Profiles

Tracey Muir

Associate Professor Tracey Muir

Tracey Muir

Director of Initial Teacher Education
Associate Professor in Mathematics Education

Room A229c , Building A

+61 3 6324 3261 (phone)

+61 3 6324 3048 (fax)

Tracey.Muir@utas.edu.au

Dr Tracey Muir is an Associate Professor in Mathematics Education at the University of Tasmania. She has been employed at the University since 2004 and was awarded her PhD in Mathematics Education in 2009. Her teaching expertise has been recognised through a number of Teaching Merit Certificates, a VC Team Award for Teaching Excellence, an OLT Team award for Teaching Excellence and a VC Citation for Outstanding Contribution to Student Learning. She is an Executive Member of the Mathematics Association of Tasmania, a previous editor of APMC, and a past VP (Development) of the Mathematics Education Research Group of Australasia. She is currently a co-editor of Mathematics Teacher Education and Development (MTED). She regularly conducts professional learning for teachers and has delivered workshops, presentations and keynote addresses at national and international conferences.

Career summary

Qualifications

PhD (2009), ''I thought I was reasonably good at teaching maths': The link betwen principles of practice, teacher actions and supportive classroom reflection', University of Tasmania, Australia
MEd (Hons) (2004) 'How do I solve it?', University of Tasmania, Australia
MEd (2003), University of Tasmania, Australia
BEd (1987), University of Tasmania, Australia

Memberships

Professional practice

Mathematics Association of Tasmania (executive council member)
Australian Association of Mathematics Teachers
Mathematics Education Research Group of Australasia (past VP Development)
National Council of Teachers of Mathematics

Administrative expertise

Throughout her career at UTAS, Dr Muir has undertaken a number of administrative roles. These have included regular unit coordination of mathematics education units in the Bachelor of Education and Masters of Teaching courses, the position of Director of Professional Experience from 2009-2011 and the Graduate Research Officer role from 2012-2014. She was the Deputy Head of School from 2016-2018 and is currently the Director of Initial Teacher Education.

Teaching

Teaching expertise

Dr Muir's background is in primary school teaching. She is primarily responsible for teaching the Early Childhood and Primary cohorts of Bachelor of Education and Masters of Teaching pre-service teachers. In 2021, she designed, developed and taught Foundations of Numeracy Support, a unit in the Associate Degree in Educational Support.

Research Appointments

Co-editor of Mathematics Teacher Education and Development Journal
Member of editorial board APMC
Member of editorial board International Journal for Mathematics Teaching and Learning
VP Development MERGA (2011-2015)
Executive member Mathematics Association of Tasmania

Research Invitations

Invited delegate- Oxford Round Table, Oxford England. 2019
Invited keynote- SIMENTAP Mathematics and its Applications Conference,Pematang Siantar, Indonesia. 2019
Invited keynote- RESCON National Education Summit, Brisbane, Australia. 2019
Invited keynote- 14^th Annual primary mathematics symposium, Dunedin, NZ. 2019
Invited keynote- Annual MAV (Mathematics Association of Victoria) conference, Melbourne, Australia. 2018
Invited presenter- Annual Mathematics Association of Tasmania conference, Launceston, Australia. 2018
Invited keynote- Annual MAV conference, Melbourne, Australia. 2016
Invited keynote- Annual New Zealand Association of Mathematics Teachers conference, Wellington, NZ. 2013
Invited keynotes- For 3 symposiums in Dunedin, Gisborne and Auckland, NZ. 2011 – 2012

View more on AssocProf Tracey Muir in WARP

Expertise

Dr Muir’s research interests are very much based in classroom practice and ultimately aimed at improving students' outcomes. She partners with academics, teachers and school leaders to better understand what constitutes effective teaching of mathematics and to implement research-informed practices in mathematics classrooms. Her research projects have led to reports and recommendations for improving best practice in mathematics education and consultancy opportunities to conduct professional learning with teachers. For the past 4 years, she has been part of an ARC Linkage funded project, aimed at improving regional low SES students’ learning and wellbeing with a particular focus on personalised learning in mathematics. Recently she has been researching her own teaching practice, and the impact lecturers have on the engagement of online university students.

Areas of research expertise:

Primary mathematics education
Student engagement in mathematics
Mathematics teacher professional learning
Effective teaching of numeracy
Teacher and PST Pedagogical Content Knowledge
Flipped learning in mathematics
Online learning in mathematics education

Research Themes

Dr Muir's research is related to the UTAS research theme, 'Creativity, Culture and Society'. Her research interests are very much based in practice and ultimately aimed at improving students' outcomes. Current research is focused on investigating the impact of the 'flipped classroom' with senior mathematics classes. This involves rethinking the traditional approach of homework from a text book; instead, the teacher prepares video clips which are watched at home, with class time being devoted to working through problems. It is an area which is under-researched, and has the potential to influence school homework policies and improve access and outcomes for students, particularly in the upper years of schooling. Other research interests include the role that parents play in their child's mathematical development and their perceptions of how mathematics is taught in the contemporary classroom. Dr Muir is also interested in researching her own practice, particularly in terms of examining the nature of PCK (Pedagogical Content Knowledge) as it applies to the teaching of pre-service teachers. She is involved in a number of projects with colleagues from UTAS, including TEMPEST, and Building an Evidence Base for Best Practice in Mathematics Education. For the past 3 years, she has been part of an ARC Linkage funded project, aimed at improving regional low SES students’ learning and wellbeing with a particular focus on personalised learning in mathematics. Recently she has been researching the engagement of online university students, along with the influence that lecturers have on student engagement.

Collaboration

Dr Muir frequently collaborates with other researchers, usually with a focus on mathematics teaching and learning. From 2015-2020, Dr Muir was a co-investigator on an ARC Linkage Project with colleagues from LaTrobe and Deakin Universities which looked at improving regional low SES student learning and wellbeing. She has also collaborated with colleagues from Monash University in projects involving challenging tasks and the co-teaching of pre-service teachers. A funded collaboration (2018) with Deakin, Victoria University and UTAS colleagues resulted in the production of a Birth-Level 10 Numeracy Guide (https://numeracyguidedet.global2.vic.edu.au/) which provides teachers, educators and families with online resources to support them with developing students’ numeracy. Dr Muir is also part of an international research-based initiative which explores various aspects of integrating story picture books in mathematics instruction (https://www.mathsthroughstories.org/). The team involves 23 investigators from several different countries, including New Zealand, UK, Ireland, Finland and Hong Kong. Collaboration has also occurred through consultancy and contract research, including the following projects:

Building an Evidence Base for Best Practice in Mathematics Education
Engaging Pedagogy in the Middle Years
Teaching Secondary Mathematics
Improving Literacy and Numeracy across Years 5 to 8 in response to the outcomes of the NAPLAN results in Years 7 and 9
Inspiring mathematics and science in teacher education
TEMPEST (Towards Educating Mathematics Professionals Encompassing Science and Technology)
Delivering the Australian Curriculum: Mathematics in a Project-Based Learning Context
The Loneliness of the Online Learner (internally funded)

Awards

MERGA Early Career Research Award (2009)
Faculty Research Award (2012)
Faculty Research Certificate (2013, 2014, 2016, 2017, 2018)

Current projects

The impact of taking a mid-semester break on students’ motivation to resume course work: A pilot study
Building thinking classrooms in mathematics through challenging tasks
Teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning
Re-imagining home-school partnerships in response to COVID-19
Introducing innovative pedagogical designs to boost engagement of online students to reduce attrition

Fields of Research

Mathematics and numeracy curriculum and pedagogy (390109)
Teacher education and professional development of educators (390307)
Curriculum and pedagogy theory and development (390102)
Primary education (390304)
English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) (390104)
Higher education (390303)
Education systems (390399)
Educational technology and computing (390405)
Secondary education (390306)
Early childhood education (390302)
Curriculum and pedagogy (390199)
Teacher and student wellbeing (390412)
Social change (441004)
Economics, business and management curriculum and pedagogy (390103)
Other education (399999)
Specialist studies in education (390499)
Science, technology and engineering curriculum and pedagogy (390113)
Health promotion (420603)
Education assessment and evaluation (390402)

Research Objectives

Other education and training (169999)
Teacher and instructor development (160303)
Pedagogy (160302)
Learner and learning (160199)
Teaching and instruction technologies (160304)
Equity and access to education (160201)
Assessment, development and evaluation of curriculum (160301)
Teaching and curriculum (160399)
Schools and learning environments (160299)
Primary education (160103)
Policies and development (160205)
Expanding knowledge in education (280109)
Structure, delivery and resourcing (230113)
Management, resources and leadership (160204)
Health education and promotion (200203)
Other health (209999)

Publications

Dr Muir has published extensively in international and Australasian academic and professional journals and conference proceedings. Her published outputs include papers on pre-service teacher knowledge, effective teaching of numeracy, parental perspectives and involvement in mathematics education, students' use of online resources, online teaching in Higher Education, and the flipped classroom. She is a regular reviewer of journal articles and conference papers, and is on the editorial boards of the International Journal for Mathematics Teaching and Learning and Australian Primary Mathematics Classroom. She is a current co-editor of Mathematics Teacher Education and Development. She was on the organising committee for the International Conference for the Psychology of Mathematics Education which was held in Hobart in 2015 and was co-editor of the conference proceedings.

