Profiles

Helen Chick

UTAS Home Assoc/Prof Helen Chick
Helen Chick

Helen Chick

Deputy Dean
Associate Professor in Mathematics Education

Room 444, Hytten Hall, Sandy Bay Campus

+61 3 6226 7220 (phone)

+61 3 6226 2569 (fax)

Helen.Chick@utas.edu.au

Associate Professor Helen Chick is a mathematics educator in the Faculty of Education. She is a qualified high school mathematics teacher with a PhD in mathematics, and currently works in the field of mathematics education, working with pre-service and in-service primary and secondary teachers. Her research work has focussed on pedagogical content knowledge in mathematics for teachers, the use of examples in teaching, and also statistics education. She has held a number of ARC grants and has been the recipient of several teaching awards.

Career summary

Qualifications

  • PhD (1997), ''Aspects of the circle composition operation in rings', University of Tasmania, Australia
  • BSc (Hons) (1985), University of Tasmania, Australia
  • DipEd (1986), University of Tasmania, Australia

Biography

Helen taught high school mathematics before returning to the University of Tasmania to complete a PhD in mathematics. During that time she also taught both mathematics and mathematics education at the tertiary level. She then spent 13 years at the University of Melbourne, where she taught pre-service and in-service primary and secondary teachers, and developed programs and resources for the Department of Education. She was also involved in a number of research projects on teacher knowledge. Since returning to the University of Tasmania in 2012 she has continued her work in mathematics education, conducting research on teachers' knowledge for teaching mathematics. She has been heavily involved in the provision of professional learning to the teaching profession. She is on the editorial board of the Journal of Mathematical Behaviour, and regularly reviews articles for key journals. She has published extensively in the field of mathematics education.

Research Themes

Helen's research aligns to the University's research themes of Creativity, Culture and Society and Data, Knowledge and Decisions. Her research interests include understanding what kind of knowledge is used and needed by teachers in the process of teaching mathematics, and how to develop that knowledge. This knowledge concerns not only the knowledge of mathematics ('content knowledge'), but so-called 'pedagogical content knowledge' which is particularly concerned with the materials, analogies, explanation, examples and connections that teachers bring to bear when helping learners make sense of mathematical ideas. Of additional interest is how teachers can make better use of data about students' understanding to design intervention and further learning opportunities.

Memberships

Professional practice

  • Mathematical Education Research Group of Australasia
  • International Group for the Psychology of Mathematics Education

Administrative expertise

Deputy Head of School

Teaching

Mathematics education, pedagogical content knowledge, teacher knowledge, example use in mathematics teaching

Teaching expertise

Mathematics education for pre-service and in-service primary and secondary teachers

Research Appointments

View more on AssocProf Helen Chick in WARP

Expertise

  • Mathematics education
  • Teacher knowledge

Current projects

Powerful Knowledge project

Research Fields

  • Mathematics and Numeracy Curriculum and Pedagogy (130208)
  • Algebra and Number Theory (010101)
  • Teacher Education and Professional Development of Educators (130313)
  • Learning Sciences (130309)
  • Education Systems (130199)
  • English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
  • Curriculum and Pedagogy Theory and Development (130202)
  • Educational Administration, Management and Leadership (130304)
  • Technical, Further and Workplace Education (130108)
  • Statistics (010499)
  • Secondary Education (130106)

Research Impact

  • Teacher and Instructor Development (930202)
  • Pedagogy (930201)
  • Education and Training Systems (930599)
  • Expanding Knowledge in the Mathematical Sciences (970101)
  • Learner and Learning Processes (930102)
  • Learner and Learning Achievement (930101)
  • School/Institution Policies and Development (930403)
  • School/Institution (930499)
  • Education and Training (939999)
  • Curriculum (930399)
  • Management of Education and Training Systems (930502)
  • Teaching and Instruction (930299)
  • Equity and Access to Education (939903)
  • Assessment and Evaluation of Curriculum (930301)
  • Syllabus and Curriculum Development (930302)
  • Management and Leadership of Schools/Institutions (930401)

