Profiles

Carol Murphy

UTAS Home Dr Carol Murphy

Carol Murphy

Graduate Research Coordinator
Senior Lecturer in Mathematics

Room A231 , Building A

+61 3 63 243180 (phone)

carol.murphy@utas.edu.au

Dr Carol Murphy is a Senior Lecturer in Primary Mathematics Education in the School of Education, College of Arts, Law and Education. Her career in education has spanned over twenty-five years, initially as a teacher and mathematics coordinator in primary schools in England, and then as a teacher educator and researcher. Currently, at the University of Tasmania, Carol has taken on the role of Graduate Research Coordinator and is teaching on undergraduate units in mathematics education and inclusive mathematics. Carol’s research interests are in the learning of mathematics and teacher development in relation to socio-cultural and embodied perspectives.

Biography

Carol lectured in mathematics education at universities in England and New Zealand, before moving to Tasmania. At the University of Waikato in New Zealand, Carol taught across the primary education programme and coordinated part-time masters of education courses.

In England, Carol directed the Primary Post Graduate Certificate in Primary Education at the University of Exeter. She also lectured at Canterbury Christchurch University in Kent and the University of Chichester. From this range of experience as a teacher educator, Carol has gained a broad outlook on the different practices and cultures in teaching primary mathematics.

In her research in the field of mathematics education, Carol has directed projects on the use of mobile devices in mathematics classrooms, exploratory talk in young children’s mathematics and the development of inquiry-based learning in STEM subjects. In both England and New Zealand, Carol has supervised master’s and doctoral students in different areas of mathematics teaching and learning as well as more broadly in interpretive and dialogic methodologies.

Career summary

Qualifications

  • PhD (2013), ''We are the maths people, aren’t we?” Young children’s talk in learning mathematics.', University of Exeter, England
  • MSc (2007), 'The constructive role of embodiment in children’s arithmetic', University of Exeter, England
  • MA (2000), 'Children’s development of a taught mental calculation strategy.', University of Southampton, England
  • BEd Honours (1990), University of Reading, England

Memberships

Professional practice

  • Mathematics Education Research Group of Australasia
  • International Group of Psychology of Mathematics Education
  • British Society of Research in Learning Mathematics

Administrative expertise

  • Principal investigator of national and international research projects
  • Graduate Research Coordinator
  • Coordinator of master’s in education programmes
  • Director of primary initial teacher education programme
  • Coordinator of undergraduate units in mathematics education

Teaching

Primary mathematics education; inclusive mathematics; socio-cultural and dialogic pedagogies; interpretive methodologies; qualitative research methods; discourse analysis; video data analysis

Teaching expertise

Carol’s teaching focusses on mathematics education in primary and middle school settings. Carol has taught on a range of courses based on different national curricula and numeracy strategies and she has used this expertise to draw out the big ideas in relation to children’s learning in mathematics and to preservice teachers’ pedagogical content knowledge. Carol has a special interest in inclusive teaching in mathematics and in exploring models of differentiation. She has developed online teaching units in both undergraduate and master’s programmes. Carol has supervised doctoral students in a range of mathematics topics such as early years, creativity, and PCK.

Teaching responsibility

Bachelor of Education Primary

  • ESH220 Primary and Early Childhood Mathematics Pedagogy
  • ESH320 Pedagogical Content Knowledge for Teaching Mathematics
  • ESH322 Inclusive Mathematics

View more on Dr Carol Murphy in WARP

Expertise

  • Early years and primary students’ mathematical thinking in arithmetic
  • Pre-service teachers’ pedagogical content knowledge
  • Teachers’ ideologies and discursive psychology
  • Children’s collaboration and the role of functional linguistics and semiotics
  • Dialogue and exploratory talk
  • The use of mobile devices in teaching mathematics
  • Inquiry-based approaches to teaching and learning in STEM
  • Discourse analysis
  • Interpretive methodologies

Research Themes

Carol’s research interests relate to the University of Tasmania theme: Creativity, Culture and Society. Her investigations into teaching and learning in mathematics have explored young children’s mathematical learning, in relation to functional linguistics, semiotics, embodiment and to socio-cultural classroom practices. Her interest is in exploring issues related to student underachievement in mathematics with an aim to inform new approaches to mathematics teaching.

