Kerryn is the current President of MAV. Kerryn is the recently appointed Principal of Heathmont College and has been in the position since October 2020. She has taught Mathematics and Science across years 7 to 12 since 1997 and undertaken additional study having completed a Masters in Education and a Professional Certificate in Mentoring from The University of Melbourne.

She has previously held positions in school leadership in the North West Region of Melbourne ranging from working as a Numeracy Coach for a large metropolitan secondary school to assistant principal at another. Throughout her career, Kerryn has maintained a strong focus on improving the mathematics and numeracy development of staff and students. Prior to taking on the role of Principal in 2020, Kerryn held a position in the Learning Teaching and Pathways Division of DET as Manager of Numeracy and Mathematics. Through this role, Kerryn was involved in the development and delivery of a number of key projects to further professional knowledge and practice of the teaching of mathematics and numeracy and oversaw the development of tools and resources for the Mathematics Teaching Toolkit including the Mathematics Curriculum Companion, Middle Years Mathematics Challenges, and the Mathematics Monographs series, amongst others.

Adrienne is currently the Enrichment Coordinator at Melbourne Grammar School – Grimwade House, a role she been in at this school for 15 years. She holds a Masters of Education in Gifted Education and has 25+ years of primary classroom and leadership experience. Adrienne taught in several Melbourne Independent Schools as a classroom teacher across a range of year levels prior to her current position. Along with her current role, she was also the Mathematics Program Coordinator for close to 10 years at Grimwade House.Adrienne is skilled in designing Maths curriculum which meets the needs of a range of students, along with coordinating enrichment and extension opportunities for students from P-6.

She has a deep working knowledge and experience with the Australian and Victorian Curriculum, as well as the Australian Professional Standards for Teachers. Adrienne's passion has always been in teaching Mathematics. She coordinates the ongoing implementation and delivery of targeted Maths Enrichment programs, including Olympiads and MCYA Challenges. Her aspiration is to not only challenge her most gifted mathematical students, but to develop a growth mindset in all students whereby they can attain success in Mathematics. She has had multiple opportunities to lead professional development of Maths teaching, supporting staff in planning for and delivering differentiated lessons.

Adrienne consistently looks for opportunities to challenge her own teaching of Mathematics and respond to changes in education as opportunities have arisen. She was in the first round of the ReSolve Champions program, developing and trialling activities, and more recently was involved in piloting the recent 'Problemo' platform from the AMT. Adrienne has completed multiple professional development courses since her Masters, including the learning and teaching of Maths at Stanford University with Jo Boaler.

With extensive experience in leading finance and administration functions, Kim holds a CPA, GAICD and a Bachelor of Commerce in Accounting and Commercial Law from Deakin University. Kim specialises in unifying teams to achieve optimal outcomes, fostering an environment of empowerment and mentorship.

As the Finance Director at The TABOO Group in 2024 and previously as CFO and Director at Quantum Market Research and Hall & Partners, Kim consistently formed and led high-calibre teams across various industries. Kim's approach is grounded in embracing responsibility and excelling amidst challenges, delivering objective, reliable insights pivotal to executive decision-making. By cultivating strong stakeholder relationships, Kim fosters trust and facilitates seamless collaboration at all levels.

Driven by a passion for financial management, Kim is committed to delivering accurate and insightful outputs critical to shaping organisational strategy. As a results-driven and dependable partner to senior leadership teams, Kim takes pride in contributing to the growth and success of the business. With a forward-thinking mindset and proactive problem-solving approach, Kim consistently anticipates and addresses future challenges, minimising risks and identifying opportunities.

Louise is the Director of Innovation and Growth at Each, a large community health organisation. She is a positive, people-focused leader with over 15 years experience in the not-for-profit and social enterprise sector. Louise shapes smart, creative strategies to solve tough social problems – bringing a commercial mindset to work that really matters. Specialising in innovation, business development, growth and marketing – she has built strong networks and partnerships across corporate, philanthropic, and government sectors. Louise has a growth mindset, infinite curiosity and a lot of heart.

