Profiles
Greg Oates
Greg Oates
Program Director – B.Ed (Primary)
Senior Lecturer in Mathematics Education
Room A221b, Building A, Newnham Campus
+61 3 6324 3339 (phone)
My teaching experience prior to 1993 involved 10 years as a secondary mathematics teacher (Years 612), teaching both statistics and calculus at senior levels and including one year as Acting Head of Department. I returned to Auckland University in 1993 when I was awarded a New Zealand Secondary Teacher’s Study Award, completing a Masters’ of Education (mathematics) in 1999. I was subsequently invited to continue teaching in the Department of Mathematics at Auckland, where I have since taught both undergraduate mathematics, predominantly at the transition and firstyear level (Calculus, Linear Algebra & Science Communication), as well as undergraduate and graduate courses in mathematics education. In 2009, I completed my PhD investigating the integration of technology in the undergraduate mathematics curriculum, and since then I have been involved as an Associate or Principal Investigator in several National and InterFaculty projects examining professional development and learning in undergraduate mathematics and the mathematical sciences. I moved to my current position in the Faculty of Education at UTAS in June 2016, where I am teaching preand postservice mathematics teachers.
Biography
My secondary teaching experience includes three large coeducational NZ secondary schools (Avondale College, 19831987; Pukekohe High School, 19871992; Papakura High School, parttime 19941995;) and a private integrated boys school, Wesley College where I taught parttime at many levels from year 6 –11 (1995), teaching both Calculus and Statistics at senior levels, and developing general numeracy at lower levels. At Avondale and Pukekohe, I shared responsibility for developing and delivering the newly established “Mathematics with Statistics” course at Year 13 (Year 12 equivalent Australia), and coordinated the senior mathematics teaching teams. In 1997, I was appointed as a Senior Tutor in the Department of Mathematics at Auckland University, where I led the establishment of the Mathematics Learning Centre at Auckland University, and served as its Director from 2000 until 2007, responsible for student learning support, tutorial and tutor training. Highlights of this period included the introduction of smallgroup tutorials in all undergraduate courses, the development of an undergraduate course which served to train peertutors in undergraduate mathematics, and the development of the Faculty of Science “Competence in Tutoring in Mathematics” Certificate. In 2010, following the completion of my PhD in 2009, I was appointed as Senior Lecturer in Mathematics Education and have specialised since then in research at the undergraduate level, with interests in technology including developing a graduate course for technology in mathematics education, and professional development and pedagogical content knowledge of mathematics lecturers.
Career summary
Qualifications
 PhD (2009), 'Integrated technology in the undergraduate mathematics curriculum: A case study of computer algebra systems', University of Auckland, New Zealand
 MEd(Maths) (1999), 'An observational study of students’ collaborative problem solving in a large first year calculus course', University of Auckland, New Zealand
 BSc (1994), University of Auckland, New Zealand
 Trained Teacher’s Certificate (TTC) (1986), New Zealand Department of Education, New Zealand
 DipTchg (Sec) (1983), Auckland College of Education (ACE), New Zealand
Memberships
Professional practice
 Mathematical Association of Tasmania (MAT)
 Australian Association of Mathematics Teachers (AAMT)
 MERGA (Mathematics Education Research group of Australasia)
 PME (Psychology of Mathematics Education)
 Delta International Steering Committee (ISC) for the Teaching & Learning of Undergraduate Mathematics & Statistics
Administrative expertise
 20002007: Director Mathematics Learning Centre, Department of Mathematics, University of Auckland. Responsible for approximately 100 tutors and markers;
 19982015: Head of Hall, Grafton Hall of Residence, Presbyterian Methodist Congregational Foundation (PMC). Reporting to the PMC Board, management responsibility for 203 students and leadership of 26 staff, all financial, maintenance and operational procedures.
Teaching
Undergraduate Mathematics, first year Calculus, Liner Algebra & Discrete Mathematics, Mathematics Education: Technology, Curriculum, Proof, Task Design, Teacher Pedagogical Content Knowledge (PCK), Mathematical Knowledge for Teaching (MkT), & Pedagogical Technology Knowledge (PTK)., Secondary & Transition Mathematics: Statistics & Calculus
Teaching expertise
Undergraduate: BSc:


General/Secondary Teaching:

Teaching responsibility
Research Appointments
 20092016: International Steering Committee (ISC), Delta Southern Hemisphere Symposia for Undergraduate Mathematics and Statistics Teaching and Learning.