Publications

I have published in the areas of pre-service teachers' knowledge and beliefs about mathematics and its teaching. As part of this research a framework for pedagogical content knowledge was developed and has since been used by other authors. I presented a keynote paper on the role of examples in mathematics teaching at the annual conference of the Mathematics Education Research Group of Australasia in 2007 and contributed an article about example use and PCK to a special issue of For the Learning of Mathematics. My other major research interest has been probability and statistics education, and I have several publications focusing on students' and adults' understanding of elementary 'chance and data', with a particular emphasis on data representation and interpretation, and in the area of statistical literacy for teachers as they interpret school assessment data.

Total publications

63

Journal Article

(22 outputs)
YearCitationAltmetrics
2015Graham P, Chick H, 'The 20 matchstick triangle challenge; an activity to foster reasoning and problem solving', Australian Mathematics Teacher, 71, (1) pp. 9-17. ISSN 1839-4779 (2015) [Professional, Refereed Article]

[eCite] [Details]

2014Chick HL, 'Busting Myths', Australian Mathematics Teacher, 69, (4) pp. 16-22. ISSN 0045-0685 (2014) [Professional, Non Refereed Article]

[eCite] [Details]

2014Pierce R, Chick H, Watson J, Les M, Dalton M, 'A statistical literacy hierarchy for interpreting educational system data', Australian Journal of Education pp. 1-23. ISSN 2050-5884 (2014) [Refereed Article]

DOI: 10.1177/0004944114530067 [eCite] [Details]

Citations: Scopus - 1

Co-authors: Watson J

Tweet

2014Watson J, Chick H, Callingham R, 'Average: the juxtaposition of procedure and context', Mathematics Education Research Journal, 26, (3) pp. 477-502. ISSN 1033-2170 (2014) [Refereed Article]

DOI: 10.1007/s13394-013-0113-4 [eCite] [Details]

Co-authors: Watson J; Callingham R

Tweet

2014Neal D, Muir T, Manuel K, Livy S, Chick H, 'Desperately seeking birthday mates!', Australian Mathematics Teacher, 70, (1) pp. 36-40. ISSN 0045-0685 (2014) [Professional, Non Refereed Article]

[eCite] [Details]

Co-authors: Muir T

2013Chick H, Pierce R, 'The statistical literacy needed to interpret school assessment data', Mathematics Teacher Education and Development, 15, (2) pp. 5-26. ISSN 1442-3901 (2013) [Refereed Article]

[eCite] [Details]

2013Chick HL, Pierce R, 'Statistical literacy: a professional skill for today's teachers', Curriculum & Leadership Journal, 11, (14) pp. 1-5. ISSN 1448-0743 (2013) [Professional, Non Refereed Article]

[eCite] [Details]

2013Pierce R, Chick H, 'Workplace statistical literacy for teachers: Interpreting box plots', Mathematics Education Research Journal, 25, (2) pp. 189-205. ISSN 1033-2170 (2013) [Refereed Article]

DOI: 10.1007/s13394-012-0046-3 [eCite] [Details]

Citations: Scopus - 4

Tweet

2013Pierce R, Chick H, Gordon I, 'Teachers' perceptions of the factors influencing their engagement with statistical reports on student achievement data', Australian Journal of Education, 57, (3) pp. 237-255. ISSN 0004-9441 (2013) [Refereed Article]

DOI: 10.1177/0004944113496176 [eCite] [Details]

Citations: Scopus - 1Web of Science - 1

Tweet

2013Chick H, Stacey K, 'Teachers of mathematics as problem-solving applied mathematicians', Canadian journal of science, mathematics and technology education, 13, (2) pp. 121-136. ISSN 1942-4051 (2013) [Refereed Article]

DOI: 10.1080/14926156.2013.784829 [eCite] [Details]

