Profiles
Greg Oates
Greg Oates
Associate Head Learning & Teaching
Associate Professor Mathematics Education
Room A221b , Building A
+61 3 6324 3339 (phone)
I have been a cheer-leader for mathematics learning and teaching my whole career, with teaching including mathematics content at all levels from middle school through to undergraduate statistics, calculus, mathematics education and pre-service teacher education. In 1993, after 10 years as a secondary mathematics teacher (Years 6-12), I was awarded a New Zealand Secondary Teacher’s Study Award and returned to the University of Auckland to complete a Masters’ of Education (mathematics) in 1999, and a PhD (mathematics education) in 2009, which examined the integration of technology in the undergraduate mathematics curriculum. From 1997 to 2016, I taught in the Department of Mathematics at the University of Auckland. I moved to my current position at UTAS in June 2016, as Senior Lecturer in mathematics education, where I currently teach pre-and post-service primary and secondary mathematics teachers. In 2017, I was appointed as the Program Director for the BEd (primary) course, and in 2020, as Deputy Associate Head of Learning & Teaching for the School of Education. In 2021, I was promoted to Associate Professor Mathematics Education.
MERGA 2022 Conference Announcement
8th International OOF-TAS Collective Virtual Symposium 13-14 September 2021
Biography
My secondary teaching included one year as Acting Head of Department, and from 1985 to 1992, I shared responsibility for developing and delivering the newly established “Mathematics with Statistics” course at Year 13 (Year 12 equivalent Australia). I was appointed as a Senior Tutor in the Department of Mathematics at the University of Auckland in 1997, where I led the establishment of the Mathematics Learning Centre at Auckland University, and served as its Director from 2000 until 2007. In this roe, I was 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, 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. At UTAS, this research has extended to Pedagogical Content Knowledge for teachers of mathematics and other university disciplines, as well as numeracy, and extensive work in the area of accreditation for Initial teacher Education (ITE) courses.
Career summary
Qualifications
- 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
| Degree | Thesis title | University | Country | Date of award |
|---|---|---|---|---|
|
AFHEA Associate Fellow Higher Education Academy | UTAS | Australia | 8/10/2018 | |
| PhD | Integrated technology in the undergraduate mathematics curriculum: A case study of computer algebra systems | University of Auckland | NZ | 6/10/2009 |
| MEd(Maths) | An observational study of students’ collaborative problem solving in a large first year calculus course | University of Auckland | NZ | 19/4/99 |
| BSc | University of Auckland | NZ | 6/5/1994 | |
| DipTchg (Sec) | Auckland College of Education (ACE) | NZ | 12/12/83 | |
| Trained Teacher’s Certificate (TTC) | New Zealand Department of Education | NZ | 25/11/86 |
Memberships
Professional practice
- Australian Mathematical Society (AustMS) & Special Interest Group in Maths Education (SIGME)
- Mathematical Association of Tasmania (MAT)
- Australian Association of Mathematics Teachers (AAMT): Mathematics Education Standing Committee (Tasmanian Representative).
- 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
- NADLATE (Network of Associate Deans of Learning and Teaching in the Discipline of Education)
- TCAL (Tasmanian Council for Adult Literacy) Management Committee
- Northern Suburbs 26TEN Learning Committee Steering Committee.
Administrative expertise
- 2020 (ongoing): Deputy Associate Head Learning & Teaching (DAHLT), School of Education, UTAS
- 2017(ongoing): Program Director BEd (primary), UTAS
- 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.
Teaching
Mathematics, primary and secondary pre-service teacher education, 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
Teaching expertise
Undergraduate:
BEd (Primary) and BEd (Science & Mathematics)
- Inclusive Mathematics, primary teacher education
- Pedagogical Content Knowledge for primary and secondary mathematics
BSc:
- Science communication, SciGen 101 Communicating for a Knowledge Society;
- Calculus & linear algebra, Maths 102 Functioning in Mathematics (Coordinator); Maths 108 General Mathematics 1;
- Foundation Mathematics, Maths 101 Maths in Society;
- Mathematics education, Maths 202 Tutoring in Mathematics (Designer & Coordinator); Maths 302 Topics in mathematics education ;
- Technology and Mathematics Education (Co-designer & coordinator);
- Issues in Tertiary Mathematics Education
- Research in Mathematics Education
- Graduate Mathematics Education:
- Maths 706 Technology and Mathematics Education (Co-designer & coordinator);
- MATHS 709 Special Topic: Issues in Tertiary Mathematics Education
- * Maths792 Research in Mathematics Education
General/Secondary Teaching:
- 1998-2015: Faculty of Science Certificate of Competency in Tutoring (Mathematics)
- 1997-1999: New Zealand Qualifications Authority (NZQA): National Marking Panel for Year 13 Mathematics with Statistics National Bursary Examination.