Research Invitations
 20142015: Collaborator, Social Sciences and Humanities Research Council of Canada project, Schulich School of Education, Nipissing University, Brock University, Ontario, and the University of Alberta. “Computer Algebra Systems (CAS) Technology in Undergraduate Mathematics Instruction: Tracking the Implementation of a TechnologyEnhanced Curriculum and Assessment Initiative”
 2014: International Advisor, Australian Office of Learning and Teaching (OLT) project at the Melbourne Graduate School of Education, Reconceptualising Maths and Science Teacher Education Programmes (ReMSTEP).
View more on Dr Greg Oates in WARP
Expertise
 Use Technology in Mathematics Education, How technology can be effectively used and integrated into mathematics curricula? How should it be used, where, when, what types of technology?
 Mathematical Knowledge for Teaching, characterised as Pedagogical Content Knowledge (PCK) & Pedagogical technology Knowledge (PTK).
 Professional development for mathematics educators, especially the use of videorecording to examine practice.
 Transition from Secondary School to University Mathematics: Foundation & Bridging Programmes.
 Tutoring in Mathematics, with focus on tutor training.
Research Themes
Better Health; Data, Knowledge and Decisions
Collaboration
 2016: Leading Member of the Research Forum team at PME 40 conference (Psychology of Mathematics Education), Szeged Hungary: Mathematics Learning And Teaching At University Level. This forum surveyed contemporary studies and positions in the field.
 20142015: I am the leading investigator in a project entitled Pedagogical, Epistemological and Content Knowledge with Technology in Undergraduate Mathematics (PECKTUM). This is an international collaborative study building on my PhD research with nine colleagues from six countries representing eight universities. It examines university lecturers’ knowledge and beliefs about their teaching of mathematics.
Awards
University of Auckland, NZ:
 20142015: ViceChancellor’s Strategic Development Fund Award (VCSDF, $85,000), QuADDS Project (Quantitative Assessment and Diagnosis for Development in Science): Improving Learning Outcomes for Maori and Pasifika students. Principal Investigator
 2014: University of Auckland Distinguished Visitor’s Award ($6800), Prof Michele Artigue, University of Paris, Diderot.
 2006: Royal Society of New Zealand ($75,000). The Great New Zealand Origami Maths and Science Show. Joint recipient with Dr Judy Paterson, University of Auckland, and Jonathan Baxter, Origami NZ).
 2001: Asia2000 Foundation, The University of Ateneo, Manila, Philippines.
Current projects
I have completed the projects I was working on prior to moving from the University of Auckland to University of Tasmania in July 2016. I am currently working on a study with Prof Chris Rasmussen from San Diego State University, looking at variations in the teaching of eigenvalues and eigenvectors according to mathematicians research domains, a project begun in 2014 by Dr Judy Paterson at the University of Auckland.
I am looking to formulate studies and welcome enquiries for collaboration in the following areas:
 Pedagogical Content Knowledge and Mathematical Knowledge for Teaching for university and mathematics teacher educators (PCK & MKT);
 Professional development, especially the use of videorecording to facilitate learning.
 Collaborative Teaching Methods, especially TeamBased Learning (TBL);
 Online Assessment and ComputerAided Assessment (CAA) & Learning Platforms;
 Earlycareer mathematics teachers support & experiences;
 Developing reasoning and proving skills;
 Effective use of technology in mathematics, in particular pedagogical technology knowledge for teachers (PTK).
