Dr James Tanton (PhD, Princeton 1994, mathematics) is an author, a consultant, and an ambassador for the Mathematical Association of America in Washington D.C., currently serving as their Mathematician-at-Large. He has taught mathematics both at university and high-school. James is absolutely committed to promoting effective and joyful mathematics thinking, learning, and doing at all levels of the education spectrum.
James writes books and video courses, advises on curriculum, consults with teachers, and gives demonstration classes and professional development sessions across the globe. He created the MAA’s Curriculum Inspirations project, serves as chair of the Advisory Council for the National Museum of Mathematics in New York, and is a founder of The Global Math Project, an initiative set to transform the entire world’s perception of what mathematics can and should be. Over 6 million students across the planet have taken part in a common joyous piece of mathematics to see classroom mathematics as a portal for human joy, wonder, and delight.
James grew up in Adelaide, Australia, and now lives in Phoenix, Arizona.
Dr Leicha Bragg is a Senior Lecturer in Mathematics Education in the Faculty of Arts and Education at Deakin University, Melbourne. Her extensive experience in mathematics education incorporates improving mathematics education through innovative and engaging approaches. Dr Bragg has been the recipient of multiple teaching awards, including an Australian Learning and Teaching Council Citation Award for Teaching Excellence, "For outstanding curriculum and resource development that equips our future mathematics teachers with the confidence, passion and skills they need to support student learning." Her interest in making mathematics come alive saw her undertake research in implementing mathematics games in the primary classroom.
Dr Bragg's current research includes: mathematical reasoning, the creation of rich mathematical tasks through the use of children's literature, social justice and mathematics.
Ann Gervasoni is Associate Professor of Numeracy at the Faculty of Education, Monash University in Melbourne. Ann has worked in educational research, teacher education, professional learning and primary teaching for 38 years. She was a member of the research team for the Australian Early Numeracy Research Project (1999-2001) in Victoria, and research director for the Bridging the Numeracy Gap project in Western Australia and Victoria (2009-2010). Ann’s research and scholarship focuses on mathematics education in early childhood and primary education, mathematics intervention approaches for students who experience difficult, and family-based and community approaches for supporting the learning of those most vulnerable in our community.
Adam Kruger (Head of Mathematics Faculty, Wesley College, Glen Waverley) and Scott Rumble(Senior School Leader, Parkdale Secondary College) have been involved in mathematical professional development for a number of years. Both working in a number of roles from Mathematics Learning Area leaders, Numeracy Leaders, Curriculum Development, Year Level Coordinator, Senior School Leader, to Acting Assistant Principal (Senior School/Curriculum). They have also been Directors of the Casey and Cardinia Mathematics Network. Both believe that teaching and leading with warmth and enthusiasm, looking at the personal interests and strengths of their students is a key to achieving great success. Their interest, experience and expertise in educating students at all levels is reflected in their broad teaching and leadership career. Both are celebrated presenters who work extensively with students, teachers and organisations in areas of leadership, data analysis, numeracy and literacy development, effective feedback strategies, restorative justice practices, accelerated learning, building connections outside the classroom, creative and critical thinking, learning styles, multiple intelligences and cooperative learning.
Adam and Scott have presented on numerous occasions for a range of organisations and school associations with the main focus of developing change in the classroom. Their passion for teaching has been the main driver for developing a range of programs at their college. The student growth that is achieved not only within these programs but in their classrooms is undeniable proof that their hard work and a love of this profession are the building blocks of great success. Adam and Scott have recently began developing a book called “Teach like a STAR” which will be the driving force behind using their popular STAR methodology and approach towards building positive change in the classroom.
Dr Carly Sawatzki is interested in how young people become financially capable within families, communities, and schools. She is rapidly gaining national and international recognition for her ongoing research, which focuses on the design of financial mathematics tasks that reveal how young people think, feel and respond to money-related problems. Through her work in the field, Carly has found that children's financial decisions can be influenced as much by social and cultural factors (values, expectations, emotions and experiences with money) as the formal curriculum. However, well-designed learning experiences that facilitate practice in rational, self-regulated financial problem-solving and decision-making seem to be impactful. Carly has published in prestigious international journals and led curriculum and research consultancies for Australian government agencies. She is regularly engaged by teacher associations, being recognised as a dynamic, thought-provoking presenter who challenges thinking, promotes critical conversation and inspires innovation. Carly writes for The Conversation and EduResearch Matters, and is regularly interviewed by ABC Radio.
Dr Paul Swan is a mathematics educator who works around Australia and the world, although being based in Western Australia. He is an award winning author, game designer and consultant who works with leaders and teachers to promote the best outcomes for children.
One of his grand children has started Pre-school (Prep) and so he is keenly interested in harnessing the enthusiasm and excitement for learning that she shows.
Tony believes that ownership and agency are the key to learning and that is why he involves his students in leadership roles in creating, reviewing and implementing initiatives and curriculum. Tony’s passion is to motivate, engage and empower students so that they can apply their skills and confidence to any situation that life throws at them.
Tony was the winner of Teacher of the Year at the Australian Education Awards in 2019 and finalist for Outstanding Secondary Teacher of the Year– Victorian Excellence in Education Awards in 2018. He has two boys and has recently purchased an electric skateboard.
When talking to Thomas Moore, it doesn't take long to notice his keen passion for mathematics education. Throughout his short 10 year career, Thomas has taught in a number of schools across Melbourne, been a Leading Teacher and a Head of Mathematics, been the founder of EngageME Mathematics, and worked within both Primary and Secondary schools as an education consultant. Most recently, Thomas has also embarked on a PhD exploring how teachers of Mathematics develop strong pedagogical relationships with their students.