- 1994-1995 Part-time senior mathematics specialist at Wesley College.
- 1983-1995 Secondary mathematics at all levels years Years 9-13, Avondale College and Pukekohe High School. At senior level, I taught both mathematics with Calculus and Mathematics with Statistics, and was responsible for coordinating the Senior Mathematics curriculum at Pukekohe High School from 1990 to 1992. In particular, I was responsible at that time for the setting and moderation of summative examinations, and the national internal assessment component of the Year 13 Statistics projects
Research Appointments
- 2009 (ongoing): International Steering Committee (ISC), Delta Southern Hemisphere Symposia for Undergraduate Mathematics and Statistics Teaching and Learning.
- 2019 (ongoing) MERGA (Mathematics Education Research Group of Australasia): Vice President Conferences
- 2018 (ongoing) Australian Association of Mathematics Teachers (AAMT): Executive Committee SIGME (Special Interest Group in Mathematics Education)
Research Invitations
- 2021 Invited Address: Colloquium for Science and Mathematics Education, Weizmann Institute of Science, Israel. Communities of Practice in Tertiary Mathematics: Collaborations Between Research Mathematicians and Mathematics Educators, 13th December 2021.
- 2018 Keynote presentation: Technology for Engagement and Collaboration in Mathematics Education. Simposio Internacional de Tecnologias em Educacao Matematica (SITEM), São Paulo State University (UNESP),September 19-21, 2018, Brazil.
- 2017 Keynote presentation: Technology in mathematics education: back to the future?Brazil Delta ʼ17, The Eleventh Southern Hemisphere Conference on Research into the Teaching and Learning of Undergraduate Mathematics and Statistics ,26 November - 1 December 2017, Rio Grande do Sul, Brazil.
View more on AssocProf Greg Oates in WARP
Expertise
- 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.
Collaboration
- 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.
- 2020 (ongoing) National Teaching Out Of Field (TOOF) Collective. https://ooftas-collective.org/
This collective is a national body promoting research and advocacy for issues confronting schools and teachers in out of field teaching. See also 2021 Australian National Summit.
Awards
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.
Current projects
A primary research focus is in the discipline of teacher education, with a focus on Pedagogical Content Knowledge and Mathematical Knowledge for Teaching (PCK & MKT), for university mathematics lecturers and mathematics teacher educators, pre-service teachers, and Teachers-Out-Of-Field (TOOF). I am currently involved in, and welcome student and collaboration enquiries, in the following projects/areas:
- Professional learning for teachers of mathematics out-of-field, with respect to PCK & MKT, and how to build confidence and strengthen content-pedagogy connections. See https://ooftas-collective.org/
- PCK for pre-service mathematics teachers
- Representational fluency and problem solving in mathematics: developing capacity for teachers and students, switching between visual(e.g. graphical), algebraic, written, and numerical representations.
- Learning Progressions and Trajectories in Mathematics (LP/Ts). I have Guest Edited and contributed to an Australian Journal of Education (AJE) special edition (2021), that presents the latest research on learning progressions from around the world.https://www.acer.org/au/discover/article/aje-special-edition-spotlight-on-learning-progressions
- Professional development for Mathematics Teachers, especially the use of video-recording to facilitate learning and support for teachers in rural and regional schools.
I also research in the following areas:
- Collaborative Teaching Methods that promote peer interaction and active learning, for example Team-Based Learning (TBL), with a focus on approaches that are applicable in blended learning environments.
- Online Assessment and Computer-Aided Assessment (CAA) & Learning Platforms;
- Effective use of technology in mathematics and blended learning, in particular Pedagogical Technology Knowledge for teachers (PTK).
