Margaret Marshman

• Lecturer at University of the Sunshine Coast

In many countries, pre-service secondary teacher education programs maintain strong disciplinary boundaries in their design and delivery. Future teachers of secondary school mathematics take courses on mathematics content in the university’s mathematics department and courses on mathematics pedagogy in the education department, with little or no co...

Integrated STEM learning is gaining momentum globally. Despite the foundational role of mathematics in STEM, it is often overshadowed by other disciplines. The growing emphasis in education on students developing their skills in digital technologies and finding connections between learning in mathematics and digital technologies led to the developm...

Developing a country’s STEM capacity is vital for economic growth, technological innovation, and addressing complex global environmental and healthcare challenges. Individuals also need STEM capacity to function as informed citizens in modern society. However, there is misalignment between the rhetoric and reality of STEM education in both schools...

Sense of belonging is a complex construct that we all strive for in our daily lives. Sense of school belonging influences educational outcomes and is vital for cognitive, behavioural, and socio-emotional success at school. Sense of belonging for students with disability in special schools has rarely been examined and is not well understood. In this...

Diminishing duplication and finding connections between the Australian Curriculum: Mathematics and Digital Technologies were a focus of the revision to version 9. This emphasis has provided enhanced opportunities for integration of these learning areas. In this exploratory multiple case study, interviews with teachers following teaching an integrat...

This chapter provides a critical review of Australasian research in the affective domain in mathematics education from 2020 to 2023. We first locate the chapter in relation to broader discussions of the affective domain and previous developments in this area, and then discuss the recent developments in affective research related to students, mathem...

Teachers often perceive barriers to integrating technology with Mathematics. In the study, teachers participated in professional development about considerations for and examples of integrating Digital Technologies into Mathematics learning in primary schools meeting the Australian Curriculum: Mathematics and Digital Technologies requirements. This...

Proponents of game-based learning see potential for the inclusion of Alternate Reality Games (ARGs) in higher education. Research has shown that an ARG can support the induction and socialisation of students but engagement in educational ARGs has been disappointing. We explored whether students could learn via an ARG embedded in curriculum: if they...

Despite questions about academic rigor, undergraduates use Wikipedia for opportunistic learning: self-regulated study to learn, relearn, or be introduced to concepts. STEM topics are potentially immune from some of Wikipedia’s criticism, as many are based on well-established facts. This article evaluates 28 articles from seven STEM disciplines on f...

Secondary mathematics prospective teachers can have conflicting experiences during their initial teacher education programme about the most appropriate pedagogies for their own learning and future classrooms. This chapter explores the beliefs of mathematics teacher educators (mathematics educators and mathematicians) to investigate how these inform...

Mathematics teachers are often keen to find ways of connecting mathematics with the real world. One way to do so is to teach mathematical modelling using real data. Mathematical models have two components: a model structure and parameters within that structure. Real data can be used in one of two ways for each component: (a) to validate what theory...

This chapter presents a review of the re-emergence of spatial reasoning in Australasia as a potentially powerful but under-utilised bridging mechanism between real-world experiences and mathematics teaching and learning. This is the first time a chapter has been dedicated solely to spatial reasoning in the Mathematics Education Research Group of Au...

This study provides an overview of the support provided for academic numeracy for first-year students across six Australian regional universities. Survey analysis of university academics provided an overview of the approaches used in academic numeracy in diverse cohorts. Further investigations via semi-structured interviews and secondary data were...

This paper is a preliminary investigation into first year undergraduate student’s progress in academic numeracy studies across six Australian regional universities. The paper analyses a survey of university teachers, follow-up interviews and secondary academic numeracy data. Initial findings are presented in terms of the nature of academic numerac...

Cambridge Core - Education, History, Theory - Teaching Secondary Science - edited by Geoff Woolcott

This paper details the psychosocial changes in a group of gifted and talented middle-years students who engaged in solving a communitybased problem - the lack of a teenage-safe space in their regional Queensland town ("N"). Supported by a Knowledge Producing Schools pedagogy, the young people worked with their local council, teachers, a university...

This paper reports the findings from the initial embedding of a process of enhancement and reflection in pre-service teacher (PST) science and mathematics methods units and the influence the process has had on PST confidence. The focus of the embedding was to enhance, through collaboration with practicing mathematicians and scientists, the capacity...

The role of Wikipedia for learning has been debated because it does not conform to the usual standards. Despite this, people use it, due to the ubiquity of Wikipedia entries in the outcomes from popular search engines. It is important for academic disciplines, including statistics, to ensure they are correctly represented in a medium where anyone c...

Middle year students often do not see the mathematics in the real world whereas the Australian Curriculum: Mathematics aims for students to be “confident and creative users and communicators of mathematics” (Australian Curriculum Assessment and Reporting Authority [ACARA] 2012). Using authentic and real mathematics tasks can address this situation....