Citations: Scopus - 4

Tweet

2012Chick HL, Pierce RU, 'Teaching for statistical literacy: Utilising affordances in real-world data', International Journal of Science and Mathematics Education, 10, (2) pp. 339-362. ISSN 1573-1774 (2012) [Refereed Article]

DOI: 10.1007/s10763-011-9303-2 [eCite] [Details]

Citations: Scopus - 1

Tweet

2011Leong Y, Chick HL, 'Time pressure and instructional choices when teaching mathematics', Mathematics Education Research Journal, 23, (3) pp. 347-362. ISSN 1033-2170 (2011) [Refereed Article]

DOI: 10.1007/s13394-011-0019-y [eCite] [Details]

Citations: Scopus - 1

Tweet

2011Pierce R, Chick H, 'Teachers' intentions to use national literacy and numeracy assessment data: a pilot study', Australian Educational Researcher, 38, (4) pp. 433-447. ISSN 0311-6999 (2011) [Refereed Article]

DOI: 10.1007/s13384-011-0040-x [eCite] [Details]

Citations: Scopus - 5Web of Science - 2

Tweet

2011Watson A, Chick H, 'Qualities of examples in learning and teaching', ZDM : The International Journal of Mathematics Education, 43, (2) pp. 283-294. ISSN 1863-9690 (2011) [Refereed Article]

DOI: 10.1007/s11858-010-0301-6 [eCite] [Details]

Citations: Scopus - 4

Tweet

2009Chick HL, 'Choice and use of examples as a window on mathematical knowledge for teaching', For the Learning of Mathematics: an international journal of mathematics education, 29, (3) pp. 26-58. ISSN 0228-0671 (2009) [Refereed Article]

[eCite] [Details]

2008Leong YH, Chick HL, 'An insight into the 'balancing act' of teaching', Mathematics Teacher Education and Development, 9 pp. 51-65. ISSN 1442-3901 (2008) [Refereed Article]

[eCite] [Details]

2007Hoong LY, Chick HL, Moss J, 'Classroom research as teacher-researcher', The Mathematics Educator, 10, (2) pp. 1-26. ISSN 1062-9017 (2007) [Refereed Article]

[eCite] [Details]

2005Chick HL, Pfannkuch M, Watson JM, 'Transnumerative thinking: finding and telling stories within data', Curriculum Matters, 1 pp. 87-108. ISSN 1177-1828 (2005) [Refereed Article]

[eCite] [Details]

Co-authors: Watson JM

1999Chick HL, Gardner BJ, 'Quasiregular torsion rings having isomorphic additive and circle composition groups', Quaestiones Mathematicae, 22, (3) pp. 371 - 384. ISSN 0379-9468 (1999) [Refereed Article]

[eCite] [Details]

Co-authors: Gardner BJ

1998Chick HL, 'Cognition in the Formal Modes: Research Mathematics and the SOLO Taxonomy', Mathematics Education Research Journal, 10, (2) pp. 4-26. ISSN 1033-2170 (1998) [Refereed Article]

DOI: 10.1007/BF03217340 [eCite] [Details]

Citations: Scopus - 15

Tweet

1998Chick HL, Gardner BJ, 'Commutative quasiregular rings with isomorphic additive and circle composition groups, II: rational algebras', Communications in Algebra, 26, (2) pp. 657-670. ISSN 0092-7872 (1998) [Refereed Article]

DOI: 10.1080/00927879808826155 [eCite] [Details]

Citations: Scopus - 1

Co-authors: Gardner BJ

Tweet

1996Chick HL, 'The properties of some rings having isomorphic additive and circle composition groups', Australian Mathematical Society Gazette, 23, (3) pp. 112-117. ISSN 0311-0729 (1996) [Refereed Article]

[eCite] [Details]