Fields of Research
 Mathematics and Numeracy Curriculum and Pedagogy (130208)
 Curriculum and Pedagogy Theory and Development (130202)
 Teacher Education and Professional Development of Educators (130313)
 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
 Vocational Education and Training Curriculum and Pedagogy (130213)
 Health and Community Services (111708)
 Higher Education (130103)
Research Objectives
 Pedagogy (930201)
 Teacher and Instructor Development (930202)
 Teaching and Instruction Technologies (930203)
 Learner and Learning Processes (930102)
 Curriculum (930399)
 Syllabus and Curriculum Development (930302)
 Learner and Learning Achievement (930101)
 Learner Development (930103)
 Public Health (excl. Specific Population Health) (920499)
 Health Education and Promotion (920205)
Publications
I am on the Editorial Board for the International Journal of Mathematical Education in Science and Technology (iJMEST), eJMT (Electronic Journal of Mathematics and Technology) & JMA, Journal of Mathematics and its Applications. I am Guest Editor for three special editions of iJMEST, showcasing undergraduate mathematics education and the teaching of Calculus. My publications mostly focus on technology; teaching and professional development in undergraduate mathematics; collaborative and peerassisted learning; and transitionfoundation courses in mathematics. In addition to my major journal articles, I have also a large number of peerreviewed papers and invited presentations at conferences in my field, e.g. the annual conferences for MERGA (Mathematics Education Research Group of Australasia), PME (Psychology of Mathematics Education) & ATCM (Asian Technology Conference in Mathematics); the biennial Delta Teaching and Learning of Undergraduate Mathematics & Statistics conference and the fouryearly ICME & EARCOME conferences (International Congress of Mathematics Education & East Asia Regional Conference on Mathematics Education). Most recent publication (Pending WARP listing):
2016: Coupland, M., Dunn, P. K., Galligan, L., Oates, G., & Trenholm, S. (2016). Tertiary mathematics education. In K. Makar, S. Dole, S, J. Visnovska, M. Goos, A. Bennison & K. Fry (Eds.), Research in Mathematics Education in Australasia 20122015 (pp. 187211). Springer Singapore.
Total publications
28
Journal Article
(8 outputs)Year  Citation  Altmetrics 

2017  Oates G, Neide IG, Borba MC, 'Foreword  Brazil Delta 2017: the romantic path of mathematics', International Journal of Mathematical Education in Science and Technology, 48, (S1) pp. S1S3. ISSN 0020739X (2017) [Letter or Note in Journal]  
2017  Oates G, Neide IG, Borba MC, 'International Journal of Mathematical Education in Science and Technology: Brazil Delta 2017 Conference Special Issue', 48, (S1) pp. S1S80. ISSN 0020739X (2017) [Edited Journal]  
2016  Oates GN, Paterson J, Reilly I, Woods G, 'Seeing things from others' points of view: Collaboration in undergraduate mathematics', PRIMUS, 26, (3) pp. 206228. ISSN 10511970 (2016) [Refereed Article] DOI: 10.1080/10511970.2015.1094683 [eCite] [Details] Citations: Scopus  1  
2015  Barton W, Oates GN, Paterson J, Thomas M, 'A marriage of continuance: professional development for mathematics lecturers', Mathematics Education Research Journal, 27, (2) pp. 147164. ISSN 10332170 (2015) [Refereed Article] DOI: 10.1007/s1339401401347 [eCite] [Details] Citations: Scopus  6Web of Science  5  
2014  Yoon C, Oates GN, Sneddon J, 'Undergraduate mathematics students' reasons for attending live lectures when recordings are available', International Journal of Mathematical Education in Science and Technology, 45, (2) pp. 227240. ISSN 0020739X (2014) [Refereed Article] DOI: 10.1080/0020739X.2013.822578 [eCite] [Details] Citations: Scopus  8  
2013  MartinezLuaces V, Oates GN, 'Foreword', International Journal of Mathematical Education in Science and Technology, 44, (5) pp. 621623. ISSN 0020739X (2013) [Letter or Note in Journal]  
2013  MartinezLuaces V, Oates GN, 'Special section on the teaching and learning of calculus', 44, (5) ISSN 0020739X (2013) [Edited Journal]  
2011  Oates GN, 'Sustaining integrated technology in undergraduate mathematics', International Journal of Mathematical Education in Science and Technology, 42, (6) pp. 709721. ISSN 0020739X (2011) [Refereed Article] DOI: 10.1080/0020739X.2011.575238 [eCite] [Details] Citations: Scopus  10 
Chapter in Book