Dr Muir has co-edited a Springer book, Forging connections in early mathematics teaching and learning, and published 11 book chapters. She is a co-author of pre-service and in-service teacher resource books, including Primary mathematics: Integrating theory with practice, Developing early maths through story – step-by-step advice for using storytelling as a springboard for maths activities, and Engaging with mathematics through picture books. She has also published a children’s picture book ‘Heads or Tails’.

Total publications

138

Highlighted publications

(13 outputs)

Year	Type	Citation
2018	Journal Article	Muir T, Livy S, Herbert S, Callingham R, 'School leaders' identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes', Australian Educational Researcher, 45, (3) pp. 297-313. ISSN 0311-6999 (2018) [Refereed Article] DOI: 10.1007/s13384-017-0252-9 [eCite] [Details] Citations: Scopus - 5Web of Science - 5 Co-authors: Callingham R Tweet
2018	Journal Article	Prain V, Blake D, Deed C, Edwards M, Emery S, et al., 'A framework to support personalising prescribed school curricula', British Educational Research Journal, 44, (6) pp. 1101-1119. ISSN 0141-1926 (2018) [Refereed Article] DOI: 10.1002/berj.3481 [eCite] [Details] Citations: Scopus - 7Web of Science - 5 Co-authors: Edwards M; Emery S; Swabey K; Thomas D Tweet
2017	Journal Article	Carmichael C, Muir T, Callingham R, 'The impact of within-school autonomy on students' goal orientations and engagement with mathematics', Mathematics Education Research Journal, 29, (2) pp. 219-236. ISSN 1033-2170 (2017) [Refereed Article] DOI: 10.1007/s13394-017-0200-z [eCite] [Details] Citations: Scopus - 9Web of Science - 8 Co-authors: Callingham R Tweet
2017	Journal Article	Muir T, 'Flipping the mathematics classroom: affordances and motivating factors', The Mathematics Educator, 17, (1 & 2) pp. 105-130. ISSN 0218-9100 (2017) [Refereed Article] [eCite] [Details]
2017	Journal Article	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: Chick H Tweet
2016	Journal Article	Geiger V, Muir T, Lamb J, 'Video-stimulated recall as a catalyst for teacher professional learning', Journal of Mathematics Teacher Education, 16, (5) pp. 457-475. ISSN 1573-1820 (2016) [Refereed Article] DOI: 10.1007/s10857-015-9306-y [eCite] [Details] Citations: Scopus - 21 Tweet
2016	Journal Article	Muir T, 'Out of the Classroom, into the Home', Teaching Children Mathematics, 22, (8) pp. 496-504. ISSN 1073-5836 (2016) [Professional, Refereed Article] [eCite] [Details]
2016	Journal Article	Muir T, Geiger V, 'The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class', Mathematics Education Research Journal, 28, (1) pp. 149-171. ISSN 1033-2170 (2016) [Refereed Article] DOI: 10.1007/s13394-015-0165-8 [eCite] [Details] Citations: Scopus - 48 Tweet
2014	Journal Article	Muir T, 'Google, Mathletics and Khan Academy: students' self-initiated use of online mathematical resources', Mathematics Education Research Journal, 26, (4) pp. 833-852. ISSN 1033-2170 (2014) [Refereed Article] DOI: 10.1007/s13394-014-0128-5 [eCite] [Details] Citations: Scopus - 13 Tweet
2013	Chapter in Book	Muir T, Beswick K, Williamson J, 'Approaches to problem solving: Developing an understanding of naive, routine and sophisticated problem solving behaviours', The Psychology of Problem Solving: An Interdisciplinary Approach, Nova Science Publishers, S Helie (ed), New York, pp. 85-100. ISBN 978-1-62257-612-8 (2013) [Research Book Chapter] [eCite] [Details] Co-authors: Beswick K; Williamson J
2010	Journal Article	Muir T, Beswick K, Williamson J, 'Up-close and personal: teachers' responses to an individualised professional learning opportunity', Asia-Pacific Journal of Teacher Education, 38, (2) pp. 129-146. ISSN 1359-866X (2010) [Refereed Article] DOI: 10.1080/13598661003677598 [eCite] [Details] Citations: Scopus - 13Web of Science - 12 Co-authors: Beswick K; Williamson J Tweet
2008	Conference Publication	Muir T, 'Zero is not a number : Teachable moments and their role in effective teaching of numeracy', Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, July 2008, Brisbane Australia, pp. 361-367. ISBN 978-1-920846-17-6 (2008) [Refereed Conference Paper] [eCite] [Details]
2008	Journal Article	Muir T, Beswick K, Williamson JC, ''I'm not very good at solving problems': An exploration of students' problem solving behaviours', Journal of Mathematical Behavior, 27, (3) pp. 228-241. ISSN 0732-3123 (2008) [Refereed Article] DOI: 10.1016/j.jmathb.2008.04.003 [eCite] [Details] Citations: Scopus - 44 Co-authors: Beswick K; Williamson JC Tweet

