## Profiles

# Helen Chick

# Helen Chick

## Graduate Research Coordinator

Associate Professor in Mathematics Education

Room 213 , Centernary Building

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.

### 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 in Victoria. 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, as well as pedagogical content knowledge for outdoor education and for teacher educators. She has been heavily involved in the provision of professional learning to the teaching profession, and regularly provides programs for the Department of Education. She has published extensively in the field of mathematics education, and has supervised higher degree students in a range of discipline areas. She is passionate about mathematics, particularly how to help students learn it well, and how to help teachers to teach it well.

### 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

### Memberships

#### Professional practice

- Mathematical Education Research Group of Australasia
- Australian Association of Mathematics Teachers
- Mathematics Association of Tasmania
- International Group for the Psychology of Mathematics Education
- National Council of Teachers of Mathematics

### Administrative expertise

I am currently a Graduate Research Coordinator and have previously been a Deputy Head of School.

### Teaching

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

#### Teaching expertise

My teaching expertise is in mathematics education for pre-service and in-service primary and secondary teachers, with a particular focus on pedagogical content knowledge, teacher knowledge, example use in mathematics teaching, students’ conceptions and misconceptions, effective teaching practice, mathematical reasoning, and problem solving. I currently teach the following units:

- EMT525 - Teaching the 7-12 Mathematics Curriculum
- EMT527 - Teaching the Middle School Mathematics Curriculum
- EMT625 - Grade 7 - 12 Students as Mathematics Learners
- EMT627 - Grade 7-9 Students as Mathematics Learners
- ESH225 – Thinking Mathematically

### Research Invitations

Presentation on implications of research into teacher knowledge for teachers in Pakistan (2021)

View more on AssocProf Helen Chick in WARP

### Expertise

Helen’s research interests include understanding what kind of knowledge is used and needed by teachers in the process of teaching mathematics, and how to help teachers develop that knowledge. This knowledge concerns not only the knowledge of mathematics, but so-called 'pedagogical content knowledge,' which is particularly concerned with the materials, analogies, explanation, examples, and connections that teachers use when helping learners make sense of mathematical ideas. She is particularly interested in how teachers can foster the development of students’ reasoning and problem solving, and how to develop activities and examples that allow key mathematical concepts to be identified and understood. This interest has broadened to include the pedagogical content knowledge of teacher educators as they prepare future mathematics teachers, and the similarities and differences in the knowledge required for teachers in different disciplines, including outdoor education. Her ideas about mathematics teaching are used in the popular professional learning sessions that she runs for the Department of Education and other groups of teachers.

Areas of research expertise include:

- Teacher knowledge for teaching mathematics
- Students’ conceptions and misconception in mathematics
- Using effective examples in teaching mathematics
- Teacher educator knowledge
- Pedagogical content knowledge in different teaching areas

### Current projects

- Teacher knowledge for teaching mathematics
- Mathematics teacher educator knowledge
- Teachers’ understanding of the teaching of algebra (led by Vesife Hatisaru)
- Young students’ development of statistical ideas in STEM contexts (led by Jane Watson, with Noleine Fitzallen)

### Fields of Research

- Mathematics and numeracy curriculum and pedagogy (390109)
- Teacher education and professional development of educators (390307)
- Algebra and number theory (490401)
- Learning sciences (390409)
- English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) (390104)
- Education systems (390399)
- Curriculum and pedagogy theory and development (390102)
- Higher education (390303)
- Technical, further and workplace education (390308)
- Statistics (490599)
- Educational administration, management and leadership (390403)
- Science, technology and engineering curriculum and pedagogy (390113)
- Secondary education (390306)

### Research Objectives

- Teacher and instructor development (160303)
- Pedagogy (160302)
- Other education and training (169999)
- Learner and learning (160199)
- Expanding knowledge in the mathematical sciences (280118)
- Policies and development (160205)
- Assessment, development and evaluation of curriculum (160301)
- Teaching and curriculum (160399)
- Schools and learning environments (160299)
- Management, resources and leadership (160204)
- Equity and access to education (160201)
- Expanding knowledge in psychology (280121)

## 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. Recently (2018) the PCK framework has been extended to consider teacher educator knowledge and the knowledge of outdoor education teachers, which has been a pioneering paper in that field. 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, the role of statistics as a key component of STEM education, and in the area of statistical literacy for teachers as they interpret school assessment data.