(5 outputs)Year  Citation  Altmetrics 

2019  Callingham R, Watson J, Oates G, 'Statistics and Probability: From Research to the Classroom', Researching and Using Progressions (Trajectories) in Mathematics Education, Brill NV, D Siemon, T Barkatsas and R Seah (ed), Netherlands, pp. 181204. ISBN 9789004396449 (2019) [Research Book Chapter] DOI: 10.1163/9789004396449_009 [eCite] [Details] Coauthors: Callingham R; Watson J  
2018  Woodward A, Beswick K, Oates G, 'Positive Education and Teaching for Productive Disposition in Mathematics', Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom, Springer International Publishing, B Rott, G Torner, J PetersDasdemir, A Moller and Safrudiannur (ed), Switzerland, pp. 161171. ISBN 9783030012731 (2018) [Research Book Chapter] DOI: 10.1007/9783030012731_15 [eCite] [Details] Coauthors: Beswick K  
2017  Oates GN, Evans T, 'Research mathematicians and mathematics educators: Collaborating for professional development', Focus on mathematics education research, Nova Science Publishers, Inc, K Patterson (ed), USA, pp. 130. ISBN 9781536118261 (2017) [Research Book Chapter]  
2017  Thomas MOJ, Hong YY, Oates G, 'Innovative uses of digital technology in undergraduate mathematics', Innovation and technology enhancing mathematics education: Perspectives in the digital era, Springer International Publishing AG, E Faggiano, F Ferrara, A Montone (ed), Switzerland, pp. 109136. ISBN 9783319614878 (2017) [Research Book Chapter]  
2016  Coupland M, Dunn PK, Galligan L, Oates G, Trenholm S, 'Tertiary Mathematics Education', Research in Mathematics Education in Australasia 20122015, Springer, K Makar, S Dole, J Visnovska, M Goos, A Bennison, K Fry (ed), Singapore, pp. 187212. ISBN 9789811014178 (2016) [Research Book Chapter] DOI: 10.1007/9789811014192_16 [eCite] [Details] Citations: Scopus  2 
Conference Publication
(15 outputs)Year  Citation  Altmetrics 

2019  Oates GN, Callingham RA, Getenet S, Hay I, Beswick K, et al., 'Technology and the Knowledge Quartet', Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia, 30 June  4 July, Perth, pp. 532539. (2019) [Refereed Conference Paper] Coauthors: Callingham RA; Hay I; Thomas DP  
2019  Reaburn R, Holland B, Oates G, Stojanovski E, 'Crossing the liminal space: students' understanding of confidence intervals', Proceedings of the 12th Delta conference on the teaching and learning of undergraduate mathematics and statistics, 24  29 November 2019, Fremantle, Western Australia, pp. 176. ISBN 9781741084986 (2019) [Refereed Conference Paper] DOI: 10.26183/5d5f53ed9c926 [eCite] [Details] Coauthors: Reaburn R; Holland B  
2018  Oates G, 'Technology for engagement and collaboration in mathematics education', Simposio Internacional de Tecnologias em Educacao Matematica (SITEM), 1921 September 2018, Sao Paulo State University (UNESP), Brazil (2018) [Keynote Presentation]  
2018  Oates GN, Reaburn RL, Brideson MA, Dharmadasa HK, 'Understanding of limits and differentiation as threshold concepts in a firstyear mathematics course', Proceedings of the Eleventh Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics, 26 November  1 December 2017, Rio Grande do Sul, Brazil, pp. 108120. ISBN 9788581672373 (2018) [Refereed Conference Paper] Coauthors: Reaburn RL; Brideson MA; Dharmadasa HK  
2018  Reaburn R, Oates G, Dharmadasa K, Brideson M, 'Relating Flexibility in Concept Image and Understanding of Limits and Derivatives', Proceedings of the 8th ICMIEast Asia Regional Conference on Mathematics Education, 711 May 2018, Taipei, Taiwan, pp. 239247. ISBN 9789860557848 (2018) [Refereed Conference Paper] Coauthors: Reaburn R; Dharmadasa K; Brideson M  
2017  Oates G, Beswick K, Beisiegel M, Evans T, King D, et al., 'Videos in teacher professional development: fostering an international community of practice', Proceedings of the 41st conference of the International Group for the Psychology of Mathematics Education, 1722 July 2017, Singapore, pp. 1155  1156. ISBN 9789811137426 (2017) [Conference Extract] Coauthors: Beswick K  
2017  Oates GN, 'Technology in Mathematics Education: Back to the future?', Book of Abstracts of Brazil Delta 17, 26 November1 December 2017, Gramada, Brazil, pp. 20. (2017) [Keynote Presentation]  
2017  Woodward A, Beswick K, Oates G, 'The four proficiency strands plus one?: Productive disposition and the Australian Curriculum: Mathematics', 2017 Mathematical Association of Victoria Annual Conference Proceedings, 78 December 2017, Melbourne, Australia, pp. 1824. ISBN 9781876949617 (2017) [Refereed Conference Paper] Coauthors: Beswick K  
