My teaching experience prior to 1993 involved 10 years as a secondary mathematics teacher (Years 6-12), teaching both statistics and calculus at senior levels and including one year as Acting Head of Department. I returned to Auckland University in 1993 when I was awarded a New Zealand Secondary Teacher’s Study Award, completing a Masters’ of Education (mathematics) in 1999. I was subsequently invited to continue teaching in the Department of Mathematics at Auckland, where I have since taught both undergraduate mathematics, predominantly at the transition and first-year level (Calculus, Linear Algebra & Science Communication), as well as undergraduate and graduate courses in mathematics education. In 2009, I completed my PhD investigating the integration of technology in the undergraduate mathematics curriculum, and since then I have been involved as an Associate or Principal Investigator in several National and Inter-Faculty projects examining professional development and learning in undergraduate mathematics and the mathematical sciences. I moved to my current position in the Faculty of Education at UTAS in June 2016, where I am teaching pre-and post-service mathematics teachers.
My secondary teaching experience includes three large coeducational NZ secondary schools (Avondale College, 1983-1987; Pukekohe High School, 1987-1992; Papakura High School, part-time 1994-1995;) and a private integrated boys school, Wesley College where I taught part-time at many levels from year 6 –11 (1995), teaching both Calculus and Statistics at senior levels, and developing general numeracy at lower levels. At Avondale and Pukekohe, I shared responsibility for developing and delivering the newly established “Mathematics with Statistics” course at Year 13 (Year 12 equivalent Australia), and coordinated the senior mathematics teaching teams. In 1997, I was appointed as a Senior Tutor in the Department of Mathematics at Auckland University, where I led the establishment of the Mathematics Learning Centre at Auckland University, and served as its Director from 2000 until 2007, responsible for student learning support, tutorial and tutor training. Highlights of this period included the introduction of small-group tutorials in all undergraduate courses, the development of an undergraduate course which served to train peer-tutors in undergraduate mathematics, and the development of the Faculty of Science “Competence in Tutoring in Mathematics” Certificate. In 2010, following the completion of my PhD in 2009, I was appointed as Senior Lecturer in Mathematics Education and have specialised since then in research at the undergraduate level, with interests in technology including developing a graduate course for technology in mathematics education, and professional development and pedagogical content knowledge of mathematics lecturers.
- PhD (2009), 'Integrated technology in the undergraduate mathematics curriculum: A case study of computer algebra systems', University of Auckland, New Zealand
- MEd(Maths) (1999), 'An observational study of students’ collaborative problem solving in a large first year calculus course', University of Auckland, New Zealand
- BSc (1994), University of Auckland, New Zealand
- Trained Teacher’s Certificate (TTC) (1986), New Zealand Department of Education, New Zealand
- DipTchg (Sec) (1983), Auckland College of Education (ACE), New Zealand
- Mathematical Association of Tasmania (MAT)
- Australian Association of Mathematics Teachers (AAMT)
- MERGA (Mathematics Education Research group of Australasia)
- PME (Psychology of Mathematics Education)
- Delta International Steering Committee (ISC) for the Teaching & Learning of Undergraduate Mathematics & Statistics
- 2000-2007: Director Mathematics Learning Centre, Department of Mathematics, University of Auckland. Responsible for approximately 100 tutors and markers;
- 1998-2015: Head of Hall, Grafton Hall of Residence, Presbyterian Methodist Congregational Foundation (PMC). Reporting to the PMC Board, management responsibility for 203 students and leadership of 26 staff, all financial, maintenance and operational procedures.
Undergraduate Mathematics, first year Calculus, Liner Algebra & Discrete Mathematics, Mathematics Education: Technology, Curriculum, Proof, Task Design, Teacher Pedagogical Content Knowledge (PCK), Mathematical Knowledge for Teaching (MkT), & Pedagogical Technology Knowledge (PTK)., Secondary & Transition Mathematics: Statistics & Calculus
- 2009-2016: International Steering Committee (ISC), Delta Southern Hemisphere Symposia for Undergraduate Mathematics and Statistics Teaching and Learning.
