My research in mathematics education focuses on mathematical thinking, technology and mathematics learning, and mathematics teacher education.
Merrilyn Goos has worked in mathematics education for 25 years as a teacher, researcher, and teacher educator. She is a Professor in the School of Education, and from 2008-2012 was Director of the Teaching and Educational Development Institute at The University of Queensland. Previously she taught pre-service and postgraduate courses in mathematics education. Her research has been guided by sociocultural theories of learning in investigating metacognition and mathematical thinking, analysing pedagogical issues in introducing educational technologies into mathematics teaching and learning, and studying how communities of practice are established and maintained in secondary mathematics classrooms and teacher education contexts.
Journal Article: Mathematics and interdisciplinary STEM education: recent developments and future directions
Goos, Merrilyn, Carreira, Susana and Namukasa, Immaculate Kizito (2023). Mathematics and interdisciplinary STEM education: recent developments and future directions. ZDM – Mathematics Education, 55 (7), 1199-1217. doi: 10.1007/s11858-023-01533-z
Journal Article: Supporting adults to become numerate citizens: a study of adult numeracy provision in Ireland
Goos, Merrilyn, Prendergast, Mark, O’Meara, Niamh and O’Sullivan, Kathy (2023). Supporting adults to become numerate citizens: a study of adult numeracy provision in Ireland. ZDM – Mathematics Education, 55 (5), 995-1008. doi: 10.1007/s11858-023-01480-9
Book Chapter: Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum
Stephens, Max, Goos, Merrilyn and Kadijevich, Djordje M. (2023). Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum. New ICMI Study Series. (pp. 389-393) Cham: Springer International Publishing. doi: 10.1007/978-3-031-13548-4_24
Building an evidence base for best practice in mathematics education
(2015–2016) University of Tasmania
Inspiring mathematics and science in teacher education
(2014–2017) OLT Enhancing the Training of Mathematics and Science Teachers Program (ETMST)
(2014–2017) Australian Catholic University
(2023) Doctor Philosophy
Education and Training Reforms for the Future, 1996-2006: Policy Ideas, Networks and Interventions
(2017) Doctor Philosophy
(2016) Doctor Philosophy
Teaching secondary school mathematics: research and practice for the 21st century
Goos, Merrilyn, Vale, Colleen, Stillman, Gloria, Makar, Katie, Herbert, Sandra and Geiger, Vince (2020). Teaching secondary school mathematics: research and practice for the 21st century. 2nd ed. Crows Nest, NSW Australia: Allen & Unwin. doi: 10.4324/9781003117810
Research in Mathematics Education in Australasia 2012-2015
Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry eds. (2016). Research in Mathematics Education in Australasia 2012-2015. Singapore: Springer. doi: 10.1007/978-981-10-1419-2
Engaging the Australian National Curriculum: Mathematics - Perspectives from the Field
Atweh, Bill, Goos, Merrilyn, Jorgensen, Robyn and Siemon, Dianne eds. (2012). Engaging the Australian National Curriculum: Mathematics - Perspectives from the Field. Brisbane Qld Australia: Mathematics Education Research Group of Australasia.
Numeracy in the learning areas (middle years): Final report
Goos, M., Dole, S. and Geiger, V. (2010). Numeracy in the learning areas (middle years): Final report.
The Queensland longitudinal study of teaching and learning
Mills, M., Goos, M. and Keddie, A. (2008). The Queensland longitudinal study of teaching and learning. Brisbane, QLD, Australia: Education Queensland.
Teaching Secondary School Mathematics: Research and Practice for the 21st Century
Goos, M. E., Stillman, G. and Vale, C. (2007). Teaching Secondary School Mathematics: Research and Practice for the 21st Century. 1 ed. Crows Nest, NSW: Allen & Unwin.
Home, school and community partnerships to support children's numeracy
Goos, M. E., Lincoln, D., Coco, A., Frid, S., Galbraith, P., Horne, M., Jolly, L., Kostogriz, A., Lowrie, T., Short, P. M. and Gholam, M. (2004). Home, school and community partnerships to support children's numeracy. Canberra: Department of Education, Science and Training.
Techno maths: technology enriched activities for the mathematics classroom
M. E. Goos ed. (2002). Techno maths: technology enriched activities for the mathematics classroom. Flaxton, Qld: Post Pressed.