Journal Article

(67 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] [eCite] [Details] Co-authors: Maher N; Chick C
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; Chick H Tweet
2022	Muir T, 'The influences of social, cognitive, and teaching presence on pre-service teachers' online engagement in productive mathematical discourse', International Journal of Mathematical Education in Science and Technology pp. 1-18. ISSN 0020-739X (2022) [Refereed Article] DOI: 10.1080/0020739X.2022.2119176 [eCite] [Details] Tweet
2022	Muir T, Livy S, Murphy C, Trimble A, 'Making the transition from on-campus to online learning: pre-service teachers' experiences of online learning as a result of COVID-19', Journal of University Teaching & Learning Practice, 19, (5) pp. 1-21. ISSN 1449-9789 (2022) [Refereed Article] [eCite] [Details] Co-authors: Murphy C; Trimble A
2022	Muir T, Wang I, Trimble A, Mainsbridge C, Douglas T, 'Using interactive online pedagogical approaches to promote student engagement', Education Sciences, 12, (6) Article 415. ISSN 2227-7102 (2022) [Refereed Article] DOI: 10.3390/educsci12060415 [eCite] [Details] Citations: Scopus - 1Web of Science - 1 Co-authors: Wang I; Trimble A; Mainsbridge C; Douglas T Tweet
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: Oates G Tweet
2021	Beasy K, Murphy C, Hicks D, Muir T, 'Learning from home learning: crossing boundaries of place and identity', Geographical Research, 59, (3) pp. 341-348. ISSN 1745-5863 (2021) [Refereed Article] DOI: 10.1111/1745-5871.12482 [eCite] [Details] Co-authors: Beasy K; Murphy C; Hicks D Tweet
2021	Hopwood B, Dyment J, Downing J, Stone C, Muir T, et al., 'Keeping the party in full swing: findings on online student engagement with teacher education students', Journal of Continuing Higher Education pp. 1-20. ISSN 0737-7363 (2021) [Refereed Article] DOI: 10.1080/07377363.2021.1966922 [eCite] [Details] Citations: Scopus - 2Web of Science - 2 Co-authors: Hopwood B; Downing J; Freeman E; Milthorpe N Tweet
2021	Livy S, Muir T, Murphy C, Trimble A, 'Creative approaches to teaching mathematics education with online tools during COVID-19', International Journal of Mathematical Education in Science and Technology, 53, (3) Article 1988742. ISSN 0020-739X (2021) [Refereed Article] DOI: 10.1080/0020739X.2021.1988742 [eCite] [Details] Citations: Scopus - 4Web of Science - 3 Co-authors: Murphy C; Trimble A Tweet
2021	Livy S, Muir T, Trakulphadetkrai NV, Larkin K, 'Australian primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning', Journal of Mathematics Teacher Education pp. 1-22. ISSN 1386-4416 (2021) [Refereed Article] DOI: 10.1007/s10857-021-09517-0 [eCite] [Details] Citations: Scopus - 2Web of Science - 2 Tweet
2021	Ludicke P, Muir T, Swabey K, 'Student perceptions of learning challenges in year 7', Australian Educational Researcher, 48 pp. 303-319. ISSN 0311-6999 (2021) [Refereed Article] DOI: 10.1007/s13384-020-00397-6 [eCite] [Details] Co-authors: Swabey K Tweet
2021	Mainsbridge C, Muir T, Fan S, Douglas T, 'In pursuit of a healthy academic status and student experience: An approach to supporting academically fragile students in higher education', Student Engagment in Higher Education, 4, (1) pp. 110-127. ISSN 2399-1836 (2021) [Refereed Article] [eCite] [Details] Co-authors: Mainsbridge C; Fan S; Douglas T Tweet
2021	Muir T, Deed C, Thomas D, Emery S, 'Achieving teacher professional growth through professional experimentation and changes in pedagogical practices', The Australian Journal of Teacher Education, 46, (9) pp. 22-38. ISSN 0313-5373 (2021) [Refereed Article] DOI: 10.14221/ajte.2021v46n9.2 [eCite] [Details] Co-authors: Thomas D; Emery S Tweet
2021	Murphy C, Muir T, Fitzallen N, Reaburn R, 'MTED Editorial: Celebrating ways forward and recognising dilemmas', Mathematics Teacher Education and Development, 23, (1) pp. 1-4. ISSN 2203-1499 (2021) [Letter or Note in Journal] [eCite] [Details] Co-authors: Murphy C; Reaburn R
2021	Prain V, Emery S, Thomas DP, Lovejoy V, Farrelly C, et al., 'Team teaching in large spaces: three case studies framed by relational agency', Teaching Education pp. 1-15. ISSN 1047-6210 (2021) [Refereed Article] DOI: 10.1080/10476210.2020.1868423 [eCite] [Details] Citations: Scopus - 2Web of Science - 2 Co-authors: Emery S; Thomas DP; Edwards M-C; Swabey K Tweet
2021	Reaburn R, Murphy C, Muir T, Fitzallen N, 'The impact of experiences, dispositions, and beliefs on practice', Mathematics Teacher Education and Development, 23, (2) pp. 1-3. ISSN 1442-3901 (2021) [Non Refereed Article] [eCite] [Details] Co-authors: Reaburn R; Murphy C
2021	Swabey K, Muir T, Thomas D, Emery S, Edwards M-C, 'University and school research partnerships as a source of professional growth in regional communities', Australian Educational Researcher pp. 1-17. ISSN 0311-6999 (2021) [Refereed Article] DOI: 10.1007/s13384-021-00477-1 [eCite] [Details] Citations: Scopus - 1Web of Science - 1 Co-authors: Swabey K; Thomas D; Emery S; Edwards M-C Tweet
2020	Herbert S, Muir T, Livy S, 'Characteristics of a secondary school with improved NAPLAN results', Mathematics Education Research Journal, 32, (3) pp. 387-410. ISSN 1033-2170 (2020) [Refereed Article] DOI: 10.1007/s13394-019-00304-y [eCite] [Details] Citations: Scopus - 2Web of Science - 2 Tweet
2020	Muir T, 'Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class', Mathematics Education Research Journal ISSN 1033-2170 (2020) [Refereed Article] DOI: 10.1007/s13394-020-00320-3 [eCite] [Details] Citations: Scopus - 6Web of Science - 6 Tweet
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] [eCite] [Details] Co-authors: Murphy C; Oates G Tweet
2020	Muir T, Murphy C, Reaburn R, Fitzallen N, 'MTED Editorial: Challenges and Opportunities', Mathematics Teacher Education and Development, 22, (1) pp. 1-4. ISSN 2203-1499 (2020) [Letter or Note in Journal] [eCite] [Details] Co-authors: Murphy C; Reaburn R
2020	Muir TA, Douglas T, Trimble AJ, 'Facilitation strategies for enhancing the learning and engagement of online students', Journal of University Teaching & Learning Practice, 17, (3) Article 8. ISSN 1449-9789 (2020) [Refereed Article] [eCite] [Details] Co-authors: Douglas T; Trimble AJ Tweet
2019	Deed C, Blake D, Henriksen J, Mooney A, Prain V, et al., 'Teacher adaptation to flexible learning environments', Learning Environments Research pp. 1-13. ISSN 1573-1855 (2019) [Refereed Article] DOI: 10.1007/s10984-019-09302-0 [eCite] [Details] Citations: Scopus - 14Web of Science - 10 Co-authors: Edwards M; Emery SG; Swabey K; Thomas D Tweet
2019	Kember D, Douglas T, Muir TA, Salter S, 'Umbrella action research projects as a mechanism for learning and teaching quality enhancement', Higher Education Research and Development, 38, (6) pp. 1285-1298. ISSN 0729-4360 (2019) [Refereed Article] DOI: 10.1080/07294360.2019.1638350 [eCite] [Details] Citations: Scopus - 5Web of Science - 3 Co-authors: Kember D; Douglas T; Salter S Tweet
2019	Ludicke P, Muir T, Swabey K, 'Identifying and supporting young adolescent academic underachievers in Year 7 and 8 classrooms', Issues in Educational Research, 29, (2) pp. 458-484. ISSN 1837-6290 (2019) [Refereed Article] [eCite] [Details] Co-authors: Swabey K Tweet
2019	Muir T, 'Flipping the Learning of Mathematics: Different Enactments of Mathematics Instruction in Secondary Classrooms', International Journal for Mathematics Teaching and Learning, 20, (1) pp. 18-32. ISSN 1473-0111 (2019) [Refereed Article] [eCite] [Details] Tweet
2019	Muir T, Milthorpe N, Stone C, Dyment J, Freeman E, et al., 'Chronicling engagement: students' experience of online learning over time', Distance Education, 40, (2) pp. 262-277. ISSN 0158-7919 (2019) [Refereed Article] DOI: 10.1080/01587919.2019.1600367 [eCite] [Details] Citations: Scopus - 52Web of Science - 42 Co-authors: Milthorpe N; Stone C; Dyment J; Freeman E; Hopwood B Tweet
2019	Muir TA, Wells J, 'Are athletes getting better over time?', Australian Primary Mathematics Classroom, 24, (3) pp. 15-20. ISSN 1326-0286 (2019) [Professional, Refereed Article] [eCite] [Details]
2019	Reaburn R, Muir T, Murphy C, Fitzallen N, 'Frameworks for evaluating the work of teachers and teacher educators', Mathematics Teacher Education and Development, 21, (1) pp. 1-3. ISSN 2203-1499 (2019) [Letter or Note in Journal] [eCite] [Details] Co-authors: Reaburn R; Murphy C; Fitzallen N
2019	Stone C, Freeman E, Dyment J, Muir T, Milthorpe N, 'Equal or equitable? The role of flexibility within online education', Australian and International Journal of Rural Education, 29, (2) pp. 26-40. ISSN 1036-0026 (2019) [Refereed Article] [eCite] [Details] Co-authors: Freeman E; Dyment J; Milthorpe N Tweet
2018	Downtown A, Muir T, Livy S, 'Linking theory and practice: A case study of a co-teaching situation between a mathematics teacher educator and a primary classroom teacher', Mathematics Teacher Education and Development, 20, (3) pp. 102-118. ISSN 2203-1499 (2018) [Refereed Article] [eCite] [Details] Tweet
2018	Livy S, Muir T, Sullivan P, 'Challenging tasks lead to productive struggle!', Australian Primary Mathematics Classroom, 23, (1) pp. 19-24. ISSN 1326-0286 (2018) [Refereed Article] [eCite] [Details] Tweet
2018	Muir T, Bragg LA, Livy S, 'Engagement and Impact: A Focus on Mathematics Teacher Educators' Studies into Practice', Mathematics Teacher Education and Development, 20, (3) pp. 1-3. ISSN 2203-1499 (2018) [Non Refereed Article] [eCite] [Details]