Known for her drive, determination and ability to lead with kindness and transparency, Louise embraces challenges, loves to think big and is always looking for new ways to create impact. 

Prior to Each, Louise was the Chief Marketing and Development Officer at The Stephanie Alexander Kitchen Garden Foundation and has held senior leadership and marketing roles at The Big Issue and two of the country's top universities – The University of Sydney and Monash University. 

Louise has worked alongside the MAV to lift the brand profile of the organisation and communicate its good work to its member base and the mathematics education community more broadly. Louise brings strategic marketing, communications and partnerships experience to the MAV board and believes that mathematics education plays a vital role in shaping the outcomes of students in Victoria. 

Dr Aylie Davidson's career aspiration is to ensure that every child has access to a quality education and that irrespective of background, knows they can learn and succeed. What motivates her as an educator is founded on enhancing student engagement, teaching for social justice and conceptual understanding. Her career in education spans 16 years and teaching and leadership roles in metropolitan and regional primary school settings, initial teacher education at Deakin University and Monash University, and project leadership for the Department of Education Victoria (DET).

She has worked as a Leading Teacher (Mathematics); Numeracy Intervention Specialist; Mathematics Coach; Research Fellow; and Project Manager. In 2015, she received a scholarship to undertake her PhD that included working on the Australian Research Council Discovery Project ‘Encouraging Persistence Maintaining Challenge’ research team. Aylie’s PhD examined ways to help teachers work together to plan student-centred mathematics learning sequences and experiences that involve innovative pedagogies. Her other research interests include mathematical reasoning; innovative pedagogies in numeracy and mathematics; middle school leadership; and student engagement. Since then, she has worked on major funded research initiatives including ReSolve Mathematics by Inquiry and the Bastow Institute for Education Leadership’s Numeracy Suite. She is also experienced in working with pre-service teachers, educators and school leaders to transform the way they think about mathematics teaching and learning. In 2020, Aylie undertook the role of Principal Policy Officer – Numeracy and Mathematics Education at DET where she oversaw large scale reform projects in mathematics. In 2022, she stepped back into the Academy where she currently works as a lecturer and researcher in primary mathematics education at Deakin University.
 

Dr Matt Sexton is the Director of the Mathematics Teaching and Learning Centre (MTLC), a Mathematics Education Lecturer, and the Enterprise Manager for the Faculty of Education and Arts (FEA) at ACU. He joined ACU in 2010 after working as a primary school teacher, numeracy coordinator, and mathematics advisor. Matt now works with pre-service teachers and has received four Executive Dean commendations for teaching excellence, winning the FEA Excellence in Teaching Award in 2023. As MTLC Director since 2018, Matt has led ACU's mathematics education research translation by designing and leading conferences for teachers and school leaders.

In 2020, he repositioned the MTLC's PD program to include virtual professional development through webinars, Matt secured a tender with the Victorian Department of Education to develop an online planning resource for the updated Victorian Curriculum: Mathematics documentation. Matt's PhD focused on the role of mathematics leaders in primary schools, examining how School Mathematics Leaders sustained project-initiated teaching reforms through school-based professional learning leadership. He builds relationships through school-university-industry partnerships, working with schools and education departments across Australia. Matt often teaches mathematics lessons in schools and leads four middle leadership programs for mathematics leaders in Victoria, New South Wales, and Queensland.

Sharyn Livy is an Associate Professor of mathematics education in the School of Curriculum, Teaching and Inclusive Education, within the Faculty of Education at Monash University. She is dedicated to supporting primary school and pre-service teachers in enhancing their skills and knowledge in mathematics education. Believing that quality mathematics education is crucial for developing young minds, she strives to equip teachers with the necessary tools to achieve this.

Her work involves conducting research with teachers and their students in schools. Sharyn enjoys developing and delivering professional development programs and collaborating with education partners to promote effective teaching practices and resources for teachers. Her initiatives are guided by evidence-based research to ensure a meaningful impact on educational outcomes. Her dedication is evident in her active involvement in educational communities and her commitment to making a lasting impact on the quality of mathematics education. Through her efforts, Sharyn aims to inspire the next generation of educators and significantly improve students019 mathematical outcomes.

