President: Michael O'Connor (AMSI)
From 1988 until October 2013, Michael taught mathematics and science at a number of secondary colleges in New South Wales and Victoria. Since October Michael has been the Schools Outreach Manager for AMSI. This role involves the support of teachers in teaching mathematics, the development of Mathematics materials for use in schools and the collection and dissemination of information and advice on careers in Mathematics and Mathematics in careers. In the last twelve months, he has worked with more than 200 teachers from kindergarten to senior secondary in 24 schools around the country. This work has included modelling classes, observing and providing feedback, unpacking the curriculum, planning and professional development.
Michael has a Masters of Education (Studies) from Monash University. He is an experienced author of Mathematics texts, assessment items and dynamic geometry materials.
Vice President: Kate Copping (The University of Melbourne)
Kate Copping began her career as a primary school teacher, and has taught at all levels from Foundation to Year 6, in schools in Victoria, NSW and USA. While teaching in Victoria, she has been a mathematics leader and leading teacher, and an Innovations and Excellence Cluster leader.Kate has provided mathematics professional development for teachers through the Australian Council for Educational Research, the Department of Education and Training and the Bastow Institute. She has also worked within individual schoolsas a maths consultant and provided professional development training sessions.
Kate has working in teacher education for the Graduate School of Education at Melbourne University since 2008, as a Teaching Fellow and Clinical Specialist supporting teacher candidates whilst on placement and as a lecturer in primary mathematics. She completed her Masters in School Leadership in 2012, and is currently a PhD candidate.Her research involves leadership and teacher professional learning in mathematics. Kate joined the MAV Council in 2018.
Immediate Past President: Michaela Epstein (Maths Pathway)
Michaela brings to MAV Council experience from a wide range of education sectors, with this uniquely positioning her to understand the diverse needs and perspectives of those involved in maths education. She is an advocate of the important role that MAV has in maths education, and since 2016 has served on the Council to support the work being done by the organisation across the community.
Michaela has taught maths and coached teachers in schools in rural Victoria and in Melbourne, where she initiated and led programs aimed at supporting and extending students in maths. Michaela has also worked in the not-for-profit sector in Aboriginal and Torres Strait Islander education, and held leadership positions on councils with Scouts Australia.
Currently, Michaela is the Head of Learning with a Victorian-founded social enterprise, Maths Pathway, where she oversees the development of course curriculum and assessment, and designs teacher professional development programs. She has also recently completed research at The University of Melbourne on the Victorian Curriculum: Mathematics.
Michaela believes that good maths education is vital, with MAV having a critical role to play.
Chair of Finance Committee: Juan Ospina Leon (South Oakleigh Secondary College)
Juan Ospina LeonJuan brings to MAV his knowledge from his economics degree, and his understanding of the education sector having worked as a teacher of both mathematics and economics. As the 2017 treasurer, he supported the establishment of the new Finance Committee tasked with supporting the organisation through developing financial policies to mitigate financial risks, and support the financial management of the organisation.
Outside of MAV, Juan is a leading teacher at South Oakleigh Secondary College under the Director of Accountability and School Improvement. A role centred on analysis of data, joining various sources of data, to track student learning over their years at the school, and find how various factors affect student learning to make sure all students are receiving an excellent education.
As a teacher, he often looks to see how technology can support learning such as using adaptive diagnostics and spaced repetition programs that automate spacing of reviews for efficient building of knowledge. Knowledge that can then support the development of soft skills such as communication and critical thinking.
Previously, Juan taught Y7-12 mathematics for three years in the area of Whittlesea, north of Melbourne, including all three VCE mathematics of Further, Methods and Specialist. His educational background is a double degree from Monash University in Actuarial Statistics, Japanese, French and Mandarin, then a Masters of Teaching from Deakin University with methods of mathematics, humanities and languages (LOTE).
Max Stephens (University of Melbourne)
Max Stephens is currently a research fellow at the Melbourne Graduate School of Education. He has enjoyed a long connection with the MAV, both as a Councillor, former President, and as one of its Honorary Life Members. His past research interests include developing a construct of Teacher Capacity to support curriculum reform in mathematics, and investigating the cultural conditions that are needed for the successful adaptation of Lesson Study outside Japan. Most recently, he is investigating how a growing international emphasis to include coding and algorithmic thinking in the school curriculum is likely to impact on school mathematics and the consequences for needed teacher development.