2018	Muir T, Livy S, Herbert S, Callingham R, 'School leaders' identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes', Australian Educational Researcher, 45, (3) pp. 297-313. ISSN 0311-6999 (2018) [Refereed Article] DOI: 10.1007/s13384-017-0252-9 [eCite] [Details] Citations: Scopus - 5Web of Science - 5 Co-authors: Callingham R Tweet
2018	Prain V, Blake D, Deed C, Edwards M, Emery S, et al., 'A framework to support personalising prescribed school curricula', British Educational Research Journal, 44, (6) pp. 1101-1119. ISSN 0141-1926 (2018) [Refereed Article] DOI: 10.1002/berj.3481 [eCite] [Details] Citations: Scopus - 7Web of Science - 5 Co-authors: Edwards M; Emery S; Swabey K; Thomas D Tweet
2017	Carmichael C, Muir T, Callingham R, 'The impact of within-school autonomy on students' goal orientations and engagement with mathematics', Mathematics Education Research Journal, 29, (2) pp. 219-236. ISSN 1033-2170 (2017) [Refereed Article] DOI: 10.1007/s13394-017-0200-z [eCite] [Details] Citations: Scopus - 9Web of Science - 8 Co-authors: Callingham R Tweet
2017	Livy S, Downton A, Muir T, 'Developing pre-service teachers' knowledge for teaching in the early years: Selecting and sequencing', Mathematics Teacher Education and Development (Online), 19, (3) pp. 17-35. ISSN 2203-1499 (2017) [Refereed Article] [eCite] [Details] Tweet
2017	Livy S, Muir TA, Downton A, 'Connecting pre-service teachers with contemporary mathematics practices: Selecting and sequencing students' work samples', Australian Primary Mathematics Classroom, 22, (4) pp. 17-21. ISSN 1326-0286 (2017) [Professional, Refereed Article] [eCite] [Details]
2017	Muir T, 'Flipping the mathematics classroom: affordances and motivating factors', The Mathematics Educator, 17, (1 & 2) pp. 105-130. ISSN 0218-9100 (2017) [Refereed Article] [eCite] [Details] Tweet
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: Chick H Tweet
2017	Muir TA, Watson JM, 'Teachable moments: Anticipating and capitalising on mathematical opportunities', Australian Primary Mathematics Classroom, 22, (4) pp. 29-32. ISSN 1326-0286 (2017) [Professional, Refereed Article] [eCite] [Details] Co-authors: Watson JM
2016	Geiger V, Muir T, Lamb J, 'Video-stimulated recall as a catalyst for teacher professional learning', Journal of Mathematics Teacher Education, 16, (5) pp. 457-475. ISSN 1573-1820 (2016) [Refereed Article] DOI: 10.1007/s10857-015-9306-y [eCite] [Details] Citations: Scopus - 21 Tweet
2016	Muir T, 'Out of the Classroom, into the Home', Teaching Children Mathematics, 22, (8) pp. 496-504. ISSN 1073-5836 (2016) [Professional, Refereed Article] [eCite] [Details]
2016	Muir T, Beswick K, Callingham R, Jade K, 'Experiencing teaching and learning quantitative reasoning in a project-based context', Mathematics Education Research Journal, 28, (4) pp. 479-501. ISSN 1033-2170 (2016) [Refereed Article] DOI: 10.1007/s13394-016-0176-0 [eCite] [Details] Citations: Scopus - 3 Co-authors: Beswick K; Callingham R; Jade K Tweet
2016	Muir T, Callingham R, Beswick K, 'Using the IWB in an early years mathematics classroom: an application of the TPACK framework', Journal of Digital Learning in Teacher Education, 32, (2) pp. 63-72. ISSN 2153-2974 (2016) [Refereed Article] DOI: 10.1080/21532974.2016.1138913 [eCite] [Details] Citations: Scopus - 6 Co-authors: Callingham R; Beswick K Tweet
2016	Muir T, Geiger V, 'The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class', Mathematics Education Research Journal, 28, (1) pp. 149-171. ISSN 1033-2170 (2016) [Refereed Article] DOI: 10.1007/s13394-015-0165-8 [eCite] [Details] Citations: Scopus - 48 Tweet
2015	Muir T, 'Always, sometimes, never true', Teaching Children Mathematics, 21, (6) pp. 384. ISSN 1073-5836 (2015) [Professional, Refereed Article] [eCite] [Details]
2015	Muir T, Bragg LA, Livy S, 'Two of everything: developing functional thinking in the primary grades through children's literature', Australian Primary Mathematics Classroom, 20, (1) pp. 35-40. ISSN 1326-0286 (2015) [Professional, Refereed Article] [eCite] [Details]
2014	Beswick K, Muir T, Callingham R, 'Investigative approaches to teaching mathematics and getting through the curriculum': The example of pendulums', Australian Mathematics Teacher, 70, (3) pp. 25-33. ISSN 0045-0685 (2014) [Refereed Article] [eCite] [Details] Co-authors: Beswick K; Callingham R Tweet
2014	Muir T, 'Google, Mathletics and Khan Academy: students' self-initiated use of online mathematical resources', Mathematics Education Research Journal, 26, (4) pp. 833-852. ISSN 1033-2170 (2014) [Refereed Article] DOI: 10.1007/s13394-014-0128-5 [eCite] [Details] Citations: Scopus - 13 Tweet
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] [eCite] [Details] Co-authors: Chick H
2013	Ashman G, Short M, Muir T, Jales A, Myhill M, 'International pre-service teachers: A strategy to build skills for professional experience', International journal of Innovative Interdisciplinary Research, (4) pp. 61-72. ISSN 1839-9053 (2013) [Refereed Article] [eCite] [Details] Co-authors: Ashman G; Short M; Jales A; Myhill M Tweet
2013	Beswick K, Muir T, 'Making connections: Lessons on the use of video in pre-service teacher education', Mathematics Teacher Education and Development, 15, (2) pp. 27-51. ISSN 1442-3901 (2013) [Refereed Article] [eCite] [Details] Co-authors: Beswick K Tweet
2013	Maher N, Muir T, 'I Know You Have to Put Down a Zero, But I'm Not Sure Why': Exploring the link between pre-service teachers' content and pedagogical content knowledge', Mathematics Teacher Education and Development, 15, (1) pp. 72 - 87. ISSN 1442-3901 (2013) [Refereed Article] [eCite] [Details] Co-authors: Maher N Tweet
2013	Marston JL, Muir T, Livy S, 'Can we really count on Frank?', Teaching Children Mathematics, 19, (7) pp. 440-448. ISSN 1073-5836 (2013) [Refereed Article] [eCite] [Details] Tweet
2013	Muir T, Allen JM, Rayner CS, Cleland B, 'Preparing pre-service teachers for classroom practice in a virtual world: A pilot study using Second Life', Journal of Interactive Media in Education Article 3. ISSN 1365-893X (2013) [Refereed Article] DOI: 10.5334/2013-03 [eCite] [Details] Co-authors: Allen JM; Rayner CS; Cleland B Tweet
2012	Livy S, Muir T, Maher N, 'How do they measure up? Primary pre-service teachers' mathematical knowledge of area and perimeter', Mathematics Teacher Education and Development, 14, (2) pp. 91-112. ISSN 1442-3901 (2012) [Refereed Article] [eCite] [Details] Co-authors: Maher N Tweet
2012	Muir T, 'Numeracy at home: Involving parents in mathematics education', International Journal for Mathematics Teaching and Learning, (25 January 2012) pp. 1-13. ISSN 1473-0111 (2012) [Refereed Article] [eCite] [Details] Tweet
2012	Muir T, 'It's in the bag: Parental involvement in a numeracy at-home program', Australasian Journal of Early Childhood, 37, (2) pp. 27-33. ISSN 0312-5033 (2012) [Refereed Article] DOI: 10.1177/183693911203700205 [eCite] [Details] Citations: Scopus - 10Web of Science - 8 Tweet
2012	Muir T, Livy S, 'What do they know? A comparison of pre-service teachers' and in-service teachers' decimal mathematical content knowledge', International Journal for Mathematics Teaching and Learning pp. 1-15. ISSN 1473-0111 (2012) [Refereed Article] [eCite] [Details] Tweet
2012	Muir TA, 'What is a reasonable answer? Ways for students to investigate and develop their number sense', Australian Primary Mathematics Classroom, 17, (1) pp. 21 - 28. ISSN 1326-0286 (2012) [Refereed Article] [eCite] [Details] Tweet
2010	Muir T, Beswick K, Williamson J, 'Up-close and personal: teachers' responses to an individualised professional learning opportunity', Asia-Pacific Journal of Teacher Education, 38, (2) pp. 129-146. ISSN 1359-866X (2010) [Refereed Article] DOI: 10.1080/13598661003677598 [eCite] [Details] Citations: Scopus - 13Web of Science - 12 Co-authors: Beswick K; Williamson J Tweet
2008	Muir T, 'Principles of Practice and Teacher Actions: Influences on Effective Numeracy Teaching', Mathematics Education Research Journal, 20, (3) pp. 78-101. ISSN 1033-2170 (2008) [Refereed Article] DOI: 10.1007/BF03217531 [eCite] [Details] Citations: Scopus - 8 Tweet
2008	Muir T, Beswick K, Williamson JC, ''I'm not very good at solving problems': An exploration of students' problem solving behaviours', Journal of Mathematical Behavior, 27, (3) pp. 228-241. ISSN 0732-3123 (2008) [Refereed Article] DOI: 10.1016/j.jmathb.2008.04.003 [eCite] [Details] Citations: Scopus - 44 Co-authors: Beswick K; Williamson JC Tweet
2007	Muir T, Beswick K, 'Stimulating reflection on practice: using the supportive classroom reflection process', Mathematics Teacher Education and Development, 8 pp. 74-93. ISSN 1442-3901 (2007) [Refereed Article] [eCite] [Details] Co-authors: Beswick K Tweet
2006	Muir T, 'Developing an understanding of the concept of area', Australian Primary Mathematics Classroom, 12, (4) pp. 5-9. ISSN 1326-0286 (2006) [Professional, Non Refereed Article] [eCite] [Details]
2005	Muir T, 'When near enough is good enough' Eight principles for enhancing the value of measurement estimation for students', Australian Primary Mathematics Classroom, 10, (2) pp. 9-14. ISSN 1326-0286 (2005) [Professional, Non Refereed Article] [eCite] [Details]