2017  Woodward Aimee, Beswick K, Oates G, 'Towards a positive approach to teaching for productive disposition in mathematics', Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia, 26 July 2017, Melbourne, Australia, pp. 110. ISBN 9781920846305 (2017) [Refereed Conference Paper] Coauthors: Beswick K  
2016  Jaworski B, Potari D, Rasmussen C, Oates G, Kwon ON, 'Mathematics learning and teaching at university level', Proceedings of the 40th Annual Conference of the International Group for the Psychology of Mathematics Education, 37 August 2016, Szeged, Hungary, pp. 375381. ISBN 9781365455063 (2016) [Refereed Conference Paper]  
2016  Oates G, 'Technology in mathematics education: a stocktake & crystalball gazing', Proceedings of the 21st Asian Technology Conference in Mathematics, 1418 December 2016, Pattaya, Thailand, pp. 117. ISBN 9780997280708 (2016) [Refereed Conference Paper]  
2016  Oates G, Evans T, 'Research mathematicians and mathematics educators: collaborating for professional development', Proceedings of the 13th International Congress on Mathematical Education, 2431 July 2016, Hamburg, Germany, pp. 18. (2016) [Keynote Presentation]  
2016  Ratnayake I, Oates G, Thomas M, 'Supporting teachers developing mathematical tasks with digital technology', Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), 37 July 2016, Adelaide, Australia, pp. 543551. ISBN 9781920846299 (2016) [Refereed Conference Paper]  
2015  McMullen S, Oates GN, Thomas MOJ, 'An integrated technology course at university: Orchestration and mediation', Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 1318 July 2015, Hobart, Tasmania, pp. 249257. ISBN 9781326659349 (2015) [Refereed Conference Paper]  
2014  Oates GN, Sheryn L, Thomas MOJ, 'TechnologyActive student engagement in an undergraduate mathematics course', Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Educati, 1520 July 2014, Vancouver, Canada, pp. 329336. ISSN 0771100X (2014) [Refereed Conference Paper] 
Grants & Funding
 2014 Faculty of Science Research Development (FRDF) grant, (Project 3706669, $22,600), PECKTUM Pedagogical, Epistemological and Content Knowledge with Technology in Undergraduate Mathematics (PECKTUM). Principal Investigator, see research collaborations for more details.
 20122016: Ako Aoteoroa (New Zealand National Centre For Tertiary Teaching Excellence, $300,000). Capturing learning in undergraduate mathematics (LUMOS Project).I was an Associate Investigator, and led the Innovative Technology strand of the project (one of three strands). I also worked with the strand examining the use of TeamBased Learning (TBL) in undergraduate mathematics.
 20092011: NZ Teaching & Learning Research Initiative (TLRI, $200,000) “Mathematics Undergraduate Teaching: Perspectives and Interactions” DATUM Project (Development & Analysis of the Teaching of Undergraduate Mathematics). I was an Associate Investigator in the team of four leading this project. This project has generated significant national and international interest and ongoing studies with more than 15 publications, including the 2014 MERJ Journal article (Barton, Oates, Paterson & Thomas, DOI. 10.1007/s1339401401347) which highlights the findings and significance of the study.
 20082016: Seven grants under the Department of Mathematics Performance Based Research Fund (PBRF), totalling $31,500. These awards are competitive and are provided to facilitate research, for researchers who have demonstrated a commitment to ongoing external funding applications and an appropriate publications record.
Funding Summary
Number of grants
9
Total funding
Projects
 Description
 The program will recruit student volunteers, from the Faculty of Education, University of Tasmania (UTAS), to mentor high school students from refugee and migrant backgrounds. The program will promote purposeful relationships in which Education Faculty student volunteer mentors work collaboratively with their high school student mentees, to assist them in developing a positive sense of self and aspirations, educational pathways and career options postschool. The program aims to support the students to engage in school life, progress in their studies and plan their transition from high school to further education.