Fields of Research
- Mathematics and numeracy curriculum and pedagogy (390109)
- Curriculum and pedagogy theory and development (390102)
- Teacher education and professional development of educators (390307)
- Higher education (390303)
- Creative arts, media and communication curriculum and pedagogy (390101)
- Professional education and training (390305)
- Educational technology and computing (390405)
- Household finance and financial literacy (350205)
- Not-for-profit accounting and accountability (350106)
- Educational administration, management and leadership (390403)
- English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) (390104)
- Health and community services (420305)
- Vocational education and training curriculum and pedagogy (390114)
- Human-computer interaction (460806)
- Continuing and community education (390301)
- Virtual and mixed reality (460708)
Research Objectives
- Pedagogy (160302)
- Expanding knowledge in education (280109)
- Teacher and instructor development (160303)
- Teaching and instruction technologies (160304)
- Learner and learning (160199)
- Assessment, development and evaluation of curriculum (160301)
- Teaching and curriculum (160399)
- Expanding knowledge in the mathematical sciences (280118)
- Secondary education (160105)
- Professional development and adult education (160104)
- Financial services (110299)
- Other education and training (169999)
- Workforce transition and employment (160206)
- Digital humanities (220301)
- Health education and promotion (200203)
- Public health (excl. specific population health) (200499)
Publications
I am Associate Editor for Three International Journals:
- International Journal of Mathematical Education in Science and Technology (iJMEST), including Guest Editor for three special editions;
- BOLEMA – Mathematics Education Bulletin, Brazil
- Journal of Teaching Mathematics and its Applications (TMA)
I am on the Editorial Board for the eJMT (Electronic Journal of Mathematics and Technology) & the Journal of Research and Advances in Mathematics Education (of JRAMathEdu).
I am the Vice President (Conferences) for the Mathematics Education Research Group of Australasia (MERGA), and on the Executive Committee for the Australian Mathematics Society Special Interest Group on Mathematics Education (AustMS SIGME) and the Mathematics Association of Tasmania (MAT).
Publications focus on technology; teaching and professional development in undergraduate mathematics; collaborative and peer-assisted learning; and transition-foundation courses in mathematics. I have a large number of peer-reviewed papers and invited presentations at conferences: MERGA (Mathematics Education Research Group of Australasia); PME (Psychology of Mathematics Education); ATCM (Asian Technology Conference in Mathematics); Delta Teaching and Learning of Undergraduate Mathematics & Statistics; ICME (International Congress of Mathematics Education) & EARCOME (East Asia Regional Conference on Mathematics Education).
Total publications
48
Journal Article
(19 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2022 | Evans T, Oates G, 'Herenga Delta 2021: values and variables in mathematics and statistics education in a time of disruption', International Journal of Mathematical Education in Science and Technology, 53, (1) pp. 4-10. ISSN 0020-739X (2022) [Contribution to Refereed Journal] DOI: 10.1080/0020739X.2022.2004749 [eCite] [Details] Citations: Scopus - 1 | |
| 2022 | Walsh C, Bragg L, Muir T, Oates G, 'Unleashing adult learners' numeracy agency through self-determined online professional Development', International Review of Research in Open and Distributed Learning, 23, (3) pp. 240-258. ISSN 1492-3831 (2022) [Refereed Article] DOI: 10.19173/irrodl.v23i3.6046 [eCite] [Details] Co-authors: Muir T | |
| 2021 | Callingham R, Watson J, Oates G, 'Learning progressions and the Australian curriculum mathematics: the case of statistics and probability', Australian Journal of Education, 65, (3) pp. 329-342. ISSN 0004-9441 (2021) [Refereed Article] DOI: 10.1177/00049441211036521 [eCite] [Details] Citations: Scopus - 3Web of Science - 2 Co-authors: Callingham R; Watson J | |
| 2021 | Evans T, Oates G, 'Herenga Delta 2021: values and variables in mathematics and statistics education in a time of disruption', (22-25 November 2021) ISSN 0020-739X (2021) [Edited Journal] | |