Total publications

74

### Journal Article

(28 outputs)Year | Citation | Altmetrics |
---|---|---|

2022 | Maher N, Chick C, Muir T, 'Horizon knowledge and the complexities of contingency: a scenario from a senior secondary mathematics classroom', For the Learning of Mathematics, 41, (1) pp. 15-17. ISSN 0228-0671 (2022) [Refereed Article] Co-authors: Maher N; Muir T | |

2022 | Maher N, Muir T, Chick H, 'Analysing senior secondary mathematics teaching using the Knowledge Quartet', Educational Studies in Mathematics: An International Journal, 110, (2) pp. 233-249. ISSN 0013-1954 (2022) [Refereed Article] DOI: 10.1007/s10649-021-10125-1 [eCite] [Details] Co-authors: Maher N; Muir T | |

2018 | Chick H, Beswick K, 'Teaching teachers to teach Boris: a framework for mathematics teacher educator pedagogical content knowledge', Journal of Mathematics Teacher Education, 21, (5) pp. 475-499. ISSN 1386-4416 (2018) [Refereed Article] DOI: 10.1007/s10857-016-9362-y [eCite] [Details] Citations: Scopus - 20Web of Science - 13 Co-authors: Beswick K | |

2018 | Dyment JE, Chick HL, Walker CT, Macqueen TPN, 'Pedagogical content knowledge and the teaching of outdoor education', Journal of Adventure Education and Outdoor Learning, 18, (4) pp. 303-322. ISSN 1472-9679 (2018) [Refereed Article] DOI: 10.1080/14729679.2018.1451756 [eCite] [Details] Citations: Scopus - 7Web of Science - 5 Co-authors: Dyment JE; Walker CT | |

2017 | Muir T, Fielding-Wells J, Chick H, 'Developing an understanding of what constitutes mathematics teacher educator PCK: A case study of a collaboration between two teacher educators', The Australian Journal of Teacher Education (Online), 42, (12) pp. 60-79. ISSN 1835-517X (2017) [Refereed Article] DOI: 10.14221/ajte.2017v42n12.4 [eCite] [Details] Citations: Web of Science - 1 Co-authors: Muir T | |

2015 | Graham 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] | |

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

2014 | Neal 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] Co-authors: Muir T | |

2014 | Pierce R, Chick H, Watson J, Les M, Dalton M, 'A statistical literacy hierarchy for interpreting educational system data', Australian Journal of Education, 58, (2) pp. 195-217. ISSN 2050-5884 (2014) [Refereed Article] DOI: 10.1177/0004944114530067 [eCite] [Details] Citations: Scopus - 14Web of Science - 10 Co-authors: Watson J | |

2014 | Watson 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] Citations: Scopus - 5 Co-authors: Watson J; Callingham R | |

2013 | Chick 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] | |

2013 | Chick 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 1492-6156 (2013) [Refereed Article] DOI: 10.1080/14926156.2013.784829 [eCite] [Details] Citations: Scopus - 13 | |

2013 | Chick 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] | |

2013 | Pierce 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 - 17 | |

2013 | Pierce 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 - 14Web of Science - 10 | |

2013 | Watson A, Chick H, 'Introduction to the Special Issue on Personal Mathematical Knowledge in the Work of Teaching/Introduction au numero special sur les connaissances mathematiques personnelles dans le travail des enseignants', 13, (2) pp. 111-120. ISSN 1492-6156 (2013) [Edited Journal] DOI: 10.1080/14926156.2013.784831 [eCite] [Details] Citations: Scopus - 3 | |

2012 | Chick 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 - 9Web of Science - 7 | |

2011 | Leong 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 - 5 | |

2011 | Pierce 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 - 21Web of Science - 17 | |

2011 | Watson 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 - 12 | |

2009 | Chick 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] | |

2008 | Leong 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] | |

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

2005 | Chick 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] Co-authors: Watson JM | |

1999 | Chick 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] Co-authors: Gardner BJ | |

1998 | Chick 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 - 27 | |

1998 | Chick 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 - 2 Co-authors: Gardner BJ | |

1996 | Chick 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] |

### Chapter in Book

(5 outputs)Year | Citation | Altmetrics |
---|---|---|

2020 | Watson J, Fitzallen N, Chick E, 'What is the role of statistics in integrating STEM education?', Integrated Approaches to STEM Education: An International Perspective, Springer Nature Switzerland AG, J Anderson and Y Li (ed), Switzerland, pp. 91-115. ISBN 978-3-030-52228-5 (2020) [Research Book Chapter] Co-authors: Watson J | |

2017 | Siddiqi LA, Chick H, Dibben M, 'Spirituality and its Role in Responsible Leadership and Decision-Making', Responsible Leadership and Ethical Decision-Making Volume 17, Emerald Publishing Limited, S Savur and S Sandhu (ed), Bingley, United Kingdom, pp. 63-82. ISBN 978-1-78714-416-3 (2017) [Research Book Chapter] DOI: 10.1108/S1529-209620170000017009 [eCite] [Details] Citations: Scopus - 2Web of Science - 1 Co-authors: Siddiqi LA; Dibben M | |

2014 | Chick 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] | |

2014 | Pierce 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] Citations: Scopus - 4 | |

2011 | Pierce 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), New York, USA, pp. 151 - 162. ISBN 978-94-007-1130-3 (2011) [Research Book Chapter] |

### Conference Publication

(39 outputs)Year | Citation | Altmetrics |
---|---|---|

2021 | Maher N, Chick H, Muir T, 'The Tattslotto question: exploring PCK in the senior secondary mathematics classroom', Proceedings of the 43rd annual conference of the Mathematics Education Research Group of Australasia (MERGA), 5-8 July 2021, Virtual Conference, Online (Singapore), pp. 1-8. (2021) [Refereed Conference Paper] Co-authors: Maher N; Muir T | |