Book

(7 outputs)

Year	Citation	Altmetrics
2019	Leeper M, Muir T, 'Developing Early Maths through Story - Step-by-step advice for using storytelling as a springboard for maths activities', Australia, pp. 96. ISBN 9781925145359 (2019) [Authored Other Book] [eCite] [Details]
2019	Serow P, Callingham R, Muir T, 'Primary Mathematics - Integrating Theory with Practice', Cambridge University Press, United Kingdom, pp. 416. ISBN 9781108456463 (2019) [Authored Other Book] [eCite] [Details] Co-authors: Callingham R Tweet
2018	Kinnear V, Lai MY, Muir T, 'Forging connections in early mathematics teaching and learning', Springer Nature Singapore Pty Ltd, Singapore, pp. 284. ISBN 9789811071515 (2018) [Edited Book] DOI: 10.1007/978-981-10-7153-9 [eCite] [Details] Tweet
2017	Muir T, Livy S, Bragg L, Clark J, Wells Jill, et al., 'Engaging with Mathematics through Picture Books', Teaching Solutions, Australia, pp. 96. ISBN 978-1-925145-17-5 (2017) [Authored Other Book] [eCite] [Details] Co-authors: Clark J; Wells Jill
2016	Serow P, Callingham RA, Muir TA, 'Primary Mathematics: Capitalising on ICT for Today and Tomorrow', Cambridge University Press, Australia, pp. 376. ISBN 9781316600757 (2016) [Revision/New Edition] [eCite] [Details] Co-authors: Callingham RA
2014	Serow P, Callingham RA, Muir TA, 'Primary Mathematics: Capitalising on ICT for today and tomorrow', Cambridge University Press, Sydney, Australia, pp. 452. ISBN 978-1-107-68812-4 (2014) [Authored Other Book] [eCite] [Details] Co-authors: Callingham RA
2011	Watson JM, Beswick K, Brown NR, Callingham RA, Muir T, et al., 'Digging into Australian Data with Tinkerplots', Objective Learning Materials, Sandown Village, pp. 372. ISBN 978-0-9580025-2-3 (2011) [Authored Other Book] [eCite] [Details] Co-authors: Watson JM; Beswick K; Brown NR; Callingham RA; Wright SE

Chapter in Book

(10 outputs)

Year	Citation	Altmetrics
2021	Muir T, Livy S, Downton A, 'Applying the Knowledge Quartet to Mathematics Teacher Educators: A Case Study Undertaken in a Co-teaching Context', The Learning and Development of Mathematics Teacher Educators, Springer, M Goos & K Beswick (ed), Chams, Switzerland, pp. 41-62. ISBN 978-3-030-62407-1 (2021) [Research Book Chapter] DOI: 10.1007/978-3-030-62408-8_3 [eCite] [Details] Tweet
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: Oates G; Murphy C; Reaburn R; Maher N Tweet
2018	Livy SL, Alagappam J, Muir T, Downton A, 'Bringing the Profession into University Classrooms: Narratives of Learning from Co-teaching Primary Mathematics', Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning, Springer Nature Singapore Pte Ltd, A Fitzgerald, G Parr, J Williams (ed), Singapore, pp. 143-161. ISBN 978-981-13-0815-4 (2018) [Research Book Chapter] DOI: 10.1007/978-981-13-0815-4_9 [eCite] [Details] Tweet
2017	Kinnear V, Lai MY, Muir T, 'Forging Connections in Early Mathematics: Perspectives and Provocations', Forging Connections in Early Mathematics Teaching and Learning, Springer Nature Singapore Pty Ltd, V Kinnear, MY Lai, T Muir (ed), Singapore, pp. 1-16. ISBN 978-981-10-7151-5 (2017) [Research Book Chapter] DOI: 10.1007/978-981-10-7153-9_1 [eCite] [Details] Tweet
2017	Muir T, 'Using Mathematics to Forge Connections Between Home and School', Forging connections in early mathematics teaching and learning, Springer Nature Singapore Pty Ltd, V Kinnear, MY Lai, T Muir (ed), Singapore, pp. 173-190. ISBN 978-981-10-7151-5 (2017) [Research Book Chapter] DOI: 10.1007/978-981-10-7153-9_10 [eCite] [Details] Tweet
2016	Anthony G, Cooke A, Muir T, 'Challenges, Reforms, and Learning in Initial Teacher 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. 305-327. ISBN 978-981-10-1417-8 (2016) [Research Book Chapter] [eCite] [Details] Tweet
2015	Livy S, Muir T, Herbert S, 'Problem Solving with Mr. Splash', Mathematics Lessons Learned from Across the World: Grades 7-12, The National Council of Teachers of Mathematics, Inc., JW Lott, CJ Lott (ed), USA, pp. 3-12. ISBN 978-0-87353-746-9 (2015) [Other Book Chapter] [eCite] [Details]
2014	Livy S, Muir T, Herbert S, 'Mr. Splash provides problems', Mathematical Lessons learned from across the world: prekindergarten - Grade 8, The National COuncil of Teachers of Mathematics, Inc., J.W. Lott & C.J. Lott (ed), 1906 Association Drive, Reston, VA 20191-1502, USA, pp. 43-48. ISBN 978-0-87353-744-5 (2014) [Other Book Chapter] [eCite] [Details]
2014	Muir T, Patterson E, 'Information literacy: A retrospective of the literature', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 177-187. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter] [eCite] [Details] Tweet
2013	Muir T, Beswick K, Williamson J, 'Approaches to problem solving: Developing an understanding of naive, routine and sophisticated problem solving behaviours', The Psychology of Problem Solving: An Interdisciplinary Approach, Nova Science Publishers, S Helie (ed), New York, pp. 85-100. ISBN 978-1-62257-612-8 (2013) [Research Book Chapter] [eCite] [Details] Co-authors: Beswick K; Williamson J Tweet