| 2021 | Oates G, 'Life in the time of COVID: thoughts on current trends and future directions in mathematics education', Bolema, 35, (71) pp. i-xi. ISSN 1980-4415 (2021) [Letter or Note in Journal] | |
| 2021 | Oates G, Seah R, 'Learning progressions/trajectories in mathematics and science education: a case for evidence-based curricula reform?', Australian Journal of Education, 65, (3) pp. 223-226. ISSN 0004-9441 (2021) [Contribution to Refereed Journal] DOI: 10.1177/00049441211055521 [eCite] [Details] Citations: Scopus - 2 | |
| 2020 | Hatisaru V, Oates G, Fraser S, Murphy C, Maher N, et al., 'A peer learning circle approach to professional learning: Promoting representational fluency', Australian Mathematics Education Journal, 2, (4) pp. 4-10. ISSN 2652-0176 (2020) [Refereed Article] Co-authors: Hatisaru V; Fraser S; Murphy C; Maher N; Holland B; Seen A | |
| 2020 | King D, Oates GN, 'Where can I publish my educational research?', Gazette of the Australian Mathematical Society, 47, (5) pp. 217-220. ISSN 1326-2297 (2020) [Non Refereed Article] | |
| 2020 | Muir T, Bragg L, Murphy C, Walsh C, Oates G, 'Dynamic approaches to online learning of numeracy for educators and families', Australian Primary Mathematics Classroom, 25, (4) pp. 25-30. ISSN 1326-0286 (2020) [Refereed Article] Co-authors: Muir T; Murphy C | |
| 2019 | Callingham R, Oates G, Hay I, 'Mathematics teachers' work: identifying what teachers do and how they do it', Australian Mathematics Education Journal, 1, (3) pp. 4-8. ISSN 2652-0176 (2019) [Professional, Refereed Article] Co-authors: Callingham R; Hay I | |
| 2019 | Varsavsky C, King D, Oates G, 'Special issue: Swan Delta 2019, the 12th Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics, Perth, Australia, 24-29 November 2019', 50, (7) ISSN 0020-739X (2019) [Edited Journal] | |
| 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] DOI: 10.1080/10511970.2015.1094683 [eCite] [Details] Citations: Scopus - 1 | |
| 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] DOI: 10.1007/s13394-014-0134-7 [eCite] [Details] Citations: Scopus - 13 | |
| 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] DOI: 10.1080/0020739X.2013.822578 [eCite] [Details] Citations: Scopus - 16 | |
| 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] DOI: 10.1080/0020739X.2011.575238 [eCite] [Details] Citations: Scopus - 15 |
Chapter in Book
(8 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2021 | Oates G, Denny P, 'Authentic Assessment to Promote Active Online Learning and Critical Reflection', Authentic Assessment and Evaluation Approaches and Practices in a Digital Era: A Kaleidoscope of Perspectives, Brill, T Barkatsas and P McLaughlin (ed), Netherlands, pp. 69-94. ISBN 978-90-04-50156-0 (2021) [Research Book Chapter] | |
| 2021 | Oates G, Muir T, Murphy C, Reaburn R, Maher N, 'What Influences Mathematics Teacher Educators' Decisions in Course Design: Activity Theory and Professional Capital as an Investigative Approach', The Learning and Development of Mathematics Teacher Educators, Springer, M Goos & K Beswick (ed), Cham, Switzerland, pp. 345-366. ISBN 978-3-030-62407-1 (2021) [Research Book Chapter] DOI: 10.1007/978-3-030-62408-8_18 [eCite] [Details] Co-authors: Muir T; Murphy C; Reaburn R; Maher N | |
| 2020 | Galligan L, Coupland M, Dunn PK, Hernandez Martinez P, Oates G, 'Research into Teaching and Learning of Tertiary Mathematics and Statistics', Research in Mathematics Education in Australasia 2016-2019, Springer, J Way, C Attard, J Anderson, J Bobis, H McMaster & K Cartwr (ed), Singapore, pp. 269-292. ISBN 978-981-15-4268-8 (2020) [Research Book Chapter] | |
| 2019 | Callingham R, Watson J, Oates G, 'Statistics and Probability: From Research to the Classroom', Researching and Using Progressions (Trajectories) in Mathematics Education, Brill, D Siemon, T Barkatsas and R Seah (ed), Netherlands, pp. 181-204. ISBN 978-90-04-39644-9 (2019) [Research Book Chapter] DOI: 10.1163/9789004396449_009 [eCite] [Details] Co-authors: Callingham R; Watson J | |