Chapter in Book

(3 outputs)
YearCitationAltmetrics
2014Chick HL, 'Investigating the teaching and learning of mathematics', The Future of Educational Research, Sense Publishers, N Fitzallen, S Fan & R Reaburn (ed), Netherlands, pp. 219-226. ISBN 978-94-6209-512-0 (2014) [Other Book Chapter]

[eCite] [Details]

2014Pierce R, Chick H, Wander R, 'Improving teachers' professional statistical literacy', Topics from Australian conferences on teaching statistics (OZCOTS 2008-2012), Springer, H. MacGillivray, M.A. Martin & B. Phillips (ed), New York, USA, pp. 295-309. ISBN 978-1-4939-0603-1 (2014) [Research Book Chapter]

DOI: 10.1007/978-1-4939-0603-1_16 [eCite] [Details]

Tweet

2011Pierce RU, Chick HL, 'Teachers' beliefs about statistics education', Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, Springer, C. Batanero, G. Burrill & C. Reading (ed), online, pp. 151 - 162. ISBN 978-94-007-1131-0 (2011) [Research Book Chapter]

DOI: 10.1007/978-94-007-1131-0 [eCite] [Details]

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Conference Publication

(37 outputs)
YearCitationAltmetrics
2016Beswick K, Chick H, 'Responses to 'The Scary Question': how teaching challenges impact the use of knowledge and its development', Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary, pp. 91-98. ISSN 0771-100X (2016) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Beswick K

2016Chick H, 'Is problem solving teachable?', Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary, pp. 69-74. ISSN 0771-100X (2016) [Plenary Presentation]

[eCite] [Details]

2016Maher N, Chick L, Muir T, ''I believe the most helpful thing was him skipping over the proof': Examining PCK in a senior secondary mathematics lesson', Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (MERGA), 3-7 July 2016, Adelaide, Australia, pp. 421-428. ISBN 978-1-920846-29-9 (2016) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Maher N; Muir T

2015Hay I, Callingham RA, Chick HL, Beswick K, Nicholson T, et al., 'Can Teachers' Pedagogical Content Knowledge in Subject English Really be Measured?', Contributed Papers, 11-13 February, University of Tasmania, pp. 1-3. (2015) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Hay I; Callingham RA; Beswick K; Shorter D; Hopwood Belinda; Jones JM

2015Pierce R, Chick H, Wander R, 'Statistical literacy in a profesional context', Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 17-24. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper]

[eCite] [Details]

2015Chick H, 'The language used to articulate content as an aspect of pedagogical content knowledge', Mathematics education in the margins: Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, 28 June - 2 July, University of the Sunshine Coast, Sippy Downs, QLD, pp. 149-156. (2015) [Refereed Conference Paper]

[eCite] [Details]

2015Maher N, Muir T, Chick H, 'Secondary mathematics students' perceptions of their teachers' pedagogical content knowledge for teaching aspects of probability', Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 226-233. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Maher N; Muir T

2014Chick H, Pierce R, Wander R, 'Sufficiently Assessing teachers' statistical literacy', Proceedings of the 9th International Conference on Teaching Statistics, 13-18 July 2014, Flagstaff, Arizona, USA, pp. 1-6. (2014) [Refereed Conference Paper]

[eCite] [Details]

2014Muir T, Chick H, 'Flipping the classroom: A case study of a mathematics methods class', Proceedings of The 37th Annual Conference of the Mathematics Education Research Group of Australasia, 29 June - 3 July 2014, Aerial Centre, University of Technology, Sydney, pp. 485-492. ISBN 978-1-920846-27-5 (2014) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Muir T

2013Chick H, Beswick K, 'Educating Boris: An examination of pedagogical content knowledge for mathematics teacher educators', Mathematics Education: Yesterday, Today and Tomorrow - Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia, 7-11 July 2013, Melbourne, Victoria, pp. 170-177. (2013) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Beswick K