James is an experienced mathematics educator and curriculum leader whose career reflects a sustained commitment to improving mathematics teaching and learning across Victoria. Currently teaching Specialist Mathematics at the Centre for Higher Education Studies, James has previously held Head of Mathematics roles at Suzanne Cory High School and Southern Cross Grammar, where he led faculty-wide curriculum design, coaching cultures, and the implementation of evidence-based teaching practices. 

Since 2019, James has also been a member of the MAV Professional Learning Committee, contributing to the strategic direction of professional learning for Victorian mathematics educators. Since 2019, James has also to MAV as a contractor where is has authored assessment resources and delivered professional learning to teachers across Victoria. 

James has a particular interest in how technology can mediate the teaching and learning of mathematics. He has presented workshops, webinars, and conference sessions on effective CAS use for both teachers and students, and his publications in Vinculum and The Common Denominator reflect an ongoing commitment to sharing this work with the wider profession. 

James holds a Master of Education from the University of Melbourne, specialising in Mathematics and Science Education. His research project explored features supporting generalising within a CAS and paper-and-pencil mathematical investigation and synthesised these into a framework to guide task design. 

David is an Education Consultant and partner of Leigh-Lancaster Consulting. He was the Victorian Curriculum and Assessment Authority (VCAA) Mathematics Manager 1998 - 2021, and prior to that, taught 7-12 mathematics for 20 years, including half of these as a mathematics head of department. This involved leadership in mathematics education, connecting policy, research and practice, with stakeholders and other interested parties in academia, business, government, professional associations, schools, and the broader community. He has extensive experience and expertise in policy, school mathematics curriculum, assessment and pedagogy, professional learning, mathematics education research, resource development and the use of computational technology.

David has longstanding interests in the nature of mathematical inquiry, connections between mathematics and mathematics education, and has worked on Victorian, national and international curriculum development projects.

Patrick 'Patty' Mete is a mathematics teacher, mathematics curriculum and learning specialist, and mathematician. He has taught Year 5 to university mathematics as a Mathematics Teacher at Haileybury and The Knox School and as a Teaching Associate at Monash University. Patty completed his Honours in Mathematics in Probability Theory, Optimisation and Stochastics. Moving into teaching, Patty has developed an interest and love for teaching upper-primary and lower-secondary school mathematics; the ability to catch students earlier in their mathematics learning, build a love of learning mathematics, and support the development of successful mathematics students and teachers at these pivotal year levels has been fulfilling for Patty.

Patty is currently Head of Mathematics (7 - 12) and the Junior School Numeracy Learning Design Leader at The Knox School. Patty was formerly Deputy Head of Mathematics at Haileybury. Patty's goals in mathematics education are to engage and challenge students through the creative application of mathematics, to introduce technology to education that is beneficial to student learning, and to develop and lead a culture and curriculum of informed mathematics learning.

Jessica Kurzman is a dedicated educator and leader passionate about mathematics education. Since completing her Bachelor of Arts/Bachelor of Teaching at ACU in 2002, she has been actively involved in Catholic Education. For over 15 years, Jessica has served as a Primary School Mathematics Leader, initiating changes to enhance mathematics teaching and learning for students and teachers. Her recent studies in the Master of Education - Mathematics Leadership program at Monash University reignited her passion for making a broader impact. Jessica has contributed to Prime Number and Common Denominator, and her peer-reviewed article 'Supporting Positive Student Mathematical Dispositions: One School's Change Story was published in 'Australian Primary Mathematics Classroom'. 

Jessica has presented at the MAV conference in 2022 and 2023, covering topics such as 'Implementing a Whole School Approach in Maths using the Launch, Explore, Summarise Model' and 'Engaging Ways to Promote Geometric Thinking in the Primary Years'. In 2023, Jessica, along with James Russo and Jane Hubbard, launched 'Talking Maths Teaching', an online networking platform for educators, offering discussions on contemporary mathematics education issues and professional development opportunities. As a consultant for MAV, Jessica has influenced mathematics teaching approaches across various schools and systems, driven by her desire to inspire and motivate others in the field. 