Stephens, Max, Goos, Merrilyn and Kadijevich, Djordje M. (2023). Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum. New ICMI Study Series. (pp. 389-393) Cham: Springer International Publishing. doi: 10.1007/978-3-031-13548-4_24
The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform
Goos, Merrilyn and O’Sullivan, Kathy (2023). The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform. New ICMI Study Series. (pp. 345-357) Cham: Springer International Publishing. doi: 10.1007/978-3-031-13548-4_21
Goos, Merrilyn and Guerin, Aoife (2022). Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers. Out-of-Field Teaching Across Teaching Disciplines and Contexts. (pp. 311-332) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-16-9328-1_15
Looking back and taking stock: reflections on the MERGA Research Review 2012–2015
Makar, Katie, Dole, Shelley, Visnovska, Jana, Goos, Merrilyn, Bennison, Anne and Fry, Kym (2020). Looking back and taking stock: reflections on the MERGA Research Review 2012–2015. Research in mathematics education in Australasia 2016–2019. (pp. 7-26) edited by Jennifer Way, Catherine Attard, Judy Anderson, Janette Bobis, Heather McMaster and Katherin Cartwright. Singapore: Springer. doi: 10.1007/978-981-15-4269-5_2
Theoretical perspectives on learning and development as a mathematics teacher educator
Goos, Merrilyn (2020). Theoretical perspectives on learning and development as a mathematics teacher educator. International Handbook of Mathematics Teacher Education: Vol. 4: The Mathematics Teacher Educator as a Developing Professional, Second Edition. (pp. 53-77) edited by Kim Beswick and Olive Chapman. Leiden, The Netherlands: Brill Sense. doi: 10.1163/9789004424210_004
Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics
Goos, Merrilyn, Bennison, Anne, Quirke, Stephen, O’Meara, Niamh and Vale, Colleen (2019). Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics. International Handbook of Mathematics Teacher Education: Volume 1: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development. (pp. 211-240) London, United Kingdom: Brill. doi: 10.1163/9789004418875_009
Educational Studies in Mathematics: Shaping the Field
Goos, Merrilyn (2019). Educational Studies in Mathematics: Shaping the Field. Compendium for Early Career Researchers in Mathematics Education . (pp. 377-391) Cham, Switzerland: Springer. doi: 10.1007/978-3-030-15636-7_18
Publishing for International Impact in Mathematics Education Research Journals
Goos, Merrilyn (2019). Publishing for International Impact in Mathematics Education Research Journals. Designing, Conducting, and Publishing Quality Research in Mathematics Education. (pp. 213-225) Cham, Switzerland: Springer. doi: 10.1007/978-3-030-23505-5_15
Mills, Martin and Goos, Merrilyn (2017). The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action now: classroom ready teachers. A companion to research in teacher education. (pp. 637-650) edited by Michael A. Peter, Bronwen Cowie and Ian Menter. Singapore, Singapore: Springer Nature. doi: 10.1007/978-981-10-4075-7
Introduction: Research in Mathematics Education in Australasia 2012–2015
Makar, Katie, Dole, Shelley, Visnovska, Jana, Goos, Merrilyn, Bennison, Anne and Fry, Kym (2016). Introduction: Research in Mathematics Education in Australasia 2012–2015. Research in Mathematics Education in Australasia 2012-2015. (pp. 1-12) edited by Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry. City of Singapore, Singapore: Springer. doi: 10.1007/978-981-10-1419-2_1
Goos, Merrilyn (2015). Learning mathematics in a classroom community of inquiry: examples from a secondary mathematics classroom. More lessons learned from research: useful and usable research related to core mathematical practices. (pp. 293-299) edited by Edward A. Silver and Patricia Ann Kenney. Reston, VA, United States: The National Council of Teachers of Mathematics.