2013Chick H, ''Is this a five minute argument or the full half hour?' Enriching classrooms with a culture of reasoning', Mathematics: Launching Futures - Proceedings of the 24th Biennial Conference of the Australian Association of Mathematics Teachers Inc. (AAMT), 10-13 July 2013, Melbourne, Victoria, pp. 65-71. ISBN 978-1-875900-76-3 (2013) [Refereed Conference Paper]

[eCite] [Details]

2013Duncan B, Chick H, 'How do adults perceive, analyse and measure slope?', Mathematics Education: Yesterday, Today and Tomorrow - Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia, 7-11 July 2013, Melbourne, Victoria, pp. 258-265. (2013) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Duncan B

2012Chick HL, 'God-like educators in a fallen world', AARE 2011 Conference Proceedings, 27 November - 1 December 2011, Hobart, Tasmania, pp. 1-10. ISSN 1324-9320 (2012) [Refereed Conference Paper]

[eCite] [Details]

2012Pierce R, Chick H, Watson J, Dalton M, Les M, 'Trialling a professional statistical literacy hierarchy for teachers', Mathematics Education: Expanding Horizons - Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2012, Singapore, pp. 602-609. ISBN 978-981-07-2527-3 (2012) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Watson J

2012Watson J, Chick H, 'Average Revisited in context', Mathematics Education: Expanding Horizons - Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2012, Singapore, pp. 753-760. ISBN 978-981-07-2527-3 (2012) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Watson J

2011Chick HL, Baratta WC, 'Teachers' strategies for demonstrating fraction and percentage equivalence', Mathematics: Traditions and [New] Practices, 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 183-191. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper]

[eCite] [Details]

2011Pierce RU, Chick HL, 'Reacting to quantitative data: teachers' perceptions of student achievement reports', Mathematics: Traditions and [New] Practices, 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 631 - 639. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper]

[eCite] [Details]

2010Chick HL, 'Aspects of teachers' knowledge for helping students learn about ratio', Shaping the Future of Mathematics Education, 3-7 July 2010, Fremantle, Western Australia, pp. 145 - 152. ISBN 978-1-920846-25-1 (2010) [Refereed Conference Paper]

[eCite] [Details]

2010Chick HL, Pierce RU, 'Helping teachers to make effective use of real-world examples in statistics', Data and Context in Statistics Education: Towards an Evidence-based Society, 11-16 July 2010, Ljubljana, Slovenia, pp. 1-6. ISBN 978-90-77713-54-9 (2010) [Refereed Conference Paper]

[eCite] [Details]

2009Chick HL, 'Teaching the distributive law: Is fruit salad still on the menu?', Crossing Divides, 5-9 July 2009, Wellington, New Zealand, pp. 121-128. ISBN 978-1-920846-20-6 (2009) [Refereed Conference Paper]

[eCite] [Details]

2008Chick HL, Pierce R, 'Issues associated with using examples in teaching statistics', Proceedings of the joint meeting of the PME 32 and PME-NA XXX, 17-21 July 2008, Michoacan, Mexico, pp. 321-328. ISBN 978-6-07950-130-3 (2008) [Refereed Conference Paper]

[eCite] [Details]

2008Chick HL, Pierce R, 'Teaching statistics at the primary school level: Beliefs, affordances and pedagogical content knowledge', Proceedings of the ICMI study 18 and 2008 IASE round table conference, 30 June - 4 July 2008, Monterrey, Mexico, pp. 1-6. ISBN 978-90-73592-28-5 (2008) [Refereed Conference Paper]

[eCite] [Details]

2008Chick HL, Harris K, 'Pedagogical content knowledge and the use of examples for teaching ratio', Proceedings of the 2007 AARE International Educational Research Conference, November 2007, Fremantle, Western Australia, pp. 1-15. ISSN 1324-9339 (2008) [Refereed Conference Paper]

[eCite] [Details]

2007Chick HL, 'Teaching and learning by example', Mathematics:Essential Research, Essential Practice, 2-6 July 2007, Hobart, Tasmania, pp. 3-21. ISBN 978-1-920846-13-8 (2007) [Refereed Conference Paper]