Carol’s early research focused on children’s informal calculation strategies, and, in particular, the use of orienting mediators such as the Empty Number Line (ENL) and its origination in the Netherlands. Carol has also investigated aspects of preservice teachers’ content knowledge and the use of dialogic approaches to teaching mathematics. Her interests in dialogic and embodied perspectives of teaching and learning have been explored further, and she has directed externally funded projects on collaborative group work with young children, and the use of mobile devices in primary mathematics classrooms. The role of dialogue in inquiry-based learning is also a focus of an international funded project in teaching mathematics and science in Qatar.  Her more recent interest is in perceptual modes of learning and students’ use of visual images and representations in learning mathematics.

Collaboration

Carol is currently directing an international collaborative project with universities in Qatar, England, and New Zealand. The project aims to encourage inquiry-based pedagogies in middle school mathematics and science classrooms in Qatar. The project draws on an international concern to promote student engagement and interest in STEM subjects.

Current projects

Carol is currently Lead Principle Investigator for a project funded by the Qatar National Priority Research Programme: Connecting mathematics and science through dialogue and inquiry. This project involves a cross-case comparative evaluation of a professional development programme to introduce WebQuests and exploratory talk as a way to stimulate inquiry-based teaching in middle school STEM classrooms in Qatar.

Fields of Research

  • Mathematics and numeracy curriculum and pedagogy (390109)
  • Curriculum and pedagogy theory and development (390102)
  • Teacher education and professional development of educators (390307)
  • Educational technology and computing (390405)
  • Early childhood education (390302)
  • Science, technology and engineering curriculum and pedagogy (390113)
  • Higher education (390303)
  • Professional education and training (390305)

Research Objectives

  • Learner and learning (160199)
  • Pedagogy (160302)
  • Teacher and instructor development (160303)
  • Teaching and instruction technologies (160304)
  • Equity and access to education (160201)
  • Professional development and adult education (160104)
  • Policies and development (160205)

Publications

Carol’s publishing has several publications in top quartile journals, such as Journal of Mathematics Teacher Education, Australian Journal of Teacher Education, Mathematics Teacher Education, and For the Learning of Mathematics. Earlier publications in Educational Studies in Mathematics, and the British Educational Research Journal, have highlighted the inconsitencies in approaches to teaching arithmetic in numeracy strategies in England. Publications in the British Educational Research Journal and the Journal of Mathematics Teacher Education have highlighted inconsistencies in pedagogical content knoweldge of pre-service teachers.

Carol contributed to the editorial team for the University of Waikato based online journal: Teachers and Curriculum Journal and co-edited a special issue on Mobile Technologies and Learning.

Total publications

46

Highlighted publications

(13 outputs)
YearTypeCitationAltmetrics
2018Chapter in BookMurphy C, Calder N, 'How might apps reshape the mathematical learning experience?', Using Mobile Technology in the Teaching and Learning of Mathematics, Springer International Publishing, N Calder, K Larkin, and N Sinclair (ed), pp. 31-50. ISBN 978-3-319-90178-7 (2018) [Research Book Chapter]

DOI: 10.1007/978-3-319-90179-4_3 [eCite] [Details]

Tweet

2017Conference PublicationMurphy C, Calder N, 'Representing the one left over: a social semiotic perspective of students' use of screen casting', Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10), 1-5 February 2017, Dublin, Ireland, pp. 2603-2610. ISBN 978-1-873769-73-7 (2017) [Refereed Conference Paper]

[eCite] [Details]

2016Conference PublicationCalder N, Murphy C, 'Engaging mathematics through apps: How might they influence the learning?', Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary ISSN 0771-100X (2016) [Conference Extract]

[eCite] [Details]

