A dynamic program has been developed designed to explore the theme of Teachers Creating Impact. MAV is pleased to confirm the following Keynote speakers.
Dr Amie Albrecht
Dr Amie Albrecht is a mathematician and Senior Lecturer at the University of South Australia. Her mathematics research largely focuses on solving practical industry-inspired challenges. Amie has taught mathematics at university for fifteen years, at first teaching just like she’d been taught. Around five years ago she realised the disconnect between traditional procedural-based teaching and the creative, active and collaborative ways in which professional mathematicians work.
Amie’s teaching interests are now focused on developing mathematical thinking and problem-solving skills by giving students opportunities to think deeply about mathematical ideas, leading them to share delightful and unexpected ways of approaching problems. She also works to inspire and equip pre- and in-service teachers to incorporate authentic mathematical practice in their classrooms.
Amie has presented at maths teacher conferences across Australia, including giving the Hanna Neumann Lecture at the 2015 AAMT Conference. She served as Vice-President and Treasurer of the Mathematical Association of South Australia, currently sits on the national mathematics education committees of the Australian Mathematical Society and the Australian Mathematical Sciences Institute, and works with the SA Department for Education.
Amie is always looking to improve her teaching practice, which includes currently undertaking a Master of Teaching, blogging at www.amiealbrecht.com, and actively tweeting in the ‘Math Twitter Blog-o-Sphere’ (#MTBoS) as @nomad_penguin.
Leonie Anstey is an Educational Consultant in Instructional Leadership and Mathematics & Numeracy Education. She currently holds a Masters in Mathematics Education, based on research of the Skills and Knowledge for Mathematics Teacher Coaching. Leonie was a Principal in South Gippsland for 6 years and has worked as a Teacher/Principal Coach for 5 years. Leonie’s teaching background includes Senior Secondary (Mathematics/Physics), Primary and she has supported Pre-schools to implement challenging learning literacy/numeracy.
In 2010, Leonie was presented with the prestigious Lindsay Thompson Fellowship for her work in raising mathematics achievement for middle years students across a network of schools. The fellowship focussed on Instructional Leadership at the school, district and country levels in America, Scandinavia and the United Kingdom.
Leonie has presented at National and International conferences on Mathematics, Leadership and Thinking. Topics have included Professional Learning Teams, Questioning, Curriculum and Leadership practices.
Dr Finkel commenced as Australia’s Chief Scientist on 25 January 2016. He is Australia’s eighth Chief Scientist. Prior to becoming Chief Scientist, he was the eighth Chancellor of Monash University and the eighth President of the Australian Academy of Technology and Engineering (ATSE).
Since commencing as Chief Scientist, Dr Finkel has led the Review into the National Electricity Market (“Finkel Review”) and the 2016 National Research Infrastructure Roadmap. He currently leads the STEM Industry Partnership Forum for the COAG Education Council and serves as the Deputy Chair of Innovation and Science Australia.
Dr Finkel has an extensive science background as an entrepreneur, engineer, neuroscientist and educator. He was awarded his PhD in electrical engineering from Monash University and worked as a postdoctoral research fellow in neuroscience at the Australian National University.
In 1983 he founded Axon Instruments, a California-based, ASX-listed company that made precision scientific instruments. After Axon was sold in 2004, Dr Finkel became a director of the acquiring company.
In 2006, he focused his career in Australia and undertook a wide range of activities including co-founding Cosmos Magazine. During his time at ATSE, he led the development and implementation of the STELR program for secondary school science.
Professor Robyn Jorgensen
Robyn Jorgensen is a Professor of Education: Equity and Pedagogy at the University of Canberra. Her work in mathematics education has focused on equity and how practices can either contribute to, or change, the learning outcomes for students who have been traditionally marginalized or excluded from participating in mathematics. She has focused her research on low SES communities, rural/regional communities; and Indigenous communities, most particularly communities located in remote areas.
She has recently completed a large national study (ARC-funded) of successful numeracy practices in remote Indigenous communities.
Robyn is well known for her work in challenging the status quo in education and seeking to disrupt practices that have been taken-for-granted as ‘the’ way to teach mathematics. She has been the lead researcher in more that 13 large Australian Research Council Grants; has served on numerous boards and advisory committees; and been the editor of the Mathematics Education Research Journal and served on numerous editorial boards for international and national journals.
Professor Tom Lowrie
Tom Lowrie is a Centenary Professor, the Director of the STEM Education Research Centre (SERC) at the University of Canberra, and the current President of the Mathematics Education Research Group of Australasia (MERGA).
Tom has a well-established international research profile in the discipline area of mathematics education. His concentrated and sustained (almost 20 years) body of work has focused on the extent to which primary-aged students use spatial reasoning and visual imagery to solve mathematics problems and the role and nature of graphics in mathematics assessment. More recently, his research has expanded to include students’ use of digital tools and dynamic imagery to solve problems.
During the last 10 years he has attracted more than $11 million in nationally competitive research projects, including five ARC Discovery Grants and a Department of Foreign Affairs and Trade Government Partnerships for Development Grant. Tom works closely with industry partners including the Australian Curriculum Assessment and Reporting Authority (ACARA), the World Bank, The Pearson Foundation as well as a number of education jurisdictions.
Tom is currently leading the Early Learning STEM Australia (ELSA) initiative, funded by the Australian Government Department of Education and Training under the National Innovation and Science Agenda. ELSA is a play-based digital learning program for pre-school children to explore and engage in STEM. The pilot was launched in March 2018 and will involve up to 4000 children across 100 pre-schools.
Lynne is the Director of Cambridge Mathematics, a University-wide programme bringing together the expertise of the University’s Mathematics and Education Faculties, Cambridge Assessment and Cambridge University Press to develop a research-based tool to design connected curricula, classroom tasks, assessments and professional development.
