20250730 MAV25 synopsis - Flipbook - Page 10
KEYNOTES: THURSDAY
PRESENTERS
DR SCOTT CAMERON AND
DR CARMEL MESITI
NAVIGATING THE CRITICAL AND EFFECTIVE
USE OF GENERATIVE AI IN MATHEMATICS
EDUCATION
Scott is a lecturer in mathematics
education and clinical practice
coordinator in the Master of Teaching
(Secondary) program at the University
of Melbourne. He oversees the
professional development of preservice teachers during their placement
experiences. He teaches mathematics education subjects and
is dedicated to enhancing pre-service teachers’ pedagogical
content knowledge to prepare them for effective classroom
practice. Dr Cameron’s PhD research investigated senior
secondary students’ use of computer algebra systems,
exploring their attitudes, usage patterns, and influencing
factors. Using a longitudinal mixed methods case study, his
work provides valuable insights for integrating technology
into mathematics teaching. Building on this foundation, he
now examines the impact of emerging technologies, including
mathematics analysis software and AI, on mathematics
teaching and learning, reflecting his commitment to
innovation in mathematics education.
Carmel is a senior lecturer in
mathematics education and course
coordinator for the Master of Teaching
(Primary) program at the University
of Melbourne. With a career spanning
primary, secondary, and tertiary
education, she is a passionate educator
and researcher focused on advancing mathematics teaching
and learning. Dr Mesiti has served as a research fellow on the
ARC funded projects and led The International Classroom
Lexicon Project, collaborating with research teams worldwide.
Carmel’s work explores mathematics teaching through videobased research, pedagogical language, and instructional
approaches across cultures. Co-leader of the ICCR and
research co-lead of MSTEG, she examines classroom
practices and emerging methodologies, including generative
AI for education. A former secondary mathematics teacher
and head of mathematics, Dr Mesiti conducts professional
development workshops, sharing insights from her extensive
experience.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
10
DR CHELSEA CUTTING
SPATIALISING THE
CURRICULUM: SETTING
THE FOUNDATIONS FOR
REASONING ABOUT
NUMBER IN THE EARLY
YEARS AND BEYOND
Chelsea is a Senior Lecturer in Mathematics Education at
the University of South Australia. With over a decade of
experience, she coordinates early childhood and primary
mathematics education programs, focusing on developing
innovative, play-based pedagogies. Her research focuses on
spatial reasoning and its role in young children’s mathematical
development, particularly in understanding early fraction
concepts. Dr Cutting has contributed to national STEM
education initiatives and has been recognized with an
Australian Award for University Teaching Citation for
Outstanding Contributions to Student Learning. Her work
emphasises the importance of intuitive, context-rich learning
environments that promote authentic engagement with
mathematical ideas. Through her teaching and research, Dr
Cutting advocates for educational practices that empower
educators to foster deep, meaningful learning experiences in
mathematics education.
DR AYLIE DAVIDSON
INFORMED AND IMPACTFUL
PLANNING
Aylie is an experienced mathematics
educator having worked in teaching
and leadership roles, initial teacher
education, and project leadership for the Department
of Education Victoria. Aylie’s research examines ways
to help teachers work together to plan mathematics
learning sequences and experiences that involve a range
of task types and pedagogies. Her other research interests
include mathematical reasoning; middle school leadership;
supporting diverse learners; and student engagement. Aylie
enjoys working with and learning from teachers and school
leaders to make learning relevant, practical, and sustainable.
Aylie currently works as a lecturer in mathematics education
at Deakin University and is the Editor of Prime Number.