[eCite] [Details]

2007Chick HL, Harris K, 'Grade 5/6 teachers' perceptions of algebra in the primary school curriculum', Proceedings of the Conference of the International Group for the Psychology of Mathematics Education, 8-13 July 2007, Seoul, Korea, pp. 121-128. ISSN 0771-100X (2007) [Refereed Conference Paper]

[eCite] [Details]

2006Baker M, Chick HL, 'Pedagogical content knowledge for teaching primary mathematics: A case study of two teachers', Identities Cultures and Learning Spaces, 1 - 5 July 2006, Canberra, Australia, pp. 60-67. ISBN 1-920846-12-3 (2006) [Refereed Conference Paper]

[eCite] [Details]

2006Chick HL, Baker M, Pham T, Cheng H, 'Aspects of teachers' pedagogical content knowledge for decimals', Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 16 - 21 July 2006, Prague, Czech Republic, pp. 297-304. (2006) [Refereed Conference Paper]

[eCite] [Details]

2006Chick HL, Pham TH, Baker M, 'Probing teachers' pedagogical content knowledge: lessons from the case of the subtraction algorithm', Identities Cultures and Learning Spaces, 1 - 5 July 2006, Canberra, Australia, pp. 139-146. ISBN 1-920846-12-3 (2006) [Refereed Conference Paper]

[eCite] [Details]

2005Chick HL, Baker M, 'Investigating teachers' responses to student misconceptions', Proceedings of the 29th Conference of the international group for the psychology of mathematics education, 2005, Parkville, Australia, pp. 249-256. (2005) [Refereed Conference Paper]

[eCite] [Details]

2005Chick HL, Baker M, 'Teaching of elementary probability: Not leaving it to chance', Building Connections: Theory, Research and Practice, 7 - 9 July 2005, Melbourne, Australia, pp. 233-249. ISBN 1-920846-09-3 (2005) [Refereed Conference Paper]

[eCite] [Details]

2005Vincent JL, Chick HL, McCrae B, 'Argumentation charts as tools for analysing students' argumentations', Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 10 - 15 July 2005, Melbourne, Australia, pp. 281-288. ISSN 0771-100X (2005) [Refereed Conference Paper]

[eCite] [Details]

1998Chick HL, Watson JM, 'Showing and telling: Primary students' outcomes in data representation and interpretation', Teaching Mathematics in New Times, July, Australia, pp. 153-160. ISBN 0-9596844-7-6 (1998) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Watson JM

1997Lidster ST, Chick HL, Watson JM, 'Developing cognition in interpreting data', Australian Association of Mathematics Teachers, Adelaide, pp. 202-209. (1997) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Watson JM

1997Watson JM, Chick HL, 'Collaboration in Mathematical Problem Solving', Annual Conference of the Australian Association for Research in Education, Brisbane, pp. 47. (1997) [Conference Extract]

[eCite] [Details]

Co-authors: Watson JM

1996Chick HL, 'Rings with isomorphic additive and circle composition groups', Rings and Radicals, Shijiazhuang, pp. 160-169. (1996) [Refereed Conference Paper]

[eCite] [Details]

1995Chick HL, Collis KF, Donaldson JD, Watson JM, 'Professional development in mathematics for teachers: Who, what, why and how', 15th Biennial Conference of the Australian Association of Mathematics Teachers, Darwin, pp. 65-71. (1995) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Collis KF; Donaldson JD; Watson JM

1995Chick HL, Collis KF, Donaldson JD, Watson JM, 'Professional Development in Mathematics for Teachers - Who, What, Why and How', 15th Biennial Conference of the Australian Association of Mathematics Teachers, Darwin, pp. 65-71. (1995) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Collis KF; Donaldson JD; Watson JM

Thesis

(1 outputs)
YearCitationAltmetrics
1997Chick HL, 'Aspects of the circle composition operation in rings' (1997) [PhD]

[eCite] [Details]

Grants & Funding

I have been a Chief Investigator on four ARC Discovery and Linkage grants during the period 2003 to 2015, focusing on knowledge for teaching, statistical literacy for teachers in their workplace, and student diagnostic assessment. Funding has totalled $810 000. I am currently also an external advisor on another ARC project looking at symbol use in mathematics.