 Funding
 Department of Communities Tasmania ($25,000)
 Scheme
 GrantLearning Grants Program
 Administered By
 University of Tasmania
 Research Team
 Kember DR; Swabey KJ; Moltow DT; Oates GN; Cruickshank V
 Year
 2019
 Description
 The program will recruit and train student volunteers, from the Faculty of Education (Specialisation in English, Literacy, TESOL), University of Tasmania (UTAS), to provide weekly oneonone and small group tutoring support for high school students from refugee and migrant backgrounds. The Education Faculty student volunteer tutors will provide help with English language and literacy support to year 9 and 10 high school students.
 Funding
 Department of Communities Tasmania ($25,000)
 Scheme
 GrantLearning Grants Program
 Administered By
 University of Tasmania
 Research Team
 Moltow DT; Swabey KJ; Kember DR; Oates GN; Cruickshank V
 Year
 2019
 Description
 The program will recruit and train student volunteers, from the Faculty of Education (specialization in Mathematics Education), University of Tasmania (UTAS), to provide weekly ononone and small group tutoring support for high school students from refugee and migrant backgrounds. The Education Faculty student volunteer tutors will provide help with mathematics and numeracy support to year 9 and 10 high school students.
 Funding
 Department of Communities Tasmania ($25,000)
 Scheme
 GrantLearning Grants Program
 Administered By
 University of Tasmania
 Research Team
 Oates GN; Swabey KJ; Kember DR; Moltow DT; Cruickshank V
 Year
 2019
 Description
 Peer Learning Circles: Collaboration for Learning and Teaching Grant.Quality STEM education is touted as important to the nations productivity, and significant funding has been provided to education systems to enhance student learning in STEM. Effective STEM teaching practices provide opportunities for students to express concepts through multiple modes of representation to support concept development and deep learning. This PLC will review current teacher knowledge formulations in mathematics and science education including Shulmans Pedagogical Content Knowledge (PCK), Ball and colleagues Mathematical Knowledge for Teaching (MKT) and Rowland et al.s Knowledge Quartets to identify the space that we refer to as representational fluency. The PLC will enable members to reflect on their own understanding of the notion of representational fluency and how it pertains to STEM teaching, which will in turn inform their teaching practices. The process will provide a springboard for exploring how representational fluency, as part of teacher knowledge, predicts instructional quality and student learning outcomes.
 Funding
 University of Tasmania ($500)
 Scheme
 null
 Administered By
 University of Tasmania
 Research Team
 Hatisaru V; Fraser SP; Murphy C; Oates GN; Kenny JDJ; Seen AJ; Holland BR; Maher N
 Year
 2019
 Description
 To develop an online Birth to Level 10 Numeracy Guide that will be suitable for use by school leadership teams, teachers, early childhood practitioners and DET regional staff. The guide is intended to support understanding of numeracy across the curriculum, the development of a whole school approach to numeracy, and the design and delivery of high quality numeracy teaching and learning.
 Funding
 Department of Education and Training Victoria ($180,000)
 Scheme
 Grant
 Administered By
 Deakin University
 Research Team
 Bragg L; Muir T; Murphy C; Oates GN; Beswick K; Tytler R
 Year
 2018
 Description
 This project is to work with volunteers and community groups to improve the numeracy, healthdecisions and workpreparedness for men in the Ravenswood and Rocherlea communities.
 Funding
 Tasmanian Community Fund ($62,455)
 Scheme
 Grant
 Administered By
 University of Tasmania
 Research Team
 Oates GN; Kinsman LD; Reaburn RL
 Period
 2018  2019
 Description
 The study investigates Pedagogical Content Knowledge ( PCK) for lecturers across a broad range of disciplines in higher education. It poses three questions:1. Which aspects of their own discipline knowledge do university educators consider crucial for effective teaching? Do lecturers consciously consider this question and, if so, what guides their choices?2. How do dominant beliefs about particular disciplines influence the PCK needed to teach a particular discipline?3. How might a shared understanding of PCK across our disciplines enhance teaching and learning in higher education?