Conference Publication

(43 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] [eCite] [Details] Co-authors: Maher N; Chick H Tweet
2021	Muir T, 'Capitalising on student mathematical data: an impetus for changing mathematics teaching approaches', Proceedings of the 43rd annual conference of the Mathematics Education Research Group of Australasia (MERGA) 2021, 5-8 July 2021, Virtual Conference, Online (Singapore), pp. 1-8. (2021) [Refereed Conference Paper] [eCite] [Details] Tweet
2020	Livy SL, Muir T, 'Stories of learning and the professional growth of a mathematics teacher educator', SoTL Commons Conference, 19-21 February 2020, Georgia, United States (2020) [Conference Extract] [eCite] [Details] Tweet
2020	Muir T, Livy S, 'To engage or not to engage? Is the instructor the answer?', SoTL Commons Conference, 19-21 February 2020, Georgia, United States (2020) [Conference Extract] [eCite] [Details] Tweet
2019	Livy S, Yanni M, Downton A, Muir T, 'Enhancing a mathematics leader's knowledge for teaching through a co-teaching situation', Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia, 30 June - 4 July 2019, Perth, Australia, pp. 460-467. ISBN 978-1-920846-31-2 (2019) [Refereed Conference Paper] [eCite] [Details] Tweet
2019	Prain V, Blake D, Byrne G, Deed C, Edwards MC, et al., 'Improving Regional Low SES Students' Learning and Wellbeing', Book of abstract of the annual conference of the Australian Association for Research in Education Conference, 1-5 December 2019, QUT, Kelvin Grove Campus, Brisbane, pp. 682. (2019) [Non Refereed Conference Paper] [eCite] [Details] Co-authors: Edwards MC; Emery S; Swabey K; Thomas D Tweet
2019	Swabey K, Muir T, Thomas D, Edwards MC, Emery S, 'Improving regional low-SES students' learning and wellbeing: Case studies from three schools', International Round Table Symposium: Educational Issues and Trends, 14 -17 July, Oxford, England (2019) [Non Refereed Conference Paper] [eCite] [Details] Co-authors: Swabey K; Thomas D; Edwards MC; Emery S
2019	Thomas D, Muir T, Emery S, 'Personalising mathematics and English learning in the middle years through co-teaching', Book of abstract of the annual conference of the Australian Association for Research in Education Conference, 1-5 December 2019, QUT, Kelvin Grove Campus, Brisbane, pp. 683-684. (2019) [Non Refereed Conference Paper] [eCite] [Details] Co-authors: Thomas D; Emery S Tweet
2018	Bragg LA, Attard C, Muir T, Livy S, 'Children's literature in the mathematics classroom: a flexible approach to practice', Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, 7-11 May 2018, Taipei, Taiwan, pp. 267-276. ISBN 978-986-05-5784-8 (2018) [Refereed Conference Paper] [eCite] [Details] Tweet
2018	Muir T, 'It's More Than the Videos: Examining the Factors That Impact Upon Students' Uptake of the Flipped Classroom Approach in a Senior Secondary Mathematics Classroom', Making waves, opening spaces: Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia, 1-5 July 2018, Massey University, Auckland, New Zealand, pp. 567-574. (2018) [Refereed Conference Paper] [eCite] [Details] Tweet
2017	Muir T, 'Online, anytime, anywhere: enacting flipped learning in three different secondary mathematics classrooms', Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia, 2-6 July 2017, Melbourne, Australia, pp. 389-396. ISBN 978-1-920846-30-5 (2017) [Refereed Conference Paper] [eCite] [Details] Tweet
2017	Muir T, 'The enactment of a flipped classroom approach in a senior secondary mathematics class and its impact on student engagement', Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, 17-22 July 2017, Singapore, pp. 3-288. ISSN 0771-100X (2017) [Refereed Conference Paper] [eCite] [Details] Tweet
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] [eCite] [Details] Co-authors: Maher N; Chick H Tweet
2016	Muir T, 'No more 'What are we doing in maths today?' Affordances of the Flipped Classroom Approach', Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 3-7 July 2016, Adelaide, Australia, pp. 485-494. ISBN 978-1-920846-29-9 (2016) [Refereed Conference Paper] [eCite] [Details] Tweet
2016	Muir T, Herbert S, Livy S, Callingham R, 'Achieving growth in NAPLAN: characteristics of successful schools', Proceedings of the 2016 Australian Association for Research in Education (AARE) Conference, 27 November - 1 December 2016, Melbourne, Victoria, Australia, pp. 1-12. (2016) [Refereed Conference Paper] [eCite] [Details] Co-authors: Callingham R Tweet
2016	Reaburn R, Kilpatrick S, Fraser S, Beswick K, Muir T, 'What's happening in Australian mathematics professional learning?', Proceedings of the 2016 Australian Association for Research in Education (AARE) Conference, 27 November - 1 December 2016, Melbourne, Victoria, Australia, pp. 1-13. ISSN 1324-9320 (2016) [Refereed Conference Paper] [eCite] [Details] Co-authors: Reaburn R; Kilpatrick S; Fraser S; Beswick K Tweet
2015	Beswick K, Muir T, Wells J, 'Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education', International Group for the Psychology of Mathematics Education, 13 - 18 July, Hobart, Tasmania, pp. 1-46. ISBN 978-1-86295-829-6 (2015) [Conference Edited] [eCite] [Details] Co-authors: Beswick K; Wells J
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] [eCite] [Details] Co-authors: Maher N; Chick H Tweet
2015	Muir T, 'Student and Parent Perspectives on Flipping the Mathematics Classroom', Mathematics education in the margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia, 28 June - 2 July 2015, University of the Sunshine Coast, pp. 445-452. ISBN 978 1920846282 (2015) [Refereed Conference Paper] [eCite] [Details] Tweet
2014	Maher N, Muir T, ''I don't really understand probability at all': Final year pre-service teachers' Understanding of probability', 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. 437-444. ISBN 978-1-920846-27-5 (2014) [Refereed Conference Paper] [eCite] [Details] Co-authors: Maher N Tweet
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] [eCite] [Details] Co-authors: Chick H Tweet
2013	Beswick K, Muir T, Jade K, Farrington L, Callingham R, 'Increasing the LD50 of mathematics: Re-engaging students in mathematics learning', 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. 55-64. ISBN 978-1-875900-76-3 (2013) [Refereed Conference Paper] [eCite] [Details] Co-authors: Beswick K; Jade K; Callingham R Tweet
2013	Muir T, 'Helpwithmaths.com: Students' use of online mathematical resources', 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. 522-529. (2013) [Refereed Conference Paper] [eCite] [Details] Tweet
2012	Beswick K, Callingham R, Muir T, 'Teaching mathematics in a project-based learning context: Initial teacher knowledge and perceived needs', Mathematics Education: Expanding Horizons - Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2012, Singapore, pp. 114-121. ISBN 978-981-07-2527-3 (2012) [Refereed Conference Paper] [eCite] [Details] Co-authors: Beswick K; Callingham R Tweet
2012	Muir T, 'Virtual mathematics education: Using second life to model and reflect upon the teaching of mathematics', Mathematics Education: Expanding Horizons - Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2012, Singapore, pp. 521-528. ISBN 978-981-07-2527-3 (2012) [Refereed Conference Paper] [eCite] [Details] Tweet
2011	Beswick K, Muir T, 'Interactive whiteboards as potential catalysts of pedagogic change in secondary mathematics teaching', Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA , 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 115-123. ISBN 978-1-875900-70-1 (2011) [Refereed Conference Paper] [eCite] [Details] Co-authors: Beswick K Tweet
2011	Maher N, Muir T, 'I think they think that zero point something is less than zero: Investigating pre-service teachers' responses to mathematical tasks', Proceedings of the 2011 Australian Association for Research in Education Conference, 27 November - 1 December 2011, Hobart, Tasmania, pp. 1-16. ISSN 1324-9320 (2011) [Refereed Conference Paper] [eCite] [Details] Co-authors: Maher N Tweet
2011	Muir T, 'Join the club: Engaging parents in mathematics education', Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference, 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 531-539. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper] [eCite] [Details]
2011	Muir T, Callingham R, Beswick K, 'Using interactive whiteboards to teach mathematics: Examining teachers' pedagogical approaches', INTED2011 Conference Proceedings, 7-9 March 2011, Valencia, Spain, pp. 1-8. ISBN 978-84-614-7423-3 (2011) [Refereed Conference Paper] [eCite] [Details] Co-authors: Callingham R; Beswick K Tweet
2010	Muir T, 'Using Video-Stimulated Recall as a Tool for Reflecting on the Teaching of Mathematics', Shaping the future of mathematics education : proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, 3 - 7 July 2010, Fremantle, Western Australia, pp. 438-445. ISBN 978-1-920846-25-1 (2010) [Refereed Conference Paper] [eCite] [Details]
2010	Muir T, Ashman G, Short M, Jales A, Myhill M, 'Cultural contrasts in the classroom: Preparing international pre-service teachers for professional experience', Cultures of Learning - Proceedings of the Teaching Matters 2010 Conference, 24-25 November 2010, Sir Raymond Ferrall Centre, University of Tasmania, pp. 70-82. (2010) [Refereed Conference Paper] [eCite] [Details] Co-authors: Ashman G; Short M; Jales A; Myhill M Tweet
2009	Beswick K, Muir T, 'Do you see what I see? Preservice teachers watching video excerpts of teaching', Partnerships for Learning: On Campus and Beyond, 26th November 2009, Hobart, TAS, pp. 1-12. (2009) [Refereed Conference Paper] [eCite] [Details] Co-authors: Beswick K
2009	Muir T, 'Investigating teachers' use of questions in the mathematics classroom', Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, 19-24 July 2009, Greece, pp. 161-168. ISBN 978-960-243-652-3 (2009) [Refereed Conference Paper] [eCite] [Details] Tweet
2009	Muir T, 'At home with numeracy: empowering parents to be active participants in their child's numeracy development', Crossing Divides: MERGA 32 Conference Proceedings, 5-9 July 2009, Wellington, New Zealand, pp. 395-402. ISBN 978-1-920846-22-0 (2009) [Refereed Conference Paper] [eCite] [Details] Tweet
2008	Muir T, 'Zero is not a number : Teachable moments and their role in effective teaching of numeracy', Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, July 2008, Brisbane Australia, pp. 361-367. ISBN 978-1-920846-17-6 (2008) [Refereed Conference Paper] [eCite] [Details] Tweet
2008	Muir T, 'Describing effective teaching of numeracy: Links between principles of practice and teacher actions ', 11th International Conference on Mathematics Education (ICME-11), 6-13 July 2008, Mexico, pp. 1-8. ISBN 84-611-3282-3 (2008) [Refereed Conference Paper] [eCite] [Details] Tweet
2007	Muir T, 'Setting a good example: teachers' choice of examples and their contribution to effective teaching of numeracy', Mathematics: essential research, essential practice : proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, 2-6 July 2007, Hobart, pp. 513-522. ISBN 978-1-920846-14-5 (2007) [Refereed Conference Paper] [eCite] [Details]
2007	Muir T, Edmondson IJ, 'Numeracy Opportunities Across the Curriculum: Encouraging pre-service teachers to reflect on their experiences', AARE 2006 Conference Proceedings, 26-30 November, Adelaide, SA EJ ISSN 1324-9339 (2007) [Refereed Conference Paper] [eCite] [Details] Co-authors: Edmondson IJ
2006	Muir T, 'What does effective teaching for numeracy look like? The design of an observation schedule', Identities Cultures and Learning Spaces - Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia, 1-5 July, Canberra, pp. 368-375. ISBN 1-920846-12-3 (2006) [Refereed Conference Paper] [eCite] [Details]
2005	Muir T, Beswick K, 'Where Did I Go Wrong? Reflecting on the Problem Solving Process', Building connections: Research, Theory and Practice, July, Melbourne, pp. 561-570. ISBN 1-920846-07-7 (2005) [Refereed Conference Paper] [eCite] [Details] Co-authors: Beswick K
2004	Beswick K, Muir T, 'Talking and Writing About the Problem Solving Process', Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia, 27-30 June 2004, Townsville, Australia, pp. 95-102. (2004) [Refereed Conference Paper] [eCite] [Details] Co-authors: Beswick K
2004	Beswick K, Muir T, McIntosh AJ, 'Developing an instrument to assess the number sense of young children', AARE 2004 International Education Research Conference Paper Abstracts, 28th November - 2nd December 2004, Melbourne, Australia EJ ISSN 1324-9339 (2004) [Refereed Conference Paper] [eCite] [Details] Co-authors: Beswick K; McIntosh AJ
2004	Muir T, McIntosh AJ, 'Building a Common Culture K - 12', Proceedings of the Continuity and Change: Educational Transitions International Conference, 27-28 November 2003, Sydney, Australia EJ ISBN 174108 071 1 (2004) [Refereed Conference Paper] [eCite] [Details] Co-authors: McIntosh AJ