He has continuing interests in mathematics education and curriculum development internationally, especially in Japan and in China, where he has been a visiting professor at several universities. Prior to joining The University of Melbourne, Max occupied several senior roles with the Victorian Department of Education and at the Victorian Curriculum and Assessment Authority.
Dan Cloney (ACER)
Dr Dan Cloney is a Research Fellow in the Centre for Education Policy and Practice at the Australian Council for Educational Research (ACER). Dan's expertise is in early education, cognitive development, academic achievement, and inequality. His most current work focuses on the potential for high-quality early childhood care and education (ECCE) programs to narrow SES-related development gaps.
Dan’s most recent work includes:
- Project Director of the Overcoming Disadvantage in Early Childhood Project, a partnership with the Australian Literacy & Numeracy Foundation (ALNF) to conduct a longitudinal study of the effectiveness of the Early Language & Literacy program in New South Wales.
- Technical Consultant for the UNICEF study, Modelling of Universal Pre-Primary Education in the District of Bogor, Indonesia, providing methodological and analytical oversight and support to the national fieldwork team.
- Project Director of an Asian Development Bank (ADB) study developing a roadmap for Indonesia’s implementation of a one-year “Quality Pre-Primary Education for All” program in support of Sustainable Development Goal (SDG) 4.2.
- Research Fellow on the E4Kids study; Australia’s largest longitudinal study of the contribution of ECCE programs to children’s learning and development. Dan contributed to the design, implementation, and reporting of the study from 2008 to 2015.
Dan’s recent publications focus on the validation of the Classroom Assessment Scoring System (CLASS), the availability and access of high quality ECCE programs in market systems, and the impact of everyday ECCE programs on children’s early cognitive development and later academic achievement. https://works.bepress.com/dan-cloney/
Claire Delaney (Lalor Secondary College)
Claire Delaney is currently a Teacher of Mathematics and Science at Lalor Secondary College where she has worked for over 10 years. She has held various roles within the College such as High Potential Program Leader and Numeracy Leader during which she explored and implemented ways to engage and challenge students as well as provide support in areas in which they struggle.
More recently, Claire has taken on the role of Learning Specialist specializing in Inquiry Based Learning in which she will be responsible for developing and training teachers in the introduction of an inquiry-based program at Year 8. This will include the use of mathematics and other disciplines in the immersion of students in real world, deep thinking, engaging tasks which will cross the barriers of curricula and industry.
In the past Claire was a panel member for the VCAA VCE Foundation Mathematics review, which led to the role of working as a co-author on the Oxford’s Foundation Mathematics’ Textbook which was published in 2015. Claire has a particular passion for teaching struggling and disengaged students and has taught VCAL Numeracy for a number of years. Claire is also a former council director of the Victoria Applied Learning Association (VALA).
Ann Downton (Monash University)
Ann DowntonAnn Downton is a Lecturer in undergraduate and post-graduate early childhood and primary mathematics education courses in the Faculty of Education at Monash University. Her research interests centre on how students construct their mathematical knowledge, in particular their development of multiplicative thinking (the focus of her doctoral studies); how teachers challenge students mathematical thinking; mathematics planning for instruction, and assessment practices. Ann was very proud to be a member of the Early Numeracy Research Project team that received the 2011 MERGA Research Award “in recognition of an outstanding contribution to mathematics education research.”
Ann has extensive experience as a primary school teacher, a part-time mathematics and science specialist and as a mathematics consultant. She continues to work with schools in a professional learning capacity and in the classroom to support teacher’s pedagogical practices and enhance students learning of mathematics and their subsequent self-confidence. Ann has been a member of the Mathematical Association of Victoria for more than 30 years, during which time she has served on Council and as a member of the Annual Conference committee.
Trish Jelbart has a broad range of experience from various educational settings and perspectives to bring to the MAV Board. Trish has previously served on the MAV Board for five years, including one year as Vice-President. She has also been a Vice-President on the national ACSSO and is currently a School Council President, and recognises the need to gain further support for the MAV from other organisations, business and government to promote Mathematics.
Trish understands the challenges faced by Maths Teachers, having successfully taught in suburban state secondary schools for 12 years before working in TAFE and University, teaching basic maths across a range of courses. Trish has recently worked on a STEM research project and has developed an understanding of how maths is taught in other countries, through personal experience. Trish realises that Mathematics Teachers require assistance at both the micro level, with technique and strategies, and at the macro level, in terms of systemic support for Mathematics teachers.