| 2018 | Woodward A, Beswick K, Oates G, 'Positive Education and Teaching for Productive Disposition in Mathematics', Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom, Springer International Publishing, B Rott, G Torner, J Peters-Dasdemir, A Moller and Safrudiannur (ed), Switzerland, pp. 161-171. ISBN 978-3-030-01273-1 (2018) [Research Book Chapter] DOI: 10.1007/978-3-030-01273-1_15 [eCite] [Details] Co-authors: Beswick K | |
| 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 MOJ, Hong YY, 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] DOI: 10.1007/978-981-10-1419-2_16 [eCite] [Details] Citations: Scopus - 7 |
Conference Publication
(20 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2022 | Baidoo SR, Reaburn R, Oates G, 'Pre-service teachers' re-constructed geometry disposition scale: a validity and reliability study in the Ghanaian context', Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, 03-07 July 2022, Launceston, Tasmania, pp. 74-81. (2022) [Refereed Conference Paper] Co-authors: Reaburn R | |
| 2019 | Coles A, Karsenty R, Beswick K, Oates G, Abdulhamid L, 'The use of video for the learning of teachers of mathematics', Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 7-12 July 2019, Pretoria, South Africa, pp. 107-135. ISBN 978-0-6398215-0-4 (2019) [Refereed Conference Paper] Co-authors: Beswick K | |
| 2019 | Oates G, 'From 'uh-oh' to 'ah-ha!' - fostering intuition in the classroom', 2019 Mathematics Association of Victoria Conference, 20-21 June 2019, Melbourne, Australia (2019) [Keynote Presentation] | |
| 2019 | Oates G, Callingham R, Hay I, 'A consideration of technology with Roland's knowledge quartet framework', Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, 7-12 July 2019, Pretoria, South Africa, pp. 145-152. ISBN 978-0-6398215-4-2 (2019) [Refereed Conference Paper] Co-authors: Callingham R; Hay I | |
| 2019 | Oates GN, Callingham RA, Getenet S, Hay I, Beswick K, et al., 'Technology and the Knowledge Quartet', Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia, 30 June - 4 July, Perth, pp. 532-539. (2019) [Refereed Conference Paper] Co-authors: Callingham RA; Hay I; Thomas DP | |
| 2019 | Reaburn R, Holland B, Oates G, Stojanovski E, 'Crossing the liminal space: students' understanding of confidence intervals', Proceedings of the 12th Delta conference on the teaching and learning of undergraduate mathematics and statistics, 24 - 29 November 2019, Fremantle, Western Australia, pp. 176. ISBN 978-1-74108-498-6 (2019) [Refereed Conference Paper] DOI: 10.26183/5d5f53ed9c926 [eCite] [Details] Co-authors: Reaburn R; Holland B | |
| 2018 | Oates G, 'Technology for engagement and collaboration in mathematics education', Simposio Internacional de Tecnologias em Educacao Matematica (SITEM), 19-21 September 2018, Sao Paulo State University (UNESP), Brazil (2018) [Keynote Presentation] | |
| 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. 108-120. ISBN 978-85-8167-237-3 (2018) [Refereed Conference Paper] Co-authors: Reaburn RL; Brideson MA; Dharmadasa HK | |
| 2018 | Reaburn R, Oates G, Dharmadasa K, Brideson M, 'Relating Flexibility in Concept Image and Understanding of Limits and Derivatives', Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, 7-11 May 2018, Taipei, Taiwan, pp. 239-247. ISBN 978-986-05-5784-8 (2018) [Refereed Conference Paper] Co-authors: Reaburn R; Dharmadasa K; Brideson M | |
| 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. 1-156. ISBN 978-981-11-3742-6 (2017) [Conference Extract] Co-authors: Beswick K | |
| 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 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 | 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 | |
| 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 | Jaworski B, Potari D, Rasmussen C, Oates G, Kwon ON, et al., 'Mathematics learning and teaching at university level', Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary, pp. 375-404. ISBN 978-13-6545-5063 (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] |
Other Public Output
(1 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2019 | Oates G, 'From 'uh-oh' to 'ah-ha!' - fostering intuition in the classroom', The Common Demoninator, The Mathematical Association of Victoria, Australia, 272, Term 3, 2019, pp. 1, 3-5. (2019) [Magazine Article] |
Grants & Funding
2022-2023: Business Northwest collaborative project, 'Table Cape Educational VR Experience' supported by $25,000, with Dr Zi Siang See.