2016Journal ArticleMurphy C, 'Changing the way to teach maths: Preservice primary teachers' reflections on using exploratory talk in teaching mathematics', Mathematics Teacher Education and Development, 18, (2) pp. 29-47. ISSN 1442-3901 (2016) [Refereed Article]

[eCite] [Details]

2015Journal ArticleMurphy C, 'Young children's early deductive reasoning in number: A dialogic and linguistic approach', Asia-Pacific Journal of Research in Early Childhood Education, 9, (3) pp. 5-25. ISSN 1976-1961 (2015) [Refereed Article]

DOI: 10.17206/apjrece.2015.9.3.5 [eCite] [Details]

Tweet

2015Journal ArticleMurphy C, 'Changing teachers' practices through exploratory talk in mathematics: A discursive pedagogical perspective', The Australian Journal of Teacher Education, 40, (5) pp. 61-84. ISSN 1835-517X (2015) [Refereed Article]

DOI: 10.14221/ajte.2015v40n5.4 [eCite] [Details]

Citations: Scopus - 3

Tweet

2014Journal ArticleMurphy C, 'Pointing to that': Deixis and shared intentionality in young children's collaborative group work', For the Learning of Mathematics, 34, (3) pp. 25-30. ISSN 0228-0671 (2014) [Refereed Article]

[eCite] [Details]

2013Journal ArticleMurphy C, 'Making space for mathematics learning to happen in group work: Is this really possible?', Teachers and Curriculum, 13 pp. 108-111. ISSN 2382-0349 (2013) [Refereed Article]

DOI: 10.15663/tandc.v13i0 [eCite] [Details]

Tweet

2012Journal ArticleMurphy C, 'The role of subject knowledge in primary pre-service teachers' approaches to teaching the topic of area', Journal of Mathematics Teacher Education, 15, (3) pp. 187-206. ISSN 1386-4416 (2012) [Refereed Article]

DOI: 10.1007/s10857-011-9194-8 [eCite] [Details]

Citations: Scopus - 23

Tweet

2012Conference PublicationMurphy C, 'The sixness of six: Contrasting and comparing Piagetian and Vygotskyan theories', Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 18-22 July 2012, Taipei,Taiwan, pp. 249-257. ISSN 0771-100X (2012) [Refereed Conference Paper]

[eCite] [Details]

2011Journal ArticleMurphy C, 'Comparing the use of the empty number line in England and the Netherlands', British Educational Research Journal, 37, (1) pp. 147-161. ISSN 0141-1926 (2011) [Refereed Article]

DOI: 10.1080/01411920903447423 [eCite] [Details]

Citations: Scopus - 4Web of Science - 5

Tweet

2007Journal ArticleMurphy C, 'The constructive role of conceptual metaphor in children's arithmetic: a comparison and contrast of Piagetian and embodied learning perspectives', Philosophy of Mathematics Education Journal, 22 pp. 1-17. ISSN 1465-2978 (2007) [Refereed Article]

[eCite] [Details]

2006Journal ArticleMurphy C, ''Why do we have to do this?' Primary trainee teachers' views of a subject knowledge audit in mathematics', British Educational Research Journal, 32, (2) pp. 227-250. ISSN 0141-1926 (2006) [Refereed Article]

DOI: 10.1080/01411920600569115 [eCite] [Details]

Citations: Scopus - 2Web of Science - 4

Tweet

Journal Article

(20 outputs)
YearCitationAltmetrics
2020Hatisaru V, Oates G, Fraser S, Murphy C, Maher N, et al., 'A peer learning circle approach to professional learning: Promoting representational fluency', Australian Mathematics Education Journal, 2, (4) pp. 4-10. ISSN 2652-0176 (2020) [Refereed Article]

[eCite] [Details]

Co-authors: Hatisaru V; Oates G; Fraser S; Maher N; Holland B; Seen A

2020Muir 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: Muir T; Oates G

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2020Murphy C, Calder N, Mansour N, Abu-Tineh A, 'Introducing WebQuests in Mathematics: a study of Qatari students' reactions and emotions', International Electronic Journal of Mathematics Education, 15, (3) Article em0603. ISSN 1306-3030 (2020) [Refereed Article]

