australian Students
Ersozlu, Z., Wildy, H., Ersozlu, A., Lawrence, D., Karakus, M., Sorgo, A., Usak, M., Kubiatko, M., & Chang, C.Y. (2020). Inter-relationships among primary and secondary school students’ self-esteem, bullying victimization/perpetration and perceived parental support in a nationally representative sample of Australian Students. Revista de Cercetare si Interventie Sociala [Review of Research and Social Intervention], 69, 49-68. (SSCI). Scimago Rank Q2
DOI: https://doi.org/10.33788/rcis.69.3Teacher noticing in science education: do you see what I see?
Chan, K. K. H., Xu, L., Cooper, R., Berry, A., & van Driel, J. H. (2020). Teacher noticing in science education: do you see what I see? Studies in Science Education, 1-44. Doi:10.1080/03057267.2020.1755803
DOI: https://doi.org/10.1080/03057267.2020.1755803“I realized that science isn’t scary”: In-service teacher insights regarding science-focused partnerships
Gilbert, A., Hobbs, L., Kenny J., Jones, M., Campbell, C., Chittleborough, G., Herbert, S. & Redman, C. (2020). “I realized that science isn’t scary”: In-service teacher insights regarding science-focused partnerships. School-University Partnerships. 13(1), 22-31.
Publisher: https://eric.ed.gov/?id=EJ1249378DOI: https://eric.ed.gov/?id=EJ1249378
Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time
Hobbs, L. & Quinn, F. (2020). Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time. European Journal of Teacher Education. Published online: 01 Sep 2020.
DOI: https://doi.org/10.1080/02619768.2020.1806230STEM into Industry – brokering relationships between schools and local industry
Hobbs, L. & Kelly, H. (2020). STEM into Industry – brokering relationships between schools and local industry. Cultural Perspectives, 40, 247-255. https://link.springer.com/journal/41297/volumes-and-issues/40-2
Publisher: https://link.springer.com/journal/41297/volumes-and-issues/40-2DOI: https://doi.org/10.1007/s41297-020-00111-7
Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia
Carpendale, J., Delaney, S., Rochette, E. (2020). Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia. Journal of Chemical Education, 97, 9, p. 2534-2543. DOI: 10.1021/acs.jchemed.0c00718
DOI: https://doi.org/10.1021/acs.jchemed.0c00718Discovering diverse students’ funds of knowledge related to finance: Pāsifika students in New Zealand
Hunter, J. & Sawatzki, C. (2019). Discovering diverse students’ funds of knowledge related to finance: Pāsifika students in New Zealand. Mathematics Education Research Journal.
Stimulating proportional reasoning through questions of finance and fairness
Sawatzki, C., Downton, A., & Cheeseman, J. (2019). Stimulating proportional reasoning through questions of finance and fairness. Mathematics Education Research Journal.
Developing financially literate children
Sawatzki, C. & Sullivan, P. (2019). Developing financially literate children. Australian Primary Mathematics Classroom, 24(4), 3-5.
Supporting elementary teachers’ planning and assessing of mathematical reasoning.
Davidson, A., Herbert, E. S., & Bragg, L. A. (2019). Supporting elementary teachers’ planning and assessing of mathematical reasoning. International Journal of Science and Mathematics Education, 17(6), 1151-1171.
DOI: https://doi.org/10.1007/s10763-018-9904-0Developing primary pre-service teachers’ mathematical content knowledge: opportunities and influences.
Livy, S., Herbert, E. S., & Vale, C. (2019). Developing primary pre-service teachers’ mathematical content knowledge: opportunities and influences. Mathematics Education Research Journal, 31(3), 279-299.
DOI: https://doi.org/10.1007/s13394-018-0252-8Designing Hands-on Inquiry-based Activities: Incorporating contemporary science
Lim, K., Long, J., White, P.J., & Bentley, I. (2019). Designing Hands-on Inquiry-based Activities: Incorporating Contemporary Science. Teaching Science. 65(2), 48 – 54.
