20250730 MAV25 synopsis - Flipbook - Page 15
KEYNOTE PANEL: FRIDAY AFTERNOON
HOW ARE WE THRIVING? UNPACKING DATA,
DEBUNKING MYTHS, AND REFRAMING THE
NARRATIVE IN MATHEMATICS EDUCATION
Moderator: Dr Sophie Specjal (see biography on page 13.)
LISA DE BORTOLI
Lisa De Bortoli is a senior research
fellow in the assessmentdevelopment,
implementation and reporting research
division at the Australian Council for
Educational Research (ACER), where
she has worked since 1995. She has
extensive experience in managing and leading international
educational assessment projects and is currently the national
project manager for the OECD Programme for International
Student Assessment (PISA) in Australia.
DR CHRIS MATTHEWS
Professor Chris Matthews is from the
Quandamooka people of Minjerribah
(Stradbroke Island) in Queensland
Australia. Chris received a PhD in
applied mathematics from Griffith
University and was a Senior Lecturer in
applied mathematics at the Griffith School of Environment,
Griffith University. Over the last ten years, Chris developed a
deeper interest in mathematics education for Aboriginal and
Torres Strait Islander learners and exploring the connections
between mathematics and Aboriginal and Torres Strait
Islander knowledges. Chris is currently the Chair of the
Aboriginal and Torres Strait Islander Mathematics Alliance
(ATSIMA) that aims to transform mathematics education for
Aboriginal and Torres Strait Islander learners. Chris is also the
Associate Dean (Indigenous Leadership and Engagement)
in the Science Faculty at University Technology of Sydney
(UTS). As part of this role, Chris will be leading a team of
academics to transform the Science curriculum to meet the
Indigenous Graduate Attribute and develop a Community of
Indigenous STEM professionals at UTS.
EMERITUS PROFESSOR
DIANNE SIEMON
Dianne is an Emeritus Professor at
RMIT University. She was involved in
pre-service mathematics education for
well over 30 years and remains actively
involved in the professional development of practicing
teachers, particularly in relation to the development of the
‘big ideas’ in Number and the use of rich assessment tasks
to inform teaching. Di has directed a number of large-scale
research projects, most recently, the Reframing Mathematical
Futures II project that developed validated assessment
tools for algebraic, geometrical and statistical reasoning in
the middle years and evidenced-based, targeted teaching
advice to help identify and scaffold students’ learning. Di is a
pastpresident and life member of both AAMT and MAV.
EMERITUS PROFESSOR
PETER SULLIVAN
Peter Sullivan is an Emeritus Professor
of Education at Monash University.
He was author of the Shape of the
Australian Mathematics Curriculum,
and the Australian Education Review
publication, Teaching mathematics: Using research-informed
strategies, that has now been downloaded over 260,000
times from the ACER website.
For nearly 30 years Peter has been researching the power of
open-ended mathematics tasks, ways of structuring lessons
around those tasks, processes for effectively differentiating
learning opportunities and the importance of building
sequences of learning.
TOM MAHONEY
Tom Mahoney is a numeracy specialist,
teacher and educator of secondary
mathematics students from Melbourne,
currently completing a PhD in
educational philosophy part time
through Deakin University. His research
explores the influence of dominant educational ideologies on
teacher subjectivity and agency.
THE MATHEMATICAL
ASSOCIATION OF VICTORIA
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