Lynne has had a varied career in mathematics education, with experience which ranges from headship of a small primary school to Principal Lecturer and course leader at Oxford Brookes and Edinburgh Universities and Director of the prestigious NRICH project, also based at the University of Cambridge. She is the author or editor of many books and articles, and is well known as a conference speaker and professional development lead.
Amongst membership of many advisory groups, Lynne contributes to national policy through her membership of the Advisory Committee on Mathematics Education. She is currently Executive Chair of ISDDE and a past president of the Mathematical Association.
Dr Tracey Muir
Dr Tracey Muir is an Associate Professor in Mathematics Education at the University of Tasmania. Her research interests include effective teaching for numeracy, problem solving in mathematics, and parental involvement in mathematics education. Her PhD research investigated the characteristics of effective numeracy teaching and the ways in which reflection on practice contributes to this.
Current research interests include student engagement in mathematics, teachers’ use of ICT in the teaching of mathematics, flipping the mathematics classroom and mathematical practices that promote reasoning and personalised learning. She is a co-author of Teaching Primary Mathematics: Capitalising on ICT for Today and Tomorrow, and Engaging with Mathematics Through Picture Books.
Dr Muir has presented seminars and workshops at state, national and international conferences and is particularly passionate about working with teachers to engage their students in mathematics and to enhance their classroom numeracy practices.
Rob has been a Principal Education Advisor: Australian Curriculum Mathematics P-10 within the Queensland Department of Education and Training for the last seven years. He is a respected practitioner who has initiated one of Queensland's largest collaborative mathematics initiatives.
Rob's passion centres on creating the right conditions for teachers to access ongoing, subject expertise and to get them coming back for more. He believes all teachers deserve opportunities to have their experiences valued and built upon strengthening their enthusiasm and confidence with mathematics.
His focus is to work with primary and high school teachers, teacher aides and school leaders to design, align and refine activities through a series of workshops that balance a top down and bottom up approach. This is then seeded with the latest informed practices about how students learn best.
The impact, scalability, and sustainability of this initiative has revitalised both teachers and students from diverse backgrounds and is transforming the way Mathematics is taught across primary and high school settings.
Dr James Russo
Dr James Russo is a Lecturer and early career researcher from Monash University. James worked part-time as a mathematics specialist in primary schools whilst undertaking his PhD, which he completed in 2017. James is passionate about making mathematics more enjoyable to teach and learn, and in strengthening connections between research and practice. To this end, he has published prolifically in teacher practitioner journals both nationally and internationally, with over 40 such contributions since 2015, and has recently become editor of the MAV journal Prime Number. He is committed to working at the intersection of research and practice; helping to translate academic literature into practical teaching ideas, and ensuring that mathematics education research is both informed by, and informs, classroom teacher practice.
James has a particular interest in how teaching with challenging tasks in primary schools can be used to simultaneously promote an inclusive classroom environment, support the development of mathematical proficiencies and optimise challenge for individual learners. He also has a passion for designing and incorporating mathematical games. James is of the firm belief that mathematical games are an engaging means of facilitating differentiated instruction and the development of mathematical reasoning and strategic thinking, whilst supporting students’ social and emotional development.
To support the implementation of a primary school mathematics program based almost exclusively on games and challenging tasks, James developed an organising framework to scaffold instruction - SURF Maths. SURF has been implemented in several schools across Australia, and can be accessed for free at www.surfmaths.com.
Matt Skoss is an experienced classroom teacher, having taught for over 30 years at Alice Springs High School, Centralian Senior College and Centralian Middle School. He has enjoyed several curriculum roles with a Maths and ICT focus for NT Department of Education. His current role is as the Manager of Engagement, on the reSolve: Maths by Inquiry Project, working for the Australian Association of Mathematics Teachers (AAMT) in Adelaide. AAMT is a partner with the Australian Academy of Science on the reSolve Project. Developing the Maths300 professional learning resources and lessons is also a key focus of Matt’s work with AAMT.
Matt has a strong belief in using ICT to make Maths accessible and highly visual to all students, using digital resources. He likes to make powerful, but incidental use of learning technologies and Web 2.0 tools to amplify student learning.
Eddie Woo is the 2018 Australian Local Hero Award recipient. His enthusiasm for mathematics education is infectious. He feels privileged everyday to be working with young people to help them grow and flourish and find their place in the world. Eddie began uploading videos of his maths classes in 2012 to YouTube in an attempt to help a sick child in his class. Eddie now has over 300,000 subscribers.
Professor Nicola Yelland
Nicola Yelland is the Professor of Early Childhood Studies in the College of Education, Psychology and Social Work at Flinders University in Adelaide, South Australia. Her teaching and research interests have been related to the use of new technologies in school and community contexts. She has also worked in East Asia and examined the culture and curriculum of early childhood settings. Nicola’s work engages with educational issues with regard to varying social, economic and political conditions and thus requires multidisciplinary perspectives. Recent publications include; Reimagining play with new technologies. In L. Arnott (Ed.) Digital technologies and learning in the early years. (London, UK: SAGE) and Yelland, N.J. & Leung, W.M. Policy into practice in Hong Kong pre-primary kindergartens: the impact of a reform agenda viewing early childhood as the foundation for lifelong learning. International Journal of Early Years. She is the editor of a new edited collection with Dana Franz-Bentley; Found in translation: Connecting reconceptualist thinking with contemporary early childhood practices. (New York: Routledge). Nicola is the founding co-editor of two journals Contemporary Issues in Early Childhood and Global Studies of Childhood and the Series Editor of Changing Images of Early Childhood with Routledge (New York).