Drawing to reason and learn in science
Tytler, R., Prain, V., Aranda, G., Ferguson, J., & Gorur, R. (2019). Drawing to reason and learn in science. Journal of Research in Science Teaching, 1–23. https://doi.org/10.1002/tea.21590
DOI: https://doi.org/10.1002/tea.21590Re-conceptualising interdisciplinarity in STEM through a temporal model
Tytler, R., Prain, V., & Hobbs, L. (2019). Re-conceptualising interdisciplinarity in STEM through a temporal model. Research in Science Education.
DOI: https://doi.org/10.1007/s11165-019-09872-2Developing a framework for primary teachers’ perceptions of mathematical reasoning.
Herbert, S., Vale, C., Bragg, L., Loong, E., & Widjaja, W. (2015). Developing a framework for primary teachers’ perceptions of mathematical reasoning. International Journal of Educational Research 74, 26-37.
DOI: https://doi.org/10.1007/s10763-016-9725-yTracking change in primary teachers’ understanding of mathematical reasoning through demonstration lessons
Loong, E., Vale, C., Herbert, S., Bragg, L.A., Widjaja, W (2017). Tracking change in primary teachers’ understanding of mathematical reasoning through demonstration lessons. Mathematics Education Research Journal. 19(1), 5-29.
Publisher: https://mted.merga.net.au/index.php/mted/article/view/329Seeing Through the Eyes of the Teacher? Investigating primary school teachers’ professional noticing through a video-based methodology
Xu, L., Widjaja, W., Ferguson, J. (2018). Seeing Through the Eyes of the Teacher? Investigating primary school teachers’ professional noticing through a video-based methodology. International Journal of Research & Method in Education.
Publisher: https://www.tandfonline.com/loi/cwse20DOI: https://doi.org/10.1080/1743727X.2018.1499016
Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context
Groves, S., Doig, B, Vale, V., Widjaja, W. (2016). Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context. ZDM Mathematics Education. 48(4), 501-512.
Publisher: https://link.springer.com/journal/11858DOI: https://doi.org/10.1007/s11858-016-0786-8
Anticipating students’ reasoning and planning prompts in structured problem-solving lessons
Vale, C., Widjaja, W., Doig, B., & Groves, S. (2019). Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal. 31(1), 1-25.
Publisher: https://link.springer.com/journal/13394DOI: https://doi.org/10.1007/s13394-018-0239-5
Mapping variation in children’s mathematical reasoning: the case of ‘What else belongs?
Vale, C., Widjaja, W., Herbert, S., Bragg, L.A., Loong, E. Y-K. (2017). Mapping variation in children’s mathematical reasoning: the case of ‘What else belongs?’ International Journal of Science and Mathematics Education. 15(5), 873-894.
DOI: https://doi.org/10.1007/s10763-016-9725-yTeachers’ professional growth through engagement with lesson study
Widjaja, W., Vale, C., Groves, S., Doig, B. (2017). Teachers’ professional growth through engagement with Lesson Study. Journal of Mathematics Teacher Education. 20(4), 357-383.
Publisher: https://link.springer.com/journal/10857DOI: https://doi.org/10.1007/s10857-015-9341-8
Learning progressions from a sociocultural perspective: response to “co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action”
Tytler, R. (2018). Learning progressions from a sociocultural perspective: response to “co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action”, Cultural studies of science education, 13(2), pp. 599-605.
DOI: https://doi.org/10.1007/s11422-016-9777-xEmbodying our future through collaboration: the change is in the doing
Palmer, M., White, P.J., & Wooltorton, S. (2018). Embodying our future through collaboration: the change is in the doing. Journal of Environmental Education, 49(4), Special Issue: Gender and Environmental Education 2, 309-317.
DOI: https://doi.org/10.1080/00958964.2017.1364214