Contract Report, Consultant's Report

(1 outputs)

Year	Citation	Altmetrics
2017	Callingham R, Beswick K, Carmichael C, Geiger V, Goos M, et al., 'Nothing left to chance: characteristics of schools successful in mathematics. (Report of the building an evidence base for best practice in mathematics education project)', Office of the Chief Scientist, Department of Industry, Innovation and Science (Commonwealth), TAS, Australia (2017) [Contract Report] [eCite] [Details] Co-authors: Callingham R; Beswick K Tweet

Year

Citation

Altmetrics

2017

Callingham R, Beswick K, Carmichael C, Geiger V, Goos M, et al., 'Nothing left to chance: characteristics of schools successful in mathematics. (Report of the building an evidence base for best practice in mathematics education project)', Office of the Chief Scientist, Department of Industry, Innovation and Science (Commonwealth), TAS, Australia (2017) [Contract Report]

[eCite] [Details]

Co-authors: Callingham R; Beswick K

Thesis

(2 outputs)

Year	Citation	Altmetrics
2009	Muir T, ''I thought I was reasonably good at teaching maths': The link between principles of practice, teacher actions and supportive classroom reflection' (2009) [PhD] [eCite] [Details]
2004	Muir T, 'How Do I Solve It?' (2004) [Masters Research] [eCite] [Details]

Other Public Output

(8 outputs)

Year	Citation	Altmetrics
2020	Beasy K, Murphy C, Hicks D, Muir T, 'Experiences of parents and caregivers supporting children while learning from home', The Tasmania Project, UTAS Institute for Social Change, Hobart, Tasmania, Report 9 (2020) [Report Other] [eCite] [Details] Co-authors: Beasy K; Murphy C; Hicks D Tweet
2020	Beasy K, Murphy C, Hicks DJE, Muir TA, 'Experiences of parents and caregivers supporting children while learning from home', The Tasmania Project, Institute for Social Change, Hobart, Tasmania, 7 (2020) [Internal Newsletter] [eCite] [Details] Co-authors: Beasy K; Murphy C; Hicks DJE
2020	Muir T, Murphy C, Hicks D, Beasy K, ''The workload was intense': what parents told us about remote learning', The Conversation, The Conversation Media Group Ltd, Australia, 22 Spetember 2020 (2020) [Newspaper Article] [eCite] [Details] Co-authors: Murphy C; Hicks D; Beasy K Tweet
2016	Muir TA, 'Research Merit Certificate for Outstanding Contribution', Faculty of Education, University of Tasmania, Australia (2016) [Award] [eCite] [Details]
2015	Muir TA, 'University of Tasmania Faculty of Education Research Merit Certificate', University of Tasmania Faculty of Education Research Merit Certificate, University of Tasmania Faculty of Education, Tasmania, Australia (2015) [Award] [eCite] [Details]
2013	Muir TA, 'University of Tasmania Faculty of Education 2012 Research Award', University of Tasmania Faculty of Education 2012 Research Award, University of Tasmania Faculty of Education, Tasmania, Australia (2013) [Award] [eCite] [Details]
2012	Muir TA, 'University of Tasmania Faculty of Education Research Merit Certificate', University of Tasmania Faculty of Education Research Merit Certificate, University of Tasmania Faculty of Education, Tasmania, Australia (2012) [Award] [eCite] [Details]
2008	Muir TA, 'Mathematics Education Research Group of Australasia Early Career Award 2008', Mathematics Education Research Group of Australasia Early Career Award, Mathematics Education Research Group of Australasia, Australia (2008) [Award] [eCite] [Details]

Grants & Funding

Dr Muir has attracted research funding including an ARC Linkage project (2015-2019) and a number of consultancies and contract research, totalling over three million dollars. The funding has enabled the funding of projects which have a strong focus on improving the teaching and learning of mathematics, teaching pedagogy, and engaging students in mathematics.