A focus on quality assurance of assessment processes in tertiary education within Australia and throughout the world has resulted in a changing landscape of assessment types and grading schemes over the last decade. The use of criteria and standards-based assessment systems are now very commonplace in tertiary education. There are a variety of mode...

The benefits of higher education to individuals and to society are acknowledged both in Australia and internationally. Increased access to higher education means that greatly diverse students are beginning their tertiary learning journey. We investigate the experiences of a group of non-traditional students undertaking a tertiary preparation progra...

Although much has been written about tertiary students’ and pre-service teachers’ ideas about mathematics very little has included the voices of school students. In this chapter we report on findings from a large quantitative New Zealand study (n = 1784) and four smaller qualitative studies (from Australia and New Zealand) of middle years students...

It is widely acknowledged that students come to dislike mathematics, and see it as more irrelevant and distasteful, the further they progress through their schooling. In this chapter we examine this issue through empirical data and relevant literature to identify possible stages in students’ schooling where their affective views of mathematics appe...

This book examines the beliefs, attitudes, values and emotions of students in Years 5 to 8 (aged 10 to 14 years) about mathematics and mathematics education. Fundamentally, this book focuses on the development of affective views and responses towards mathematics and mathematics learning. Furthermore, it seems that students develop their more negati...

Through their middle school years (Years 5–9) students develop beliefs about mathematics and mathematics education which are substantially influenced by their experiences in mathematics classrooms. In this chapter we report and discuss the findings from our empirical studies related to the mathematical beliefs and attitudes of middle year’s student...

There has been a long and consistent history of poor affective outcomes in mathematics education however the findings reported in this book give hope that issues of the past can be overcome. Following a selective review of literature related to mathematics teaching and learning, the concept of mathematical identity is discussed as a way of addressi...

There is a general understanding that mathematics is not popular or well-liked among students and people in general. In this chapter we report on findings of t-tests and ANOVAs from a large quantitative New Zealand study (n = 1784) which investigated the affective responses of students vis-à-vis gender, cultural identity, socio-economic status (SES...

The affective domain has been of interest to mathematics educators and researchers for many years. However, there has been a lack of clarity about the nature and make-up of the affective domain, and so in this chapter we begin by first discussing a conceptual background and framework of affect in relation to mathematics education. This is a contest...

This book examines the beliefs, attitudes, values and emotions of students in Years 5 to 8 (aged 10 to 14 years) about mathematics and mathematics education. Fundamentally, this book focuses on the development of affective views and responses towards mathematics and mathematics learning. Furthermore, it seems that students develop their more negati...

The new Australian Senior Secondary Curriculum: Mathematics contains more statistics than the existing Australian Curricula. This case study examines how a group of Queensland mathematics teachers define the word "statistics" and five statistical terms from the new curricula. These definitions are compared to those used in some commonly-used Queens...

To improve the quality of education, the Kuwaiti Ministry of Education has encouraged schools to implement inquiry-based instruction. This study identifies psychosocial factors that predict teachers’ intention to use inquiry-based instruction in their science classrooms. An adapted model of Ajzen’s (1985) theory of planned behaviour—the Science Ado...

With the introduction of Ways of Working in 2008, Queensland teachers received professional development on using investigations to teach mathematics. This case study explores the extent to which teachers in one Queensland Primary School use this pedagogy. To determine teachers' beliefs and teaching approaches, a five point Likert scale questionnair...

Learning and teaching in higher education is framed by curriculum models. Over the past decade constructive alignment (Biggs & Tang, 2009, 2011) has become widely accepted as the curriculum planning model for Australian higher education. Constructive alignment privileges learning outcomes in curriculum design, learning and teaching and assessment....

Students continue to reject mathematics when they have a choice, particularly in the senior school years and at tertiary levels (Australian Academy of Science, Mathematics and statistics: critical skills for Australia’s future. The national strategic review of mathematical sciences research in Australia, Australian Academy of Science, Canberra, 200...

A new self-refocusing slice selection 90 degrees pulse is presented and its incorporation in the SPACE localization sequence described. Experimental comparisons are made with the self-refocusing pulse reported by Geen (H. Geen, S. Wimperis and R. Freeman, J. Magn. Reson. 85, 620 (1990)). The main source of localization error in the SPACE sequence i...

A novel method for reducing the rf power requirements of selective pulses employed for z magnetization slice inversion in localized NMR spectroscopy is presented. Following slice preparation by the use of frequency-incremented sinc pulses, the slice gradient is reduced, which narrows the frequency width of the slice. This allows the use of relative...

Density matrix formalism is used to model two-photon free-induction decay from a ladder-type, three-level scheme with a resonant intermediate state. Counterpropagating light beams are assumed. Only the upper transition is frequency shifted out of resonance with the injected field. Results indicate departure from single-photon behavior; in particula...

This paper focuses on my experiences with a particularly difficult, disengaged middle school mathematics class who were disillusioned with the learning process. In response I introduced this class to Collective Argumentation, a structured approach for students to work collaboratively and participate in mathematical discussions. By giving the studen...