## Professor Vincent Geiger - Institute for Learning Sciences & Teacher Education (Faculty of Education and Arts)

Fully accredited supervisor - Can supervise as principal supervisor

Vince Geiger is an Associate Professor in the Faculty of Education at ACU. Vince taught mathematics and held school leadership positions before joining ACU in 2005. His research interests lie in the teaching and learning of mathematics and its applications, with a particular focus on the use of digital tools as enablers of mathematical understanding. The approach he takes to research is guided my socio-cultural principles of learning in exploring how both individuals and collectives of learners acquire mathematical ideas and learn to apply them.

Vincea??s research program has attracted in excess of $1 million in external funding including an ARC Discovery award (2012-2014) and more recently an ARC DECRA (2015-2017). In addition, he is leader of the ACU team within a DEEWR OLT LELT project (Opening real science: Authentic mathematics and science learning for Australia, 2013-2016). Vince is a recipient of the Mathematics Education Research Group of Australasiaa??s Practical Implications Award for a research paper with the potential for direct application in school classrooms. He is the author of 81refereed publications that address the interests of both research and professional audiences and is currently Associate Editor of the Mathematics Education Research Journal. Vince supervises higher degree research students in science and mathematics education.

Vince has always maintained a close link with the mathematics teaching profession and has held the positions of President of the Australian Association of Mathematics Teachers and Chair of the National Education Forum. He was a member of the Queensland Studies Authoritya??s (QSA) Subject Advisory Committee and State Assessment Panel (1996-2005) and a member of the QSAa??s Learning Area Reference Committee (Mathematics) (2009-2014). His tertiary teaching expertise has been recognised through an ALTC Citation for Outstanding Contributions to Student Learning in 2009.

## Contact

: | (07) 3623 7188 (Brisbane) |

: | vincent.geiger@acu.edu.au |

: | Staff Directory Profile |

## Research Interests

Mathematics Education ; Numeracy ; Mathematical Modelling ; Teacher Education ; Teacher Professional Learning ; Digital technologies ; Applications of Mathematics ; Curriculum design ; Assessment in Mathematics ; Assessment in Higher Education ; Social Justice ;

## Methods Expertise

Socio-cultural approaches to research ; Mixed Mehods ; Ethnography ; Action Research ; Case Study ;

## Research Projects

#### Current Projects

## Selected Publications

#### 2013

Mathematical applications, modelling and technology as windows into industry based mathematical practice, in Educational Interfaces between Mathematics and Industry

Teacher professional development on mathematical modelling: initial perspectives from Singapore, in Teaching Mathematical Modelling: Connecting to Research and Practice

The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms, in Teaching Mathematical Modelling: Connecting to Research and Practice

Taking advantage of incidental school events to engage with the application of mathematics: The case of surviving the reconstruction, in Teaching Mathematical Modelling: Connecting to Research and Practice

Strasser's Didactic Tetrahedron as a basis for theorising mathematical modelling activity within social contexts, in Teaching Mathematical Modelling: Connecting to Research and Practice

#### 2012

Auditing the numeracy demands of the middle years curriculum. PNA, in PNA

Technology in mathematics education, in Research in mathematics education in Australasia 2008-2011

Numeracy across the curriculum, in The Australian Mathematics Teacher

Connecting social perspectives on mathematics teacher education in online environments, in ZDM - International Journal in Mathematics Education

#### 2011

Improving numeracy education in rural schools: a professional development approach, in Mathematics Education Research Journal

Factors affecting teachersa?? adoption of innovative practices with technology and mathematical modelling, in Trends in the teaching and learning of mathematical modelling

#### 2010

Theoretical perspectives on mathematics teacher change, in Journal of Mathematics Teacher Education (print version)

Auditing the numeracy demands of the middle years curriculum, in MERGA33 2010: Shaping the future of mathematics education

Cas-enabled technologies as 'agents provacateurs' in teaching and learning mathematics, in Mathematics Education Research Journal (print version)

Technology, communication and collaboration: Re-thinking communities of inquiry, learning and practice, in Mathematics education and technology - Rethinking the terrain

A teacher pair approach to adopting effective numeracy teaching practice, in Merga33 - 2010: Shaping the future of mathematics education

A social perspective on technology-enhanced mathematical learning: From collaboration to performance, in ZDM: The International Journal on Mathematics Education (print version)

#### 2009

The Master, Servant, Partner, Extension-of-self Framework in Individual, Small Group and Whole Class Contexts, in Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA)

An Approach to Student-Lecturer Collaboration in the Design of Assessment Criteria and Standards Schemes, in Proceedings of the ATN Assessment Conference 2009: Assessment in Different Dimensions

#### 2008

CAS enabled devices as provocative agents in the process of mathematical modelling, in Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia

The emergence of social perspectives on the use of technology in Mathematics education, in Symposium on the Occasion of the 100th Anniversary of ICMI: Resources and Technology Throughout the History of ICMI

#### 2006

In Search of Practical Wisdom: A conversation between a researcher and a teacher, in For the learning of Mathematics

Standing on the Outside: A Tale of How Technology Can Engage Those Working on the Margins of a Community of Inquiry, in Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia

Living in the Gap: A Tale of Two Different Types of Researchers, in Identities; Cultures and Learning Spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia

More Than Tools: Mathematically Enabled Technologies As Partner and Collaborator, in Technology Revisited: Digital Technologies; Rethinking the Terrain: Proceedings of the 17th ICMI Study Conference

#### 2005

Master, servant, partner and extension of self: A finer grained view of this taxonomy, in Building Connections, Theory, Research and Practice: Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia

#### 2003

What Students Say - Analysis of Structured Survey Data in Relation to Technology and Mathematics, in MERINO - Mathematics Education Research: Innovation, Networking, Opportunity: Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia

Technology-enriched classrooms: Some implications for teaching applications and modelling, in Mathematical Modelling in Education and Culture

Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole, in Mathematical Modelling in Education and Culture

Perspectives on technology mediated learning in secondary school mathematics classrooms, in The Journal of Mathematical Behavior (print version)