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 a professor of mathematics education within the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. He is the Leader of the STEM Education: Design and Growth Across the Disciplines program within ILSTE, an interdisciplinary research space focused on the enabling and transformative role of mathematics within the STEM disciplines and other areas of human endeavour. His work is driven by awareness that the capacity to know and use mathematics confidently is important for an individual's career prospects and their empowerment as informed citizens. This awareness has inspired over 100 peer reviewed research publications that address the interests of both research and professional audiences.
Vince joined ACU in 2005 after a successful 22 year career as a secondary school teacher of mathematics and science. Over that time he held national positions such as President of the Australian Association of Mathematics Teachers and Chair of the National Education Forum. It was in these roles that he became aware of the "big" problems in mathematics education that needed to be addressed through research. His research interests have developed from this point to include: the teaching and learning of mathematics and its applications ??? numeracy and mathematical modeling; the use of digital tools as enablers of mathematical understanding; STEM literacy and capability; and teacher professional learning. The approach he takes to research is underpinned by socio-cultural principles of learning/teaching, usually realized through mixed methods designs.
Vince's research has been supported by $4 million of external competitive funding, including leadership of two ARC Discovery projects and one DECRA. Other recent projects include: 2018-2020 - Principals as STEM Leaders (Department of Education and Training); 2018-2023 - Numeracy Expert Group for the implementation of the 2nd cycle of PIAAC (OECD); 2015-2017 - Opening Real Science (OLT); 2018-2020 ??? Review of the PIAAC numeracy assessment framework (OECD); and 2015-2016 - Building an evidence base for national best practice in mathematics education (Office of the Chief Scientist). He is a past Associate Editor of the Mathematics Education Research Journal, a current member of the Editorial Board for International Journal of Science and Mathematics Education and a member of the Executive Committee of the International Community of Teachers of Mathematical Modeling and Applications.
The excellence of his research was recognised by a Mathematics Education Research Group of Australasia Research Award in 2017. His work was further recognised by selection as the Giovanni Prodi Guest Professorship at Wurzburg University in 2018/2019. While his focus is now on research, Vince has always maintained a close link with the mathematics teaching profession His tertiary teaching expertise has been recognised through an ALTC Citation for Outstanding Contributions to Student Learning in 2009.
Vince supervises higher degree research students in science and mathematics education.
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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 ;
Mathematical applications, modelling and technology as windows into industry based mathematical practice, in Educational Interfaces between Mathematics and Industry
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
Teacher professional development on mathematical modelling: initial perspectives from Singapore, 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
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
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
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
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)
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
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
In Search of Practical Wisdom: A conversation between a researcher and a teacher, in For the learning of Mathematics
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
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
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
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
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
Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole, in Mathematical Modelling in Education and Culture
Technology-enriched classrooms: Some implications for teaching applications and modelling, 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)