- 2014-2015: Collaborator, Social Sciences and Humanities Research Council of Canada project, Schulich School of Education, Nipissing University, Brock University, Ontario, and the University of Alberta. “Computer Algebra Systems (CAS) Technology in Undergraduate Mathematics Instruction: Tracking the Implementation of a Technology-Enhanced Curriculum and Assessment Initiative”
- 2014: International Advisor, Australian Office of Learning and Teaching (OLT) project at the Melbourne Graduate School of Education, Reconceptualising Maths and Science Teacher Education Programmes (ReMSTEP).
- Use Technology in Mathematics Education, How technology can be effectively used and integrated into mathematics curricula? How should it be used, where, when, what types of technology?
- Mathematical Knowledge for Teaching, characterised as Pedagogical Content Knowledge (PCK) & Pedagogical technology Knowledge (PTK).
- Professional development for mathematics educators, especially the use of video-recording to examine practice.
- Transition from Secondary School to University Mathematics: Foundation & Bridging Programmes.
- Tutoring in Mathematics, with focus on tutor training.
Better Health; Data, Knowledge and Decisions
- 2016: Leading Member of the Research Forum team at PME 40 conference (Psychology of Mathematics Education), Szeged Hungary: Mathematics Learning And Teaching At University Level. This forum surveyed contemporary studies and positions in the field.
- 2014-2015: I am the leading investigator in a project entitled Pedagogical, Epistemological and Content Knowledge with Technology in Undergraduate Mathematics (PECKTUM). This is an international collaborative study building on my PhD research with nine colleagues from six countries representing eight universities. It examines university lecturers’ knowledge and beliefs about their teaching of mathematics.
University of Auckland, NZ:
- 2014-2015: Vice-Chancellor’s Strategic Development Fund Award (VCSDF, $85,000), QuADDS Project (Quantitative Assessment and Diagnosis for Development in Science): Improving Learning Outcomes for Maori and Pasifika students. Principal Investigator
- 2014: University of Auckland Distinguished Visitor’s Award ($6800), Prof Michele Artigue, University of Paris, Diderot.
- 2006: Royal Society of New Zealand ($75,000). The Great New Zealand Origami Maths and Science Show. Joint recipient with Dr Judy Paterson, University of Auckland, and Jonathan Baxter, Origami NZ).
- 2001: Asia2000 Foundation, The University of Ateneo, Manila, Philippines.
I have completed the projects I was working on prior to moving from the University of Auckland to University of Tasmania in July 2016. I am currently working on a study with Prof Chris Rasmussen from San Diego State University, looking at variations in the teaching of eigenvalues and eigenvectors according to mathematicians research domains, a project begun in 2014 by Dr Judy Paterson at the University of Auckland.
I am looking to formulate studies and welcome enquiries for collaboration in the following areas:
- Pedagogical Content Knowledge and Mathematical Knowledge for Teaching for university and mathematics teacher educators (PCK & MKT);
- Professional development, especially the use of video-recording to facilitate learning.
- Collaborative Teaching Methods, especially Team-Based Learning (TBL);
- Online Assessment and Computer-Aided Assessment (CAA) & Learning Platforms;
- Early-career mathematics teachers support & experiences;
- Developing reasoning and proving skills;
- Effective use of technology in mathematics, in particular pedagogical technology knowledge for teachers (PTK).