Trish has served on various committees of the MAV and is keen to help lead the MAV to provide a voice, leadership and professional support for mathematical education.
Peter Karakoussis (Scotch College)
Peter Karakoussis is currently a teacher of Mathematics at St Kevin’s College. He began his career there in 2015 after completing a Bachelor of Science and Bachelor of Education at Monash University. Peter has gained experience teaching Years 12, 11, 10 and 7 while also managing his role as a Tutor of the Middle School, Assistant Coach of the Firsts Swimming Team, Assistant Coach of the Firsts Water Polo Team and Coach of Soccer. He is also employed as a VCE Revision Lecturer with Australian Catholic University, developing and presenting notes on the Units 3 and 4 examinations for Further Mathematics as part of the university’s Equity Pathways program; raising student aspiration to higher education for low socioeconomic areas. A council member of the MAV since 2017, Peter has had the opportunity to convene the Publications committee, be a part of the Membership committee and contribute to the 2018 – 2020 Strategic Plan. Peter’s educational vision is one based on seeing students at the center of their learning and his role is one to inspire, engage and support his students’ passions, leading by example with his own enthusiasm for mathematics education at the secondary school level.
Allason McNamara (Trinity Grammar School)
Allason McNamara is the President of AAMT, the Australian Association of Mathematics Teachers. She is currently teaching senior mathematics at Trinity Grammar School Kew in Melbourne. Previously she has been Head of Mathematics at Mount Scopus Memorial College and a number of other independent schools. She has a Masters Degree in Mathematical Modelling and Data Analysis, two Graduate Diplomas and a Degree in Agricultural Science from Melbourne University. She has been a co-author of several mathematics textbooks and VCE Specialist Mathematics examinations, and the Chief Assessor for VCE Mathematical Methods for the VCAA (Victorian Curriculum and Assessment Authority). She has been on a number of advisory committees for the VCAA and was recently part of the federal government’s Expert Advisory Panel for the Year 1 Literacy and Numeracy testing. She is on the Board of the National Mathematics Summer School (NMSS) and the Australian Mathematics Trust (AMT). Allason is a Past President and Treasurer of The Mathematical Association of Victoria and has done many presentations at the MAV conferences including keynote addresses. She is a current member of the MAV council and is actively involved in the Activities Committee, writing the MAV trial exams, lecturing to VCE students and teachers and running state-wide Mathematics Games Days
Kylie Slaney (Carey Baptist Grammar School)
In 2019 Kylie started teaching Mathematics and Digital Technologies at Carey Baptist Grammar School, teaching year 8 and 9 Mathematics and Year 11 and 12 Mathematical Methods. She is also teaching a year 9 Digital Technologies elective. Prior to 2019 Kylie taught at Bialik College involved years 7 to Year 12 Mathematics, including Mathematical Methods Units 1-4.
Commencing in 2016, Kylie instigated a new curriculum for a Year 8 STEM elective at Bialik College. In 2017 this was expanded to include a Year 9 STEM elective. She was responsible for the creation and implementation of both curriculums. Both electives have continued to grow in popularity with demand for the Year 8 STEM class exceeding the capacity of the teaching space in 2018.
In November 2016 Kylie commenced the role of STEM Cultures of Thinking Leader. This leadership role involved creating a strategy for STEM at Bialik College from ELC to Year 10. The role included facilitating, educating and training teachers on STEM and how it can be incorporated in the classroom in a genuinely authentic manner. Kylie was responsible for leading the school in STEM activities and in providing training and support for both staff within the school and for parents in the home. She facilitated STEM Days within the school where all students in year 7-9 were engaged in researching and creating possible solutions to authentic, real-world, challenges. As part of the STEM Leadership role in 2017 and 2018, Kylie mentored and facilitated a team of Year 7 and Year 8 students through the First Lego League Robotics Challenge.
Honorary Life Members of the Mathematical Association of Victoria
Mr Gary Asp
Mrs Robin Borland
Ms Elizabeth Burns
Dr Ken Clements
Mr Bruce Devlin
Mr Patrick Costello
Dr Ken Evans, OAM
Mr Bruce Henry
Assoc Prof Marj Horne
Mr Denis Kennedy
Mr Charles Lovitt
Ms Barbara Martin
Mr Robert Money
Mr Simon Pryor
Prof Dianne Siemon
Dr Max Stephens
Mr Douglas Williams