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.
Funding Summary
Number of grants
10
Total funding
Projects
- Description
- This project aims to model the ecology of an education system that would diversify the expertise of teachers as part of attending to the current teacher shortage crisis. The project integrates perspectives from stakeholders interested in quality professional education (PE) and proposes an ecological framework of PE for out-of-field teachers. The framework accounts for current practices, cultural norms, and system settings; describes an ideal PE ecosystem that values re-specialisation; and identifies principles to inform policy and practice needed to attain the ideal. This evidence-based framing of PE will inform efforts by schools, PE providers and policy makers to sustain a highly capable, adaptive and specialised teaching workforce.
- Funding
- Australian Research Council ($287,119)
- Scheme
- Grant-Discovery Projects
- Administered By
- Deakin University
- Research Team
- Hobbs L; Goos M; Oates GN; Dutton J; Delaney S; Caldis S; Cirkony CL; Ross E
- Period
- 2024 - 2026
- Grant Reference
- DP240101175
- Description
- The program will recruit student volunteers, from the Faculty of Education, University of Tasmania (UTAS), to mentor high school students from refugee and migrant backgrounds. The program will promote purposeful relationships in which Education Faculty student volunteer mentors work collaboratively with their high school student mentees, to assist them in developing a positive sense of self and aspirations, educational pathways and career options post-school. The program aims to support the students to engage in school life, progress in their studies and plan their transition from high school to further education.
- Funding
- Department of Communities Tasmania ($25,000)
- Scheme
- Grant-Learning Grants Program
- Administered By
- University of Tasmania
- Research Team
- Kember DR; Swabey KJ; Moltow DT; Oates GN; Cruickshank V
- Year
- 2019
- Description
- The program will recruit and train student volunteers, from the Faculty of Education (Specialisation in English, Literacy, TESOL), University of Tasmania (UTAS), to provide weekly one-on-one and small group tutoring support for high school students from refugee and migrant backgrounds. The Education Faculty student volunteer tutors will provide help with English language and literacy support to year 9 and 10 high school students.
- Funding
- Department of Communities Tasmania ($25,000)
- Scheme
- Grant-Learning Grants Program
- Administered By
- University of Tasmania
- Research Team
- Moltow DT; Swabey KJ; Kember DR; Oates GN; Cruickshank V
- Year
- 2019
- Description
- The program will recruit and train student volunteers, from the Faculty of Education (specialization in Mathematics Education), University of Tasmania (UTAS), to provide weekly on-on-one and small group tutoring support for high school students from refugee and migrant backgrounds. The Education Faculty student volunteer tutors will provide help with mathematics and numeracy support to year 9 and 10 high school students.
- Funding
- Department of Communities Tasmania ($25,000)
- Scheme
- Grant-Learning Grants Program
- Administered By
- University of Tasmania
- Research Team
- Oates GN; Swabey KJ; Kember DR; Moltow DT; Cruickshank V
- Year
- 2019
- Description
- Peer Learning Circles: Collaboration for Learning and Teaching Grant.Quality STEM education is touted as important to the nations productivity, and significant funding has been provided to education systems to enhance student learning in STEM. Effective STEM teaching practices provide opportunities for students to express concepts through multiple modes of representation to support concept development and deep learning. This PLC will review current teacher knowledge formulations in mathematics and science education including Shulmans Pedagogical Content Knowledge (PCK), Ball and colleagues Mathematical Knowledge for Teaching (MKT) and Rowland et al.s Knowledge Quartets to identify the space that we refer to as representational fluency. The PLC will enable members to reflect on their own understanding of the notion of representational fluency and how it pertains to STEM teaching, which will in turn inform their teaching practices. The process will provide a springboard for exploring how representational fluency, as part of teacher knowledge, predicts instructional quality and student learning outcomes.
- Funding
- University of Tasmania ($500)
- Scheme
- null
- Administered By
- University of Tasmania
- Research Team
- Hatisaru V; Fraser SP; Murphy C; Oates GN; Kenny JDJ; Seen AJ; Holland BR; Maher N
- Year
- 2019
- Description
- To develop an online Birth to Level 10 Numeracy Guide that will be suitable for use by school leadership teams, teachers, early childhood practitioners and DET regional staff. The guide is intended to support understanding of numeracy across the curriculum, the development of a whole school approach to numeracy, and the design and delivery of high quality numeracy teaching and learning.