DOI: 10.29333/iejme/8445 [eCite] [Details]

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2019Abu-Tineh A, Murphy C, Calder N, Mansour N, 'The use of webquests in developing inquiry based learning: views of teachers and students in Qatar', International Journal of Educational and Pedagogical Sciences, 13, (10) pp. 1334-1337. (2019) [Non Refereed Article]

[eCite] [Details]

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2019Hatisaru V, Murphy C, ''Creature' teachers 'monster' mathematicians: students' views about mathematicians and their stated attitudes to mathematics', International Journal of Education in Mathematics, Science and Technology, 7, (3) pp. 215-221. ISSN 2147-611X (2019) [Refereed Article]

[eCite] [Details]

Co-authors: Hatisaru V

Tweet

2019Murphy C, Abu-Tineh A, Calder N, Mansour N, 'Changing from a traditional approach to learning: teachers' perceptions of introducing WebQuests into mathematics and science classrooms in Qatar', Teachers and Curriculum, 19, (1) pp. 9-16. ISSN 2382-0349 (2019) [Refereed Article]

DOI: 10.15663/tandc.v19i1.333 [eCite] [Details]

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2019Reaburn 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; Muir T; Fitzallen N

2018Murphy C, Abu-Tineh A, Calder N, Mansour N, 'Implementing dialogic inquiry in Qatari mathematics and science classrooms: challenges and provocations', Teachers and Curriculum, 18, (1) pp. 33-40. ISSN 2382-0349 (2018) [Refereed Article]

DOI: 10.15663/tandc.v18i1.318 [eCite] [Details]

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2017Calder N, Murphy C, 'Introduction to special issue: Mobile technologies and learning', Teachers and Curriculum, 17, (2) pp. 3-5. ISSN 2382-0349 (2017) [Letter or Note in Journal]

DOI: 10.15663/tandc.v17i2.321 [eCite] [Details]

Tweet

2017Calder N, Murphy C, 'Special Issue: Mobile technologies and learning', 17, (2) ISSN 2382-0349 (2017) [Edited Journal]

DOI: 10.15663/tandc.v17i2 [eCite] [Details]

Tweet

2017Willacy H, West A, Murphy C, Calder N, 'Personalised learning with mobile technologies in mathematics: An exploration of classroom practice', Teachers and Curriulum, 17, (2) pp. 77-84. ISSN 2382-0349 (2017) [Refereed Article]

DOI: 10.15663/tandc.v17i2.173 [eCite] [Details]

Tweet

2016Murphy C, 'Changing the way to teach maths: Preservice primary teachers' reflections on using exploratory talk in teaching mathematics', Mathematics Teacher Education and Development, 18, (2) pp. 29-47. ISSN 1442-3901 (2016) [Refereed Article]

[eCite] [Details]

Tweet

2015Murphy C, 'Young children's early deductive reasoning in number: A dialogic and linguistic approach', Asia-Pacific Journal of Research in Early Childhood Education, 9, (3) pp. 5-25. ISSN 1976-1961 (2015) [Refereed Article]

DOI: 10.17206/apjrece.2015.9.3.5 [eCite] [Details]

Tweet

2015Murphy C, 'Changing teachers' practices through exploratory talk in mathematics: A discursive pedagogical perspective', The Australian Journal of Teacher Education, 40, (5) pp. 61-84. ISSN 1835-517X (2015) [Refereed Article]

DOI: 10.14221/ajte.2015v40n5.4 [eCite] [Details]

Citations: Scopus - 3

Tweet

2014Murphy C, 'Pointing to that': Deixis and shared intentionality in young children's collaborative group work', For the Learning of Mathematics, 34, (3) pp. 25-30. ISSN 0228-0671 (2014) [Refereed Article]

[eCite] [Details]