 Funding
 University of Tasmania ($9,947)
 Scheme
 GrantCAL Hothouse Research Enhancement Program
 Administered By
 University of Tasmania
 Research Team
 Oates GN; Beswick K; Chase JK; Fraser SP; Hinds M; Konkes C; Ross K
 Year
 2018
 Description
 This project (TEMPEST) will provide teachers of mathematics K12 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 and Science ($1,738,070)
 Scheme
 GrantAust Maths and Science Partnership Program
 Administered By
 University of Tasmania
 Research Team
 Beswick K; Fraser SP; Callingham RA; Kilpatrick SI; Seen AJ; Muir T; Chick HL; Reaburn RL; Wells J; Fitzallen NE; Oates GN
 Period
 2014  2016
 Description
 There is considerable interest in raising the quality of teachers through setting standards and expectations to which all teachers can aspire. This task is complex. The knowledge that teachers need varies across the levels of schooling, with teacher experience, and by subject. The curriculum describes what content must be taught at each year level but there is no parallel pedagogical curriculum to indicate what appropriate pedagogical knowledge is necessary to achieve the goals of the curriculum. The Powerful Knowledge study will map the knowledge and develop benchmark standards of what teachers need to know to teach effectively in Mathematics and English across Levels of Schooling and different Career Stages.
 Funding
 Australian Research Council ($181,000)
 Scheme
 GrantDiscovery Projects
 Administered By
 University of Tasmania
 Research Team
 Oates GN; Chick HL; Beswick K; Hay I; Callingham RA
 Period
 2013  2015
 Grant Reference
 DP130103144
Research Supervision
I have supervised many successful honours student projects and masters’ student theses in mathematics education. Topics include collaborative learning in mathematics; the use of games to stimulate learning in mathematics teaching; and the use of technology in mathematics, e.g. the use of the software programme GeoGebra in firstyear calculus.
I have one student successfully complete her PhD investigating lecturer pedagogical knowledge in undergraduate mathematics, and am cosupervisor of another PhD student, expected to complete in July 2017, investigating “Teaching algebra with digital technology: Factors influencing mathematics teachers’ task development and implementation”.
I have supervised three students completing summer scholarship projects at the University of Auckland, investigating issues of technology in undergraduate mathematics.
In addition, I have been the External Examiner for more than 15 PhD and Masters’ theses in mathematics education.
I am especially interested in supervising HDR students at either the project or thesis level, depending on expertise, for the following topics::
 Use of technology;
 Collaborative & Peerassisted learning, Flipped classroom & other alternative teaching methods;
 Teacher Knowledge and Professional Development in Mathematics & Statistics, both pedagogical and mathematical knowledge;
 Assessment methods in mathematics, especially formative & online assessment;
 Mathematics Curriculum development
Current
12
Current
Degree  Title  Commenced 

PhD  A Report on the Development, Implementation and Evaluation of a Professional Learning Program Grounded in Positive Education Theories of Growth Mindset, Gratitude and Character Strengths and their Effect on Teacher Change and Academic Outcomes for Low Attaining Students in Year 912 Mathematics  2016 
EdD  Integrating Interactive Technologies: A practical approach  2017 
PhD  How Can the Professional Learning of Secondary School Teachers be Improved to Enhance Student Learning Outcomes in Numeracy?  2017 
PhD  Improving Oral Language Skills for Students from Low SES Areas: The use of STEM in early childhood classrooms  2017 
PhD  Investigation of Young Adults' Learning Style Preferences through Effective Use of Social Media  2018 
PhD  STEM Education: A classroom proposal for elementary school  2018 
PhD  Exploring the Development of Pedagogical Content Knowledge among Diploma Preservice Mathematics Teachers in Tanzania  2019 
PhD  An Action Research Approach to Professional Teacher Development and Quality Enhancement of Teaching in an Outcomesbased Context in a University in Hong Kong: An evaluation of the TOTAL Teacher Program  2019 
PhD  Systems to Classrooms  Curriculum Reform, Design and Implications for the Professional Teacher: A Case study focusing on the teaching and learning in English Years 912 in The DoE Tasmania  2019 
PhD  Teacher Knowledge of and His Attitudes to Geometry Teaching Visa Vis Students' Attitudes to Geometry Learning and Their Geometry Achievements  2019 
PhD  Examining the Impact of Students and Teachers Perceptions (Beliefs, Attitudes and Emotions) to Student Performance in Mathematics in Ghana  2019 
PhD  Simulation in Secondary School Statistics  2019 