Funding Summary

Number of grants

10

Total funding

$3,273,202

Projects

Teaching Secondary Mathematics (2014 - 2015)$76,434
Description
The project will investigate; 1) how education jurisdictions and university mathematics educators can collaborate to construct a professional learning program for secondary mathematics teachers; 2) how a collaboratively planned research based 5 day professional learning program can influence the knowledge, beliefs and practice of secondary mathematics teachers; 3) the extent to which changed practices are noticed by students; 4) the impacts of a collaboratively planned research based 5 day professional learning program on students attitudes to mathematics. The PL program will include innovative elements. In addition research detecting the impacts of teacher PL on students is rare and so the results of the project should be readily publishable in high quality journals e.g. Mathematics Teacher Education and Development and the Journal of Mathematics Teachers Education. Co-construction of PL programs is also rare and hence the documentation and analysis of this aspect of the project will make a further contribution to the research literature.
Funding
Department of Education Tasmania ($76,434)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Beswick K; Chick HL; Muir T; Fitzallen NE; Reaburn RL; Wells J
Period
2014 - 2015
Engaging pedagogy in the Middle Years (Numeracy 5-8) (2014)$13,850
Description
The focus of the inquiry is on building teacher capacity in pedagogical content knowledge of numeracy in key areas for the middle years.
Funding
Department of Education Tasmania ($13,850)
Scheme
Consultancy
Administered By
University of Tasmania
Research Team
Muir T; Chick HL
Year
2014
Towards Educating Mathematics Professionals Encompassing Science and Technology (TEMPEST) (2014 - 2016)$1,738,070
Description
This project (TEMPEST) will provide teachers of mathematics K-12 including in the VET sector with: a collaboratively developed national framework for the creation, implementation, and evaluation of quality professional learning (PL); and quality PL resources addressing identified needs particularly related to the applications of mathematics in science, ICT (particularly informatics) and engineering (STEM disciplines).
Funding
Department of Industry and Science ($1,738,070)
Scheme
Grant-Aust Maths and Science Partnership Program
Administered By
University of Tasmania
Research Team
Beswick K; Fraser SP; Callingham RA; Thomas GA; Seen AJ; Muir T; Chick HL; Reaburn RL; Leon de la Barra BA; Wells J
Period
2014 - 2016
Improving Literacy and Numeracy across Years 5 to 8 in response to the outcomes of the NAPLAN results in Years 7 and 9 (2013 - 2015)$200,000
Description
The aim of this project is to work with four secondary schools and one district high school and their associated primary schools as a cluster, in an actioned-based research approach, that has a strong focus on teacher staff professional learning using the school principal as curriculum leader as a key element. The project will work to improve literacy and numeracy outcomes of high school students targeting the transition from primary to high school as a key determinant of likely success. The purpose of the action research is to explore issues, share best practice pedagogy, beliefs and practices to investigate how the performance of students in Years 7 and 9 can be improved.
Funding
Department of Education Tasmania ($200,000)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Fraser SP; Callingham RA; Beswick K; Hay I; Moltow DT; Chick HL; Brett P; Muir T
Period
2013 - 2015
Powerful knowledge: Mapping out standards of teachers' knowledge for teaching Mathematics and English to achieve the goals of the curriculum (2013 - 2015)$181,000
Description
There is considerable interest in raising the quality of teachers through setting standards and expectations to which all teachers can aspire. This task is complex. The knowledge that teachers need varies across the levels of schooling, with teacher experience, and by subject. The curriculum describes what content must be taught at each year level but there is no parallel pedagogical curriculum to indicate what appropriate pedagogical knowledge is necessary to achieve the goals of the curriculum. The Powerful Knowledge study will map the knowledge and develop benchmark standards of what teachers need to know to teach effectively in Mathematics and English across Levels of Schooling and different Career Stages.