Tweet

2013Murphy C, 'Making space for mathematics learning to happen in group work: Is this really possible?', Teachers and Curriculum, 13 pp. 108-111. ISSN 2382-0349 (2013) [Refereed Article]

DOI: 10.15663/tandc.v13i0 [eCite] [Details]

Tweet

2012Murphy C, 'The role of subject knowledge in primary pre-service teachers' approaches to teaching the topic of area', Journal of Mathematics Teacher Education, 15, (3) pp. 187-206. ISSN 1386-4416 (2012) [Refereed Article]

DOI: 10.1007/s10857-011-9194-8 [eCite] [Details]

Citations: Scopus - 23

Tweet

2011Murphy C, 'Comparing the use of the empty number line in England and the Netherlands', British Educational Research Journal, 37, (1) pp. 147-161. ISSN 0141-1926 (2011) [Refereed Article]

DOI: 10.1080/01411920903447423 [eCite] [Details]

Citations: Scopus - 4Web of Science - 5

Tweet

2007Murphy C, 'The constructive role of conceptual metaphor in children's arithmetic: a comparison and contrast of Piagetian and embodied learning perspectives', Philosophy of Mathematics Education Journal, 22 pp. 1-17. ISSN 1465-2978 (2007) [Refereed Article]

[eCite] [Details]

Tweet

2006Murphy C, ''Why do we have to do this?' Primary trainee teachers' views of a subject knowledge audit in mathematics', British Educational Research Journal, 32, (2) pp. 227-250. ISSN 0141-1926 (2006) [Refereed Article]

DOI: 10.1080/01411920600569115 [eCite] [Details]

Citations: Scopus - 2Web of Science - 4

Tweet

Chapter in Book

(2 outputs)
YearCitationAltmetrics
2020Calder N, Murphy C, Mansour N, Abu-Tineh A, 'Transforming pedagogy in mathematics and science in Qatar: a study of teacher and student perspectives', STEM education across the learning continuum: early childhood to senior secondary, Springer Nature Singapore Pte Ltd., MacDonald Amy, Danaia Lena, Murphy Steve (ed), Singapore, pp. 269-292. ISBN 978-981-15-2820-0 (2020) [Research Book Chapter]

DOI: 10.1007/978-981-15-2821-7_15 [eCite] [Details]

Tweet

2018Murphy C, Calder N, 'How might apps reshape the mathematical learning experience?', Using Mobile Technology in the Teaching and Learning of Mathematics, Springer International Publishing, N Calder, K Larkin, and N Sinclair (ed), pp. 31-50. ISBN 978-3-319-90178-7 (2018) [Research Book Chapter]

DOI: 10.1007/978-3-319-90179-4_3 [eCite] [Details]

Tweet

Conference Publication

(22 outputs)
YearCitationAltmetrics
2019Murphy C, 'Exploring the role of visual imagery in learning mathematics', Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia, 30 June - 4 July 2019, Perth, Australia, pp. 508-515. ISBN 978-1-920846-31-2 (2019) [Refereed Conference Paper]

[eCite] [Details]

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2018Murphy C, Beasy K, Mainsbridge C, Page L, Reaburn R, et al., 'Exploring academic staffs' self-perception about supporting diverse learners', Australian Association for Research in Education (AARE), 2-6 December 2018, University of Sydney, Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Beasy K; Mainsbridge C; Page L; Reaburn R; Stanford S

Tweet

2018Murphy C, Calder N, Mansour N, Abu-Tineh A, 'Transforming pedagogy in science and mathematics in Qatar: issues and perspectives', Integrated Education for the Real World 5th International STEM in Education Conference Post-Conference Proceedings, 21-23 November 2018, Brisbane, Australia, pp. 275-280. (2018) [Refereed Conference Paper]

[eCite] [Details]

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2017Murphy C, Calder N, 'Representing the one left over: a social semiotic perspective of students' use of screen casting', Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10), 1-5 February 2017, Dublin, Ireland, pp. 2603-2610. ISBN 978-1-873769-73-7 (2017) [Refereed Conference Paper]