Funding Summary

Number of grants

Total funding

$3,337,652

Projects

Birth to Level 10 Numeracy Guide (2018)$180,000

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

Student View: A pilot study into the student experience of online learning across disciplines (2018)$15,613

Description: As the growth in online higher education continues at UTAS and beyond, there are a number of important and timely questions about the ways online students engage with learning that have profound relevance to our College. This Hothouse application builds on existing research in the School of Education (SOE) that explores the learning experiences of online initial teacher education students. A systematic literature search (of 457 A1 articles) revealed that the majority of research on student experiences of online learning examines their experiences of a single technology (e.g., webconference/ facebook/ digital gaming) and is often captured at a single time point (e.g., end of semester via interview or exit survey). This review has revealed important 'gaps' in the research literature, namely a need to: 1) interpret student experience more holistically across multiple units of study and 2) capture student voice over time.This Hothouse project will: collect online student-generated data (the 'Student View') collected periodically throughout semester; identify how, when, and why students engage with online learning in their units; compare engagement among units; and analyse patterns of engagement, for fully online units and blended delivery units.This project aligns with a number of other UTAS projects researching online higher education. The project's pioneering methodology will enable new modes of knowledge generation, increase our understanding of the student experience, improve student outcomes and retention, and support CALE's uptake of the UTAS Technology Enhanced Learning and Teaching White Paper, the UTAS Blended Learning Model and the UTAS Strategy on Open Educational Practice. For example, the project can specifically investigate whether or not our units consistently meet element 3 of the White Paper, mandating purposefully designed high impact learning experiences that enable them to achieve the learning outcomes of the unit and course.
Funding: University of Tasmania ($15,613)
Scheme: Grant - CALE Hothouse Alignment Scheme
Administered By: University of Tasmania
Research Team: Dyment JE; Muir T; Downing JJ; Milthorpe NE; Freeman EM
Year: 2018

Increasing engagement of online students through well-designed activities, content and instructional design. (2018)$9,800

Description: This project aims to seek an understanding of how pedagogical and curriculum designs can develop social and academic integration for diverse online students.
Funding: University of Tasmania ($9,800)
Scheme: Grant-CAL Hothouse Research Enhancement Program
Administered By: University of Tasmania
Research Team: Masters JE; Wang Y; Muir T; Douglas T
Year: 2018

Building an evidence base for national best practice in mathematics education (2015)$492,964

Description: This project will deliver a large data set of qualitative and quantitative data, together with an initial report that will identify key factors in school mathematics improvement as measured by NAPLAN.
Funding: Department of Industry, Science, Energy and Resources ($492,964)
Scheme: Contract Research
Administered By: University of Tasmania
Research Team: Callingham RA; Beswick K; Goos M; Watt H; Carmichael C; Anderson J; Hurrell D; Muir T
Year: 2015

Improving Regional Low SES Students' Learning and Wellbeing (2015 - 2018)$571,174

Description: This study aims to address the learning and wellbeing needs of over 8000 predominantly low SES students in regional Australia through researching the conditions that enable refinement and extension of a successful curricular and wellbeing program. This student cohort's current low educational performance has significant negative effects on individual employment prospects and broader national productivity. Their under-achievement and disengagement from schooling also contribute to many antisocial, harmful short- and long-term outcomes for individuals, with significant health and other costs to the broader community. The research has the potential to impact positively on these current outcomes and be applicable to other like settings.
Funding: Australian Research Council ($424,174)
Collaborators: Anglicare Tasmania ($70,000); Bendigo South East College ($3,500); Crusoe Secondary 7-10 College ($3,500); Department of Education and Training Victoria ($56,000); Eaglehawk Secondary College ($3,500); Northern Bay P-12 College ($7,000); Weeroona College Bendigo ($3,500)
Scheme: Grant-Linkage Projects Round 1
Administered By: Deakin University
Research Team: Prain V; Swabey KJ; Tytler R; Deed C; Meyers N; Blake D; Muir T; Farrelly C; Mooney A; Thomas DP
Period: 2015 - 2018
Grant Reference: LP150100558

Teaching Secondary Mathematics (2014 - 2015)$76,434

Description: The project will investigate; 1) how education jurisdictions and university mathematics educators can collaborate to construct a professional learning program for secondary mathematics teachers; 2) how a collaboratively planned research based 5 day professional learning program can influence the knowledge, beliefs and practice of secondary mathematics teachers; 3) the extent to which changed practices are noticed by students; 4) the impacts of a collaboratively planned research based 5 day professional learning program on students' attitudes to mathematics. The PL program will include innovative elements. In addition research detecting the impacts of teacher PL on students is rare and so the results of the project should be readily publishable in high quality journals e.g. Mathematics Teacher Education and Development and the Journal of Mathematics Teachers Education. Co-construction of PL programs is also rare and hence the documentation and analysis of this aspect of the project will make a further contribution to the research literature.
Funding: Department of Education Tasmania ($76,434)
Scheme: Contract Research
Administered By: University of Tasmania
Research Team: Beswick K; Chick HL; Muir T; Fitzallen NE; Reaburn RL; Wells J
Period: 2014 - 2015

Engaging pedagogy in the Middle Years (Numeracy 5-8) (2014)$13,850

Description: The focus of the inquiry is on building teacher capacity in pedagogical content knowledge of numeracy in key areas for the middle years.
Funding: Department of Education Tasmania ($13,850)
Scheme: Consultancy
Administered By: University of Tasmania
Research Team: Muir T; Chick HL
Year: 2014

Towards Educating Mathematics Professionals Encompassing Science and Technology (TEMPEST) (2014 - 2016)$1,738,070

Description: This project (TEMPEST) will provide teachers of mathematics K-12 including in the VET sector with: a collaboratively developed national framework for the creation, implementation, and evaluation of quality professional learning (PL); and quality PL resources addressing identified needs particularly related to the applications of mathematics in science, ICT (particularly informatics) and engineering (STEM disciplines).
Funding: Department of Industry, 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

Improving Literacy and Numeracy across Years 5 to 8 in response to the outcomes of the NAPLAN results in Years 7 and 9 (2013 - 2015)$200,000

Description: The aim of this project is to work with four secondary schools and one district high school and their associated primary schools as a cluster, in an actioned-based research approach, that has a strong focus on teacher staff professional learning using the school principal as curriculum leader as a key element. The project will work to improve literacy and numeracy outcomes of high school students targeting the transition from primary to high school as a key determinant of likely success. The purpose of the action research is to explore issues, share best practice pedagogy, beliefs and practices to investigate how the performance of students in Years 7 and 9 can be improved.
Funding: Department of Education Tasmania ($200,000)
Scheme: Contract Research
Administered By: University of Tasmania
Research Team: Fraser SP; Callingham RA; Beswick K; Hay I; Moltow DT; Chick HL; Brett P; Muir T
Period: 2013 - 2015

Delivering the Australian Curriculum: Mathematics in a Project-Based Learning Context (2012)$16,000

Funding: University of Tasmania ($16,000)
Scheme: Grant-Research Enhancement (REGS)
Administered By: University of Tasmania
Research Team: Beswick K; Callingham RA; Muir T
Year: 2012

Using Interactive Whiteboard (IWBs) to Enhance the Mathematics Teaching of a Selected Number of Tasmanian Teachers (2010)$21,261

Funding: University of Tasmania ($21,261)
Scheme: Grant-Institutional Research Scheme
Administered By: University of Tasmania
Research Team: Muir T
Year: 2010

2009 R1 - 33rd Conference of the International Group for the Psychology of Mathematics Education (2009)$2,486

Funding: University of Tasmania ($2,486)
Scheme: Grant-Conference Support Scheme
Administered By: University of Tasmania
Research Team: Muir T
Year: 2009

Research Supervision

Dr Muir is currently supervising six HDR students whose projects include information literacy, appropriate teaching methodology and teachers’ conceptions of online teaching. She is particularly keen to hear from potential students with an interest in effective teaching of mathematics and numeracy in a primary context, teachers’ content and pedagogical content knowledge, and teaching online mathematics education.

Current

Completed

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	Evaluation of the Higher Expectation Framework as an Instructional Guide for Educators in Adult Learning Environments	2017
PhD	Developing Teachers' Self-regulation to Support Stress Management	2018
PhD	Appropriate Teaching Methodology for Primary Mathematics Teachers to Enhance Students Performance	2019
PhD	Teacher Disposition and Practice: Reflection, Awareness and Understanding	2020
PhD	Teachers Conceptions of Online Teaching and its Influence on Online Mathematics Pedagogy	2020

Completed

Degree	Title	Completed
EdD	Integrating Interactive Technologies: A practical approach Candidate: Perry Pak Yue Wong	2020
PhD	Perspectives on Pedagogical Content Knowledge in the Senior Secondary Mathematics Classroom Candidate: Nicole Susan Maher	2019
PhD	Perceptions, Perspectives and Practice: Identifying and supporting adolescent academic underachievers in the classroom Candidate: Penelope Jane Ludicke	2018
PhD	Enhancing Mathematics Teacher Educators' Technological Pedagogical Content Knowledge through Collaborative Professional Development: Ethiopia Candidate: Seyum Tekeher Getenet	2015