Fields of Research
- Mathematics and Numeracy Curriculum and Pedagogy (130208)
- English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
- Curriculum and Pedagogy Theory and Development (130202)
- Teacher and Instructor Development (930202)
- Pedagogy (930201)
- Teaching and Instruction Technologies (930203)
- Learner and Learning Processes (930102)
- Curriculum (930399)
I am on the Editorial Board for the International Journal of Mathematical Education in Science and Technology (iJMEST), eJMT (Electronic Journal of Mathematics and Technology) & JMA, Journal of Mathematics and its Applications. I am Guest Editor for three special editions of iJMEST, showcasing undergraduate mathematics education and the teaching of Calculus. My publications mostly focus on technology; teaching and professional development in undergraduate mathematics; collaborative and peer-assisted learning; and transition-foundation courses in mathematics. In addition to my major journal articles, I have also a large number of peer-reviewed papers and invited presentations at conferences in my field, e.g. the annual conferences for MERGA (Mathematics Education Research Group of Australasia), PME (Psychology of Mathematics Education) & ATCM (Asian Technology Conference in Mathematics); the biennial Delta Teaching and Learning of Undergraduate Mathematics & Statistics conference and the four-yearly ICME & EARCOME conferences (International Congress of Mathematics Education & East Asia Regional Conference on Mathematics Education). Most recent publication (Pending WARP listing):
2016: Coupland, M., Dunn, P. K., Galligan, L., Oates, G., & Trenholm, S. (2016). Tertiary mathematics education. In K. Makar, S. Dole, S, J. Visnovska, M. Goos, A. Bennison & K. Fry (Eds.), Research in Mathematics Education in Australasia 2012-2015 (pp. 187-211). Springer Singapore.
Journal Article(8 outputs)
|2017||Oates G, Neide IG, Borba MC, 'Foreword - Brazil Delta 2017: the romantic path of mathematics', International Journal of Mathematical Education in Science and Technology, 48, (S1) pp. S1-S3. ISSN 0020-739X (2017) [Letter or Note in Journal]|
|2017||Oates G, Neide IG, Borba MC, 'International Journal of Mathematical Education in Science and Technology: Brazil Delta 2017 Conference Special Issue', 48, (S1) pp. S1-S80. ISSN 0020-739X (2017) [Edited Journal]|
|2016||Oates GN, Paterson J, Reilly I, Woods G, 'Seeing things from others' points of view: Collaboration in undergraduate mathematics', PRIMUS, 26, (3) pp. 206-228. ISSN 1051-1970 (2016) [Refereed Article]|
|2015||Barton W, Oates GN, Paterson J, Thomas M, 'A marriage of continuance: professional development for mathematics lecturers', Mathematics Education Research Journal, 27, (2) pp. 147-164. ISSN 1033-2170 (2015) [Refereed Article]|
Citations: Scopus - 3Web of Science - 2
|2014||Yoon C, Oates GN, Sneddon J, 'Undergraduate mathematics students' reasons for attending live lectures when recordings are available', International Journal of Mathematical Education in Science and Technology, 45, (2) pp. 227-240. ISSN 0020-739X (2014) [Refereed Article]|
|2013||Martinez-Luaces V, Oates GN, 'Foreword', International Journal of Mathematical Education in Science and Technology, 44, (5) pp. 621-623. ISSN 0020-739X (2013) [Letter or Note in Journal]|
|2013||Martinez-Luaces V, Oates GN, 'Special section on the teaching and learning of calculus', 44, (5) ISSN 0020-739X (2013) [Edited Journal]|
|2011||Oates GN, 'Sustaining integrated technology in undergraduate mathematics', International Journal of Mathematical Education in Science and Technology, 42, (6) pp. 709-721. ISSN 0020-739X (2011) [Refereed Article]|
Citations: Scopus - 9
Chapter in Book(3 outputs)
|2017||Oates GN, Evans T, 'Research mathematicians and mathematics educators: Collaborating for professional development', Focus on mathematics education research, Nova Science Publishers, Inc, K Patterson (ed), USA, pp. 1-30. ISBN 978-1-53611-826-1 (2017) [Research Book Chapter]|
|2017||Thomas M, Hong Y, Oates G, 'Innovative uses of digital technology in undergraduate mathematics', Innovation and technology enhancing mathematics education: Perspectives in the digital era, Springer International Publishing AG, E Faggiano, F Ferrara, A Montone (ed), Switzerland, pp. 109-136. ISBN 978-3-319-61487-8 (2017) [Research Book Chapter]|