[eCite] [Details]

Tweet

2017Murphy C, Calder N, 'Representing the one left over: A social semiotic perspective of students' use of screen casting', Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10), 1-5 February 2017, Dublin, Ireland, pp. 2603-2610. ISBN 978-1-873769-73-7 (2017) [Refereed Conference Paper]

[eCite] [Details]

Tweet

2016Calder N, Murphy C, 'Engaging mathematics through apps: How might they influence the learning?', Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary ISSN 0771-100X (2016) [Conference Extract]

[eCite] [Details]

2016Calder N, Murphy C, 'Reshaping the learning experience through apps: Affordances', Proceedings of the 13th International Congress on Mathematical Education, 24-31 July 2016, Hamburg, Germany ISSN 2520-8322 (2016) [Refereed Conference Paper]

DOI: 10.1007/978-3-319-62597-3 [eCite] [Details]

Tweet

2016Murphy C, Calder N, 'Reshaping the learning experience in mathematics: The potential of the Math Shake app', Proceedings of the DEANZ Biennial Conference "There and back: Charting flexible pathways in open, mobile and distance education", 17-20 April 2016, Hamilton, New Zealand, pp. 101-105. (2016) [Refereed Conference Paper]

[eCite] [Details]

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2016Murphy C, Calder N, 'Teachers using iPad apps to fashion the pedagogy of primary mathematics: A TPACK perspective', Programme of the NZARE Annual Conference and AGM, 20-23 November 2016, Wellington, New Zealand, pp. 96. (2016) [Conference Extract]

[eCite] [Details]

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2016Murphy C, Calder N, 'Reshaping the learning experience in mathematics: Tthe potential of the Math Shake app', Proceedings of the DEANZ Biennial Conference 2016, 17-20 April 2016, Hamilton, New Zealand (2016) [Refereed Conference Paper]

[eCite] [Details]

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2015Murphy C, 'Authority and Agency in Young children's early number work: A functional linguistic perspective', Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia, 28 June - 2 July 2015, Sunshine Coast, pp. 453-460. (2015) [Refereed Conference Paper]

[eCite] [Details]

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2014Murphy C, 'Children's use of modality in problem solving', Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Educati, 15-20 July 2014, Vancouver, Canada, pp. 181. ISSN 0771-100X (2014) [Conference Extract]

[eCite] [Details]

2014Murphy C, 'Developing deictic expression and joint attention in group work with young children', Proceedings of the Joint Meeting of PME 38 and PME-NA 36, 29 November - 1 December 2014, Vancouver, Canada, pp. 369. ISSN 0771-100X (2014) [Conference Extract]

[eCite] [Details]

2013Murphy C, 'Young children talking in mathematics: What is the point of 'that'?', Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, 7-11 July 2013, Melbourne, Australia, pp. 538-545. ISBN 978 0 7340 4844 8 (2013) [Refereed Conference Paper]

[eCite] [Details]

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2013Murphy C, 'Pupil-pupil talk with young children in mathematics', Proceedings of the 2013 annual meeting of the American Educational Research Association, 27 April - 1 May 2013, San Francisco, USA, pp. 612844.1 - 6. ISSN 0163-9676 (2013) [Refereed Conference Paper]

[eCite] [Details]

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2012Murphy C, 'The sixness of six: Contrasting and comparing Piagetian and Vygotskyan theories', Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 18-22 July 2012, Taipei,Taiwan, pp. 249-257. ISSN 0771-100X (2012) [Refereed Conference Paper]

[eCite] [Details]

Tweet

2011Murphy C, 'Analysing children's learning in arithmetic from a socio-cultural perspective', Proceedings of the Seventh Congress of the European Society in Mathematics Education (CERME 7),, 9-13 February 2011, Rzeszow, Poland, pp. 356-365. ISBN 9788373386839 (2011) [Refereed Conference Paper]

[eCite] [Details]