- Funding
- Department of Education and Training Victoria ($180,000)
- Scheme
- Grant
- Administered By
- Deakin University
- Research Team
- Bragg L; Muir T; Murphy C; Oates GN; Beswick K; Tytler R
- Year
- 2018
- Description
- This project is to work with volunteers and community groups to improve the numeracy, health-decisions and work-preparedness for men in the Ravenswood and Rocherlea communities.
- Funding
- Tasmanian Community Fund ($62,455)
- Scheme
- Grant
- Administered By
- University of Tasmania
- Research Team
- Oates GN; Kinsman LD; Reaburn RL
- Period
- 2018 - 2019
- Description
- The study investigates Pedagogical Content Knowledge ( PCK) for lecturers across a broad range of disciplines in higher education. It poses three questions:1. Which aspects of their own discipline knowledge do university educators consider crucial for effective teaching? Do lecturers consciously consider this question and, if so, what guides their choices?2. How do dominant beliefs about particular disciplines influence the PCK needed to teach a particular discipline?3. How might a shared understanding of PCK across our disciplines enhance teaching and learning in higher education?
- Funding
- University of Tasmania ($9,947)
- Scheme
- Grant-CAL Hothouse Research Enhancement Program
- Administered By
- University of Tasmania
- Research Team
- Oates GN; Beswick K; Chase JK; Fraser SP; Parks MC; Konkes C; Ross K
- Year
- 2018
- 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, Science, Energy and Resources ($1,738,070)
- Scheme
- 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
- Period
- 2014 - 2016
- 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
- Oates GN; Chick HL; Beswick K; Hay I; Callingham RA
- Period
- 2013 - 2015
- Grant Reference
- DP130103144
Research Supervision
I have supervised many successful Honours student projects, Masters’ student theses, and Doctoral 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. Other studies include three students who undertook summer scholarship projects at the University of Auckland, investigating issues of technology in undergraduate mathematics.
In addition to my supervisory roles, I have been the External Examiner for more than 25 PhD and Masters’ theses in mathematics education, so I have extensive experience in guiding students towards quality thesis completion and publication.
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, in blended learning and in mathematics;
- 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
- Teaching Out Of Field in mathematics
Current
9
Completed
2
Current
| Degree | Title | Commenced |
|---|---|---|
| PhD | Developing Academic Vocabulary in Young Children from Low SES Schools through an Enriched STEM Program | 2017 |
| PhD | Relationships between Undergraduate Students' Mathematics-related Beliefs and their Influence on Intention to Continue Learning Mathematics | 2018 |
| PhD | Exploring the Connections between Pre-service Diploma Mathematics Teachers' Beliefs and their Pedagogical Content Knowledge Conceptualisation in Tanzania: A knowledge quartet perspective | 2019 |
| PhD | An Action Research Approach to Professional Teacher Development and Quality Enhancement of Teaching in an Outcomes-based Context in a University in Hong Kong: An evaluation of the TOTAL Teacher Program | 2019 |
| PhD | Systems to Classrooms - Curriculum Reform, Design and Implications for the Professional Teacher: A Case study focusing on the teaching and learning in English Years 9-12 in The DoE Tasmania | 2019 |
| PhD | Examining Knowledge, Beliefs, Attitudes and Achievement in Ghanaian Pre-service Geometry Teaching | 2019 |
| PhD | Examining the Impact of Students' and Teachers' Perceptions (Beliefs, Attitudes and Emotions) to Student Performance in Mathematics in Ghana | 2019 |
| PhD | Simulation in Secondary School Statistics | 2019 |
| PhD | Learning Technology Through Technology: Self-efficacy and stress for pre-service teachers learning digital technologies | 2024 |
Completed
| Degree | Title | Completed |
|---|---|---|
| PhD | Enhancing Teacher Practices in Numeracy in Australian Secondary Schools Candidate: Elizabeth Jane Ferme | 2023 |
| EdD | Integrating Interactive Technologies: A practical approach Candidate: Perry Pak Yue Wong | 2020 |