|2016||Coupland M, Dunn PK, Galligan L, Oates G, Trenholm S, 'Tertiary Mathematics Education', Research in Mathematics Education in Australasia 2012-2015, Springer, K Makar, S Dole, J Visnovska, M Goos, A Bennison, K Fry (ed), Singapore, pp. 187-212. ISBN 978-981-10-1417-8 (2016) [Research Book Chapter]|
Conference Publication(12 outputs)
|2018||Oates GN, Reaburn RL, Brideson MA, Dharmadasa HK, 'Understanding of limits and differentiation as threshold concepts in a first-year mathematics course', Proceedings of the Eleventh Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics, 26 November - 1 December 2017, Rio Grande do Sul, Brazil, pp. 1-20. (In Press) [Refereed Conference Paper]|
Co-authors: Reaburn RL; Brideson MA; Dharmadasa HK
|2017||Oates GN, 'Technology in Mathematics Education: Back to the future?', Book of Abstracts of Brazil Delta 17, 26 November-1 December 2017, Gramada, Brazil, pp. 20. (2017) [Keynote Presentation]|
|2017||Woodward A, Beswick K, Oates GN, 'Towards a Positive Approach to Teaching for Productive Disposition in Mathematics', Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2017, Melbourne, Australia, pp. 683. (2017) [Conference Extract]|
Co-authors: Beswick K
|2017||Woodward Aimee, Beswick K, Oates G, 'Towards a positive approach to teaching for productive disposition in mathematics', Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia, 2-6 July 2017, Melbourne, Australia, pp. 1-10. ISBN 978-1-920846-30-5 (2017) [Refereed Conference Paper]|
Co-authors: Beswick K
|2017||Woodward Aimee, Beswick K, Oates G, 'The four proficiency strands plus one?: Productive disposition and the Australian Curriculum: Mathematics', 2017 Mathematical Association of Victoria Annual Conference Proceedings, 7-8 December 2017, Melbourne, Australia, pp. 18-24. ISBN 978-1-876949-61-7 (2017) [Refereed Conference Paper]|
Co-authors: Beswick K
|2017||Oates G, Beswick K, Beisiegel M, Evans T, King D, et al., 'Videos in teacher professional development: fostering an international community of practice', Proceedings of the 41st conference of the International Group for the Psychology of Mathematics Education, 17-22 July 2017, Singapore, pp. 1-155 - 1-156. ISBN 978-981-11-3742-6 (2017) [Conference Extract]|
Co-authors: Beswick K
|2016||Jaworski B, Potari D, Rasmussen C, Oates G, Kwon ON, 'Mathematics learning and teaching at university level', Proceedings of the 40th Annual Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary, pp. 375-381. ISBN 9781365455063 (2016) [Refereed Conference Paper]|
|2016||Oates G, 'Technology in mathematics education: a stocktake & crystal-ball gazing', Proceedings of the 21st Asian Technology Conference in Mathematics, 14-18 December 2016, Pattaya, Thailand, pp. 1-17. ISBN 978-0-9972807-0-8 (2016) [Refereed Conference Paper]|
|2016||Oates G, Evans T, 'Research mathematicians and mathematics educators: collaborating for professional development', Proceedings of the 13th International Congress on Mathematical Education, 24-31 July 2016, Hamburg, Germany, pp. 1-8. (2016) [Keynote Presentation]|
|2016||Ratnayake I, Oates G, Thomas M, 'Supporting teachers developing mathematical tasks with digital technology', Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 3-7 July 2016, Adelaide, Australia, pp. 543-551. ISBN 978-1-920846-29-9 (2016) [Refereed Conference Paper]|
|2015||McMullen S, Oates GN, Thomas MOJ, 'An integrated technology course at university: Orchestration and mediation', Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, Hobart, Tasmania, pp. 249-257. ISBN 9781326659349 (2015) [Refereed Conference Paper]|
|2014||Oates GN, Sheryn L, Thomas MOJ, 'Technology-Active student engagement in an undergraduate mathematics course', Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Educati, 15-20 July 2014, Vancouver, Canada, pp. 329-336. ISSN 0771-100X (2014) [Refereed Conference Paper]|
Grants & Funding
- 2014 Faculty of Science Research Development (FRDF) grant, (Project 3706669, $22,600), PECKTUM Pedagogical, Epistemological and Content Knowledge with Technology in Undergraduate Mathematics (PECKTUM). Principal Investigator, see research collaborations for more details.