During the April-June remote learning period, Thomas was given the opportunity to teach a Year 7 and a Year 9 class. He began teaching these classes after the remote learning period had begun. This required Thomas to not only teach the content remotely, but to also go through the process of building relationships and rapport with students entirely online. It's this experience which Thomas will speak to throughout the panel discussion.
Lisa Haranas has been the College Head of Mathematics (5 to 12) at Overnewton Anglican Community College since 2018. Prior to this she led the Teaching and Learning at Overnewton’s Year 9 Campus, Canowindra. During her time at Canowindra, Lisa developed a range of initiatives around the use of ICT to support student learning. In addition to teaching VCE Mathematics, as Head of Mathematics, Lisa led a team of teachers from 5 – 12 in the mapping of the Australian Curriculum to the Outcomes in the VCE Mathematics Study Design. Despite finding remote challenging on many levels, Lisa has risen to the challenge and enjoyed leading her faculty through this unique period!
Nich is a VCE maths teacher at Trinity Grammar, Kew. He has previously taught in the U.K. at academies in Cambridge and London. Before teaching, Nich studied law and commerce and worked in various industries including as Finance and Insurance in Australian and the U.K. He is interested in evidenced based approaches to maths teaching and how explicit instruction can be complemented by technology.
Michael is an early career teacher at Penola Catholic College in the northern suburbs of Melbourne. As a proud member of Generation Z, and in only his second year of teaching, Michael has adapted to remote teaching and learning as only a digital native could. Inspired by Angela Duckworth’s findings on the power of perseverance and the work of Arne Rubenstein and the Rites of Passage Institute, Michael has spent much of his early career developing teaching strategies and various on-line tools to help students from less privileged backgrounds to not only engage with mathematics, but also develop positive lifelong learning attributes.
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, and is currently the Vice President of the MAV.
Suada Dzaferovic has worked as a generalist primary classroom teacher across all levels for the past 19 years, with the previous 4 years as a Mathematics Specialist at Toorak Primary School and Altona Green Primary School. During this time she has had an opportunity to further develop her teaching, learning and leadership practices in the area of Mathematics with support through the DET Primary Mathematical and Science Specialist Initiative and the MAV Collaborative. In her leadership capacity in schools she looks to engage with teachers and to develop their capacity in teaching mathematics through creating a shared vision of what we want our students to know, be and do as Mathematicians. She is passionate about inspiring students to develop a growth mindset in mathematics through engaging them with tasks that challenge their thinking whilst allowing them to develop their own toolkit to use during problem solving. In her practice, mathematics is seen as a fun and engaging learning experience where every child is scaffolded and supported to reach their potential and that it’s not about being the fastest or knowing the answer right away.
Mark Gleeson has been involved in Primary School Education in the Western region of Melbourne for 33 years. Early in his career, he developed the Household Maths and Maths in Sport programs that differentiated the curriculum and engaged students in mathematical practices that were part of their lives. Mark has always been involved in Mathematics leadership in some way throughout his career and has presented at several MAV Conferences, often focusing on the use of Learning Technologies in Mathematics such as Robotics and Google Suite applications. As Mark moved out of a full time classroom teaching and into a permanent Mathematics Leadership role over the last 8 years, he spent several years at his current school developing an Extension program for the high achieving students, while concurrently developing teacher efficacy in differentiating for a wider range of students, eventually making extension a natural, accessible part of the curriculum at his school. He has been a member of the MAV Student Activities Committee, mainly through his leadership role in organising and hosting a student led Grade 6 Maths Games Day and being a regular State level judge for MAV’s Maths Talent Quest, an investigation based competition in which his school had been a successful participant representing the Western region through his guidance. Mark is currently a lead member of a cohort of schools involved in the PASA project developed by Drs Joanne Mulligan and Mike Mitchelmore, exploring Pattern and Structure in the junior years.
Michele Klooger is a teaching associate within the Faculty of Education, Monash University. Over the past 28 years she has worked in a wide variety of primary school teaching and leadership roles, with a particular focus on numeracy and mathematics skills development. She now works with teachers as a consultant in both government and private schools and with undergraduate students to help prepare them for the teaching profession. Michele’s qualifications include two Master of Education degrees (specialising in Early Years Numeracy and Instructional Leadership), Post Graduate Certificate in Educational Studies (International Baccalaureate - PYP), Post Graduate Certificate in Education Research, Certificate in Mathematics Intervention (EMU), Bachelor of Education (Primary) and a Diploma of Teaching (Primary).
Peter has had a career that combines research into task design with the development of teacher support resources and classroom trialling. He was author of the Shape of the Australian Mathematics Curriculum, a paper commissioned by the National Curriculum Board to lay the foundation of the Australian curriculum. Subsequently he was appointed the “lead writer” for the development phases of the curriculum and has supported ongoing development of the documents, including consulting on the review conducted in 2015. He was also the author of the Australian Education Review publication “Teaching mathematics: Using research-informed strategies” that has now been downloaded over 210,000 times from the ACER website.
Peter was editor for seven years, and for three years chief editor of the prestigious Journal for Mathematics Teacher Education, published by Springer. He was also editor of the Mathematics Education Research Journal published by Springer. He has an extensive list of publications as books, books chapters, journal articles and conference publications.