Funding
Australian Research Council ($181,000)
Scheme
Grant-Discovery Projects
Administered By
University of Tasmania
Research Team
Callingham RA; Chick HL; Beswick K; Hay I
Period
2013 - 2015
Grant Reference
DP130103144
Redesigning the introductory statistics classroom to the 'inverted' style to improve student experience and material retention (2013)$34,000
Description
The goal of the project is to convert the flagship introductory statistics units to inverted-style. The specific aims are to: 1) develop and evaluate a teaching model for inverting an introductory statistics classroom by creating video lectures, online assessments, and interactive activities; 2) improve student experience in the introductory statistics unit and increase students' understanding and retention of material.
Funding
Office for Learning & Teaching ($34,000)
Scheme
Grant-Seed
Administered By
University of Tasmania
Research Team
Karpievitch YV; Holland BR; Chick HL
Year
2013
Building the Culture of Evidence-based Practice in Teacher Preparation for Mathematics Teaching (2010 - 2011)$220,000
Funding
Office for Learning & Teaching ($220,000)
Scheme
Grant-Strategic Priority Projects
Administered By
University of Tasmania
Research Team
Callingham RA; Beswick K; Chick HL; Clark Julie; Goos M; Kissane B; Serow P; Thornton S; Tobias S
Period
2010 - 2011
Statistical literacy in the education workplace: Barriers and enablers for school personnel making data-driven decisions (2010 - 2012)$341,848
Funding
Australian Research Council ($168,831)
Collaborators
Dept of Education and Early Childhood Development ($150,000); Victorian Curriculum and Assessment Authority ($23,017)
Scheme
Grant-Linkage Projects Round 1
Administered By
University of Melbourne
Research Team
Pierce R; Chick HL; Gordon I; Watson JM
Period
2010 - 2012
Grant Reference
LP100100388
Supporting personalised learning in secondary schools through the use of specific mathematics assessments that reveal thinking (2008 - 2010)$220,000
Funding
Australian Research Council ($220,000)
Scheme
Linkage Grant
Administered By
University of Melbourne
Research Team
Stacey KC; Chick HL; Steinle VA
Period
2008 - 2010
Knowledge for teaching primary mathematics: how teachers pedagogical content knowledge develops and affects classroom practices and students mathematics achievement (2003 - 2005)$248,000
Funding
Australian Research Council ($248,000)
Scheme
Discovery Grant
Administered By
University of Melbourne
Research Team
Chick HL; Stacey KC
Period
2003 - 2005

Research Supervision

I am currently supervising 6 PhD students and have had three PhD students complete their studies, and have also supervised a number of masters students. I am interested in taking on well-qualified students with an interest in mathematics education.

Current

10

Current

DegreeTitleCommenced
PhDThe Effect of Proactive Inhibition in Maths Education2012
PhDSecondary English in the Australian Curriculum: English teachers' perceptions of implementations in Tasmanian Schools2012
PhDSecondary Mathematics Teachers' Knowledge for Teaching Probability and Function Study and its Impact on Student Understanding2013
PhDA reconceptualism of professional learning for teachers2013
PhDInformation Literacy: An Investigation of middle school teacher beliefs and teaching stategies about online information credibility, reliability, and authenticity2013
PhDHigh School Students Capacity to Develop Conceptual Understanding of Slope Via the Investigation of the Measurement of Steepness2013
PhDCareer Pathways of Teacher Education Graduate2014
PhDThe Study of English Literature for Chinese University Students as a Valued Humanities Subject2015
PhDVoices of Other in Community Spaces2016
PhDTo What Extent can Incorporating Spirituality in Professional Development Programs, within Educational Institutions, Improve the Lived Experience and Performance of Employees?2016