2018 | Chick H, Watson JM, Fitzallen N, ''Plot 1 is all spread out and Plot 2 is all squished together': exemplifying statistical variation with young students', Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia), 1-5 July 2018, Auckland, New Zealand, pp. 218-225. (2018) [Refereed Conference Paper] Co-authors: Watson JM; Fitzallen N | |

2016 | Beswick 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] Co-authors: Beswick K | |

2016 | Chick 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] | |

2016 | Maher N, Chick H, 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] Co-authors: Maher N; Muir T | |

2015 | Chick 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] | |

2015 | Hay 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] Co-authors: Hay I; Callingham RA; Beswick K; Shorter D; Hopwood Belinda; Jones JM | |

2015 | Maher 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] Co-authors: Maher N; Muir T | |

2015 | Pierce 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] | |

2014 | Chick 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] | |

2014 | Muir 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] Co-authors: Muir T | |

2013 | Chick 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] | |

2013 | Chick 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] Co-authors: Beswick K | |

2013 | Duncan 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] Co-authors: Duncan B | |

2012 | Chick 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] | |

2012 | Pierce 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] Co-authors: Watson J | |

2012 | Watson 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] Co-authors: Watson J | |

2011 | Chick 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] | |

2011 | Pierce 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] | |

2010 | Chick 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] | |

2010 | Chick 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] | |

2009 | Chick 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] | |

2008 | Chick 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] | |

2008 | Chick 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] | |

2008 | Chick 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] | |

2007 | Chick 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] | |

2007 | Chick 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] | |

2006 | Baker 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] | |

2006 | Chick 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] | |

2006 | Chick 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] | |

2005 | Chick 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] | |

2005 | Chick 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] | |

2005 | Vincent 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] | |

1998 | Chick 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] Co-authors: Watson JM | |

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

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

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

1995 | Chick 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] Co-authors: Collis KF; Donaldson JD; Watson JM | |

1995 | Chick 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] Co-authors: Collis KF; Donaldson JD; Watson JM |

### Thesis

(1 outputs)Year | Citation | Altmetrics |
---|---|---|

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

### Other Public Output

(1 outputs)Year | Citation | Altmetrics |
---|---|---|

2015 | Thomas DP, Chick HL, Jones JM, 'Practicing the tests not always the right answer', Launceston Examiner, Launceston, Tasmania, 23 September 2015, p. 12. (2015) [Newspaper Article] Co-authors: Thomas DP; Jones JM |

## 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. I have been involved in a number of other funded research projects and consultancies that have considered teacher professional learning and its evaluation. I have also been an external advisor on another ARC project looking at symbol use in mathematics.

### Funding Summary

Number of grants

10

Total funding

### Projects

- 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

- 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

- 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
- 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

- 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

- 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

- 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 J; Goos M; Kissane B; Serow P; Thornton S; Tobias S
- Period
- 2010 - 2011

- 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

- 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

- 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 8 PhD students and have had five PhD students complete their studies at UTas (in addition to three completions at the University of Melbourne). I have also supervised a number of masters and honours students. I am interested in supervising well-qualified students with an interest in mathematics education. Such candidates might focus on any aspect of mathematics education and its connection to STEM, including the learning and understanding of students in particular topic areas including mathematics, statistics and STEM-related fields (from primary school level through to tertiary level), or mathematics teachers’ knowledge and professional learning.

Current

7

Completed

5

### Current

Degree | Title | Commenced |
---|---|---|

PhD | Information Literacy: An Investigation of middle school teacher beliefs and teaching stategies about online information credibility, reliability, and authenticity | 2013 |

PhD | Grasping the Slippery Slope: The construction of conceptual understanding of slope in a social constructivist mathematics classroom | 2013 |

PhD | The Study of English Literature for Chinese University Students as a Valued Humanities Subject | 2015 |

PhD | Simulation in Secondary School Statistics | 2020 |

PhD | Conceptualising an Image of Mathematics | 2020 |

PhD | The Development of a Conceptual and Pedagogical Model for Teaching Justice, as a Skilled Practice, to School Students | 2021 |

PhD | Exploring the system-level and service delivery needs of students impacted by developmental trauma | 2022 |

### Completed

Degree | Title | Completed |
---|---|---|

PhD | Remediation of Errors with Mathematical Algorithms Candidate: Alison Jane Manson | 2019 |

PhD | Perspectives on Pedagogical Content Knowledge in the Senior Secondary Mathematics Classroom Candidate: Nicole Susan Maher | 2019 |

PhD | Career Journeys of Initial Teacher Education Graduates Candidate: Lynda Maree Kidd | 2018 |

PhD | Academic Viewpoints on Spirituality in Higher Education: An exploratory qualitative study Candidate: Lubna Asrar Siddiqi | 2018 |

PhD | Secondary English in the Australian Curriculum: English teachers' perceptions of implementation in Tasmanian Schools Candidate: Amanda Robyn Moran | 2017 |