Dr Rachel Pollitt is a Research Fellow in the Research in Effective Education in Early Childhood (REEaCh) Centre, and the Educational and Developmental Gains in the Early Childhood (EDGE) Study at the University of Melbourne. This position includes initiating and leading research projects and the national delivery of professional learning in the 3a Abecedarian Approach Australia, CLASS Observation Training. She is an internationally accredited leadership coach (GCI; EMCC; EIA EIA20241735; Master Practitioner Level) and early years consultant, specialising in delivering tailored professional learning, and individual and team coaching for early childhood professionals.

Rachel completed her PhD at the Faculty of Education, University of Melbourne (2018): Spatial reasoning and geometry in early childhood: educator observations, assessment, and curriculum planning. As part of her research, she actively worked alongside early childhood professionals across Victoria with self-reported mathematics anxiety, to explore and facilitate play-based approaches to teaching and learning mathematics in early years education. Her doctorate explored the development of play-based mathematics teaching strategies and assessment tools for practical application in early years programs. This led to post-doctoral studies in Psychology at UoM to further understand the causes of math anxiety and how to alleviate it. Funding has led to research and publications about attunement as a pedagogical tool, and how this supports mathematics teaching practices. Her research focus continues to be on the translation of early childhood mathematics 
acquisition theory into practice and pedagogy.

Rachel has over 20 years of experience as an early childhood teacher, director, pedagogical leader, curriculum and policy writer and content developer. She has extensive experience as an EC researcher, writer, leadership coach and consultant. Her research publications, professional learning programs, national and international conference presentations provide practical ways to promote educators' critical thinking skills, practice and pedagogy. Rachel values research which contingently responds to the needs of EC professionals and their teams, adopting a strengths-based approach to building educator and leadership capacity to promote improved outcomes for educators, children, families and kin.

Paul Staniscia is a distinguished educational leader, with extensive experience in various leadership roles, Paul has honed his expertise over the years. Before his current role, Paul was Deputy Principal at St Joseph's Catholic Primary School and Oscar Romero Catholic Primary School, where he fostered academic excellence and a supportive learning environment. He has also served as Mathematics Leader, ICT Leader, Learning and Teaching Leader, and Acting Principal, shaping educational policies and practices. Paul's dedication extends beyond his school. He is a member of the ACEL Editorial Board, sharing insights to shape educational discourse, and a Sessional Academic at Australian Catholic University, imparting knowledge to future educators.

As an Educational Consultant, Conference Keynote Speaker, and Workshop Facilitator, Paul's impact is both national and international, collaborating with students, teachers, leaders, and institutions to enhance pedagogy and foster student success. His achievements include the prestigious 2024 ACEL Fellowship and the 2019 New Voice in School Leadership award. He has published articles in Prime Number and ACEL Journals, sharing innovative practices and insights from his extensive experience. Paul's commitment to continuous development is evident through his contributions to education and his Masters of Educational Leadership, specialising in Mathematics.

Dr Scott Cameron is a lecturer in mathematics education at the University of Melbourne's Faculty of Education. He builds the capacity of pre-service secondary mathematics teachers, empowering them to educate future generations. Scott focuses on helping pre-service teachers connect theory and practice through their placements. Scott began his career as a secondary mathematics teacher, where he developed an interest in understanding students and their learning processes. This led him to pursue a PhD, which examined senior secondary students’ use of, attitudes towards, and factors influencing the use of Computer Algebra Systems. His current research interests include pre-service teacher education, practices that support the development of effective secondary mathematics teachers, and the potential uses of Artificial Intelligence to enhance mathematics teaching and learning.

Scott has a longstanding involvement with the Mathematical Association of Victoria, co-convening the annual Primary Mathematics Conference. This collaboration between the Association and the Faculty of Education offers practising teachers' valuable opportunities to develop their expertise and explore the connections between the latest research and their practice.