Teaching Secondary Mathematics

Gregory Hine is a Senior Lecturer at the University of Notre Dame Australia in Fremantle. He previously taught in Australia and the United States predominantly in the areas of mathematics and science to middle and high school students for fourteen years. Greg completed both of his Master of Education degrees at The University of Notre Dame, South Bend, Indiana. In 2011 he completed his doctoral studies at Notre Dame's Fremantle Campus, and was appointed to a full-time academic faculty position in the School of Education. Greg teaches into the undergraduate and postgraduate degree programs, predominantly in secondary mathematics education, and educational action research. His areas of scholarly interest are professional noticing in the mathematics classroom, and the training of pre-service and in-service mathematics teachers. In 2019 Greg was awarded the Vice Chancellor's Award for Excellence in Undergraduate Education (Secondary Mathematics). Judy Anderson is Associate Professor in mathematics education, former Director of the STEM Teacher Enrichment Academy at the University of Sydney. In her role as secondary mathematics curriculum coordinator, Judy has been teaching and researching at the University of Sydney for eighteen years. Prior to that, she worked at the Board of Studies NSW as a Senior Curriculum Officer (K-12), responsible for the development of the mathematics syllabuses for NSW schools. As a past President of the Australian Association of Mathematics Teachers (AAMT) and a member of the Executive Committee from 2007 to 2010, she provided leadership and ongoing support for teachers of mathematics throughout Australia. This was a critical role at a time of national curriculum development in Australia and the development of national testing regimes. She is currently the Secretary of the International Group for the Psychology of Mathematics Education (PME). Robyn Reaburn is a lecturer in mathematics education at the University of Tasmania in Australia, and was joint recipient of a Federal Government award for Teaching Excellence from the Office for Learning and Teaching. Prior to her current role at the University, she taught Mathematics and Science at secondary schools and at TAFE. She has also taught statistics at the University of Tasmania for thirteen years. Robyn's main research interests include students' and instructors' understanding of probability and statistics and the preparation of future mathematics teachers. Michael Cavanagh is a former secondary mathematics teacher and is currently the Director of Learning and Teaching in the School of Education at Macquarie University. He is an associate professor in mathematics education and a Senior Fellow of the Higher Education Academy. Michael is a recipient of an Australian Learning and Teaching Council Citation for Outstanding Contribution to Student Learning and an Outstanding Professional Service Award from the Professional Teachers' Council of NSW for his work as the editor of Reflections, the journal of the Mathematical Association of NSW. Linda Galligan is an Associate Professor with the School of Sciences at USQ and Head of School. She teaches courses on Mathematics for Teachers and has strong links with schools providing mathematics programs and activities for students and teachers. Her research includes language and mathematics, and students' and lecturers' perceptions of student preparation for numeracy demands of university. Recently her focus on research has been on student engagement in online learning, the use of Tablet Technology to effectively teach mathematics, and using modelling to improve pre-service teachers' deep understanding of mathematics. Bing H. Ngu is a senior lecturer in mathematics education at the University of New England. She has over fifteen years of mathematics and science teaching experience in secondary schools in in Australia as well as abroad. Her current research is mainly shaped by her previous mathematics teaching experience. Specifically, based on cognitive load theory and learning by analogy theory, she has conducted experimental studies with secondary students to enhance learning to solve linear equations as well as percentage problems. She has also conducted cross-cultural mathematics education research with secondary students between Asian countries and Australia. Her research has made a strong impact on pedagogical approaches, informing the development of various pre-service teacher education units that she currently teaches at the University of New of New England. Bruce White has been lecturing at the University of South Australia in mathematics and science teacher education since 1990. His teaching background is Secondary (years 8-12) mathematics and science. He is a member of the Mathematics Education Research Group of Australasia and researches the use of technology in the teaching and learning of mathematics.

Introduction: what is mathematics?; Part I. Contemporary Issues in Learning and Teaching Mathematics: 1. The learning and teaching of mathematics; 2. Language and mathematics; 3. Making mathematical connections; 4. Using technology in mathematics education; 5. Inquiry-based learning; 6. Gender, culture and diversity in the mathematics classroom; 7. Aboriginal and Torres Strait Islander learners and mathematics; 8. Assessing mathematics learning; Part II. Learning and Teaching Key Mathematics Content: 9. The mathematics curriculum: a guide for teaching and learning; 10. Number and algebra; 11. Measurement and geometry; 12. Statistics and probability; 13. Functions and calculus.