Tweet

2011Murphy C, 'The role of dialogue in the development of children's arithmetic', NZARE Conference and Annual Meeting 2011, 29 November-1 December 2011, Tauranga, New Zealand (2011) [Conference Extract]

[eCite] [Details]

2010Murphy C, 'Analysing children's calculations: the role of process and object', Proceedings of the British Congress for Mathematics Education (BCME) 2010, April 2010, Manchester, United Kingdom, pp. 145-150. (2010) [Refereed Conference Paper]

[eCite] [Details]

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2009Murphy C, 'The role of subject knowledge in primary student teachers' approaches to teaching the topic of area', Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education, 28 January-1 February 2009, Lyon. France, pp. 1821-1830. ISBN 978-2-7342-1190-7 (2009) [Refereed Conference Paper]

[eCite] [Details]

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2008Murphy C, 'The use of the empty number line in England and the Netherlands', Proceedings of the Joint Meeting of PME 32 and PME-NA XXX, 17-21 July 2008, Morelia, Mexico, pp. 9-17. (2008) [Refereed Conference Paper]

[eCite] [Details]

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2007Murphy C, 'The role of the conceptual metaphor in the development of children's arithmetic', Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education, 22-26 February 2007, Larnaca, Cyprus, pp. 151-160. ISBN 978-9963-671-25-0 (2007) [Refereed Conference Paper]

[eCite] [Details]

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Other Public Output

(2 outputs)
YearCitationAltmetrics
2020Beasy 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; Hicks DJE; Muir TA

2020Murphy C, Abu-Tineh A, Calder N, Mansour N, 'Connecting science and mathematics instruction in schools through exploratory talk and inquiry', The Qatar National Research Fund, Doha, Qatar, pp. 1-43. (2020) [Government or Industry Research]

[eCite] [Details]

Tweet

Grants & Funding

  • Carol has been successful in securing external funding both nationally and internationally. She is currently Lead Principle Investigator in a Qatari based project on Connecting science and mathematics instruction in schools through exploratory talk and inquiry, funded by the Qatar National Priority Research Programme. This is a three-year international collaboration with universities in Qatar, England and New Zealand.
  • Carol was co-principal investigator in a New Zealand based project, Enhancing teaching and learning of primary mathematics through the use of apps. This was funded by the New Zealand Centre for Educational Research (NZCER), Teaching and Learning Research Institute (TLRI) from February 2015 to December 2016.
  • Carol was director in England for the project Resourcing Talking in KS1 Mathematics: Investigating pedagogy for collaboration and reasoning, funded by the National Centre for Excellence in Teaching Mathematics (NCETM) from May 2010 to December 2010.
  • Carol was director for the project Talking Counts: An Intervention Programme to Investigate and Develop the Role of Exploratory Talk in Young Children’s Arithmetic at the University of Exeter in England. This project was funded by the Esmee Fairbairn Foundation from January 2009 to April 2010.
  • Carol worked as project director and consultant to the National Strategies Primary ITT, Leading Partnership in Mathematics Pilot Project in England from September 2009 to July 2010. She directed a project on  Exploring Talk in Mathematics.