- 2012-2016: Ako Aoteoroa (New Zealand National Centre For Tertiary Teaching Excellence, $300,000). Capturing learning in undergraduate mathematics (LUMOS Project).I was an Associate Investigator, and led the Innovative Technology strand of the project (one of three strands). I also worked with the strand examining the use of Team-Based Learning (TBL) in undergraduate mathematics.
- 2009-2011: NZ Teaching & Learning Research Initiative (TLRI, $200,000) “Mathematics Undergraduate Teaching: Perspectives and Interactions” DATUM Project (Development & Analysis of the Teaching of Undergraduate Mathematics). I was an Associate Investigator in the team of four leading this project. This project has generated significant national and international interest and ongoing studies with more than 15 publications, including the 2014 MERJ Journal article (Barton, Oates, Paterson & Thomas, DOI. 10.1007/s13394-014-0134-7) which highlights the findings and significance of the study.
- 2008-2016: Seven grants under the Department of Mathematics Performance Based Research Fund (PBRF), totalling $31,500. These awards are competitive and are provided to facilitate research, for researchers who have demonstrated a commitment to ongoing external funding applications and an appropriate publications record.
Number of grants
- 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).
- Department of Industry and Science ($1,738,070)
- Grant-Aust Maths and Science Partnership Program
- Administered By
- University of Tasmania
- Research Team
- Beswick K; Fraser SP; Callingham RA; Kilpatrick SI; Seen AJ; Muir T; Chick HL; Reaburn RL; Wells J; Fitzallen NE; Oates GN
- 2014 - 2016
- 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.
- Australian Research Council ($181,000)
- Grant-Discovery Projects
- Administered By
- University of Tasmania
- Research Team
- Oates GN; Chick HL; Beswick K; Hay I; Callingham RA
- 2013 - 2015
- Grant Reference
I have supervised many successful honours student projects and masters’ student theses in mathematics education. Topics include collaborative learning in mathematics; the use of games to stimulate learning in mathematics teaching; and the use of technology in mathematics, e.g. the use of the software programme GeoGebra in first-year calculus.
I have one student successfully complete her PhD investigating lecturer pedagogical knowledge in undergraduate mathematics, and am co-supervisor of another PhD student, expected to complete in July 2017, investigating “Teaching algebra with digital technology: Factors influencing mathematics teachers’ task development and implementation”.
I have supervised three students completing summer scholarship projects at the University of Auckland, investigating issues of technology in undergraduate mathematics.
In addition, I have been the External Examiner for more than 15 PhD and Masters’ theses in mathematics education.
I am especially interested in supervising HDR students at either the project or thesis level, depending on expertise, for the following topics::
- Use of technology;
- Collaborative & Peer-assisted learning, Flipped classroom & other alternative teaching methods;
- Teacher Knowledge and Professional Development in Mathematics & Statistics, both pedagogical and mathematical knowledge;
- Assessment methods in mathematics, especially formative & online assessment;
- Mathematics Curriculum development
|PhD||A Report on the Development, Implementation and Evaluation of a Professional Learning Program Grounded in Positive Education Theories of Growth Mindset, Gratitude and Character Strengths and their Effect on Teacher Change and Academic Outcomes for Low Attaining Students in Year 9-12 Mathematics||2016|
|EdD||The use of Interactive Whiteboards in Australian Primary Schools||2017|
|PhD||How Can the Professional Learning of Secondary School Teachers be Improved to Enhance Student Learning Outcomes in Numeracy?||2017|
|PhD||Improving Oral Language Skills for Students from Low SES Areas: The use of STEM in early childhood classrooms||2017|
|PhD||Investigation of Young Adults' Learning Style Preferences through Effective Use of Social Media||2018|