Funding Summary

Number of grants

4

Total funding

$275,568

Projects

Using the idea of multiple representations in mathematics and science classrooms (2019)$500
Description
Peer Learning Circles: Collaboration for Learning and Teaching Grant.Quality STEM education is touted as important to the nations productivity, and significant funding has been provided to education systems to enhance student learning in STEM. Effective STEM teaching practices provide opportunities for students to express concepts through multiple modes of representation to support concept development and deep learning. This PLC will review current teacher knowledge formulations in mathematics and science education including Shulmans Pedagogical Content Knowledge (PCK), Ball and colleagues Mathematical Knowledge for Teaching (MKT) and Rowland et al.s Knowledge Quartets to identify the space that we refer to as representational fluency. The PLC will enable members to reflect on their own understanding of the notion of representational fluency and how it pertains to STEM teaching, which will in turn inform their teaching practices. The process will provide a springboard for exploring how representational fluency, as part of teacher knowledge, predicts instructional quality and student learning outcomes.
Funding
University of Tasmania ($500)
Scheme
null
Administered By
University of Tasmania
Research Team
Hatisaru V; Fraser SP; Murphy C; Oates GN; Kenny JDJ; Seen AJ; Holland BR; Maher N
Year
2019
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
An exploration of University academic staffs self-perception about supporting diverse learners (2018)$9,387
Description
In the last few decades, increasing equitable access to higher education has been on the agenda for Governments globally. Yet, completion rates and other indicators for achievement for people from diverse backgrounds remain low. This project looks at this issue from the perspective of academics. How do academics perceive their ability and capacity to support diverse learners?
Funding
University of Tasmania ($9,387)
Scheme
Grant-CAL Hothouse Research Enhancement Program
Administered By
University of Tasmania
Research Team
Reaburn RL; Beasy KM; Mainsbridge C; Murphy C; Stanford SN
Year
2018
Connecting science and mathematics instruction in schools through exploratory talk and inquiry (2017 - 2019)$85,681
Description
The project is an international collaboration between the University of Tasmania, University of Waikato, the University of Exeter, and the National Centre of Educational Development at Qatar University. The aim of the project is to evaluate an intervention to strengthen inquiry-based instruction in science and mathematics instruction in Qatari schools. Researchers in the three countries will work with professional development specialists in Qatar to introduce a programme in Qatari schools with teachers of students in grades 4 to 7. Two didactic strategies, Exploratory Talk and WebQuests, are used to support the professional development programme. The research intends to investigate social and cultural mediating factors that may influence Qatari teachers and students, as inquiry-based learning is introduced into their classrooms. Such findings would develop further understanding of the way professional development programmes can support changes in teaching and inform schools and policy makers both in Qatar and internationally.
Funding
Qatar National Science Foundation ($85,681)
Scheme
Grant
Administered By
University of Tasmania
Research Team
Murphy C; Calder N
Period
2017 - 2019

Research Supervision

Carol has experience of supervision with doctoral students, both on EdD and PhD programmes. Successful completions include students with the following theses:

  • Teacher pedagogy as an answerable act in dialogic encounters with infants
  • Investigating the professional knowledge of New Zealand primary school teachers when teaching mathematics for numeracy
  • An investigation into what characterises ‘deep understanding of mathematics’, as understood by particular groups of secondary pre-service and serving mathematics teachers
  • Possibility Thinking in Mathematics Education
  • Tracking the Early Number Skills Performance of 5 to 7 years old students: a longitudinal study

Carol is currently looking for new doctoral students. She is an approachable and supportive supervisor who is willing to engage in a range of topics and interpretive methodologies.

Current

11

Current

DegreeTitleCommenced
PhDTowards Inclusive Education for Refugee Children: Exploring barriers of inclusion of culturally and linguistically diverse [CALD] students in Tasmanian primary schools2018
PhDHow Can Teachers Who Stay in Rural Areas Simultaneous Support Belonging, Community Building, Individual Aspirations and Mobility?2019
PhDExploring the Development of Pedagogical Content Knowledge among Diploma Pre-service Mathematics Teachers in Tanzania2019
PhDAppropriate Teaching Methodology for Primary Mathematics Teachers to Enhance Students Performance2019
PhDAnalysis of Factors Contributing to Poor Performance in Mathematics Among Senior High School Students in the Northern Region of Ghana2019
PhDThumbs Up - I Am Ready To Learn! Exploring Self-Regulation For Successful Learning2019
PhDPedagogical Leadership in early Childhood Education and Care: Responding to the National Quality Framework (NQF)2019
PhDThe Impact of Teachers Strategies of Culturally Responsive Teaching (CRT) on awakening Prodigies in Culturally Diverse English Classroom (CDEC)2019
PhDStudents Diversity Management in Ethiopian Public Universities: Practices and Challenge2020
PhDConceptualising an image of mathematics2020
PhDConceptualising an Image of Mathematics2020