Communities of practice in mathematics teacher education
Goos, Merrilyn (2014). Communities of practice in mathematics teacher education. Encyclopedia of mathematics education. (pp. 82-84) edited by Stephen Lerman. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-4978-8_26
Curriculum intent, teacher professional development and student learning in numeracy
Geiger, Vince, Goos, Merrilyn and Dole, Shelley L. (2014). Curriculum intent, teacher professional development and student learning in numeracy. Mathematics curriculum in school education. (pp. 473-492) edited by Yeping Li and Glenda Lappan. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-7560-2_22
Mathematics classroom assessment
Goos, Merrilyn (2014). Mathematics classroom assessment. Encyclopedia of mathematics education. (pp. 413-417) edited by Stephen Lerman. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-4978-8_104
Goos, Merrilyn (2014). Technology integration in secondary school mathematics: the development of teachers' professional identities. The Mathematics Teacher in the Digital Era: An International Perspective on Technology Focused Professional Development. (pp. 139-161) edited by Alison Clark-Wilson, Ornella Robutti and Nathalie Sinclair. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-4638-1_7
Transforming professional practice in numeracy teaching
Goos, Merrilyn, Vince Geiger and Dole, Shelley (2014). Transforming professional practice in numeracy teaching. Transforming mathematics instruction: multiple approaches and practices. (pp. 81-102) edited by Yeping Li, Edward A. Silver and Shiqi Li. New York, United States: Springer. doi: 10.1007/978-3-319-04993-9_6
Modelling with mathematics and technologies
Williams, Julian and Goos, Merrilyn (2013). Modelling with mathematics and technologies. Third International Handbook of Mathematics Education. (pp. 549-569) edited by M. A. (Ken) Clements, Alan J. Bishop, Christine Keitel, Jeremy Kilpatrick and Frederick K. S. Leung. New York, NY, United States: Springer. doi: 10.1007/978-1-4614-4684-2
Geiger, Vince, Goos, Merrilyn and Dole, Shelley (2013). Taking advantage of incidental school events to engage with the applications of mathematics: the case of surviving the reconstruction. Teaching mathematical modelling: connecting to research and practice. (pp. 175-184) edited by Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-6540-5_15
Digital technologies in the Australian curriculum: mathematics - a lost opportunity?
Goos, Merrilyn (2012). Digital technologies in the Australian curriculum: mathematics - a lost opportunity?. Engaging the Australian curriculum mathematics: perspectives from the field. (pp. 135-152) edited by Bill Atweh, Merrilyn Goos, Robyn Jorgensen and Dianne Siemon. Wahroonga, N.S.W., Australia: Mathematics Education Research Group of Australasia.
Growth and new directions? Research in tertiary mathematical science education
Barton, Bill, Goos, Merrilyn, Wood, Leigh and Miskovich, Adel (2012). Growth and new directions? Research in tertiary mathematical science education. Research in mathematics education in Australasia 2008-2011. (pp. 245-265) edited by Bob Perry, Tom Lowrie, Tracy Logan, Amy MacDonald and Jane Greenlees. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6091-970-1_12
Productive pedagogies in the mathematics classroom: Case studies of quality and equity
Mills, Martin and Goos, Merrilyn (2011). Productive pedagogies in the mathematics classroom: Case studies of quality and equity. Mapping Equity and Quality in Mathematics Education. (pp. 479-491) edited by Bill Atweh, Mellony Graven, Walter Secada and Paola Valero. Dordrech, Netherlands: Springer. doi: 10.1007/978-90-481-9803-0_34
Goos, Merrilyn (2011). Technology integration in secondary mathematics: Enhancing the professionalisation of prospective teachers. Constructing knowledge for teaching secondary mathematics: Tasks to enhance prospective and practicing teacher learning. (pp. 209-225) edited by Orit Zaslavsky and Peter Sullivan. New York, United States: Springer. doi: 10.1007/978-0-387-09812-8
Teachers and teaching: Theoretical perspectives and issues concerning classroom implementation
Goos, Merrilyn, Soury-Lavergne, Sophie, Assude, Teresa, Brown, Jill, Kong, Chow Ming, Glover, Derek, Grugeon, Brigitte, Laborde, Colette, Lavicza, Zsolt, Miller, Dave and Sinclair, Margaret (2010). Teachers and teaching: Theoretical perspectives and issues concerning classroom implementation. Mathematics education and technology - Rethinking the terrain: The 17th ICMI study. (pp. 311-328) edited by Celia Hoyles. New York: Springer. doi: 10.1007/978-1-4419-0146-0_14
Reforming mathematics education: Theorising teachers' and students' use of technology
Goos, M. (2009). Reforming mathematics education: Theorising teachers' and students' use of technology. Reforming Learning: Concepts, Issues and Practice in the Asia-Pacific Region. (pp. 43-66) edited by C. Ng and P. Renshaw. Netherlands: Springer.
School Experience During Pre-Service Teacher Education from the Students’ Perspective
Goos, Merrilyn, Arvold, B., Bednarz, N., DeBlois, L., Maheux, J., Morselli, F. and Proulx, J. (2009). School Experience During Pre-Service Teacher Education from the Students’ Perspective. The Professional Education and Development of Teachers of Mathematics. (pp. 83-91) Boston, MA: Springer. doi: 10.1007/978-0-387-09601-8_9
School experience during pre-service teacher education from the students' perspective
Goos, M., Arvold, B., Bednarz, N., DeBlois, L., Maheux, J., Morselli, F. and Proulx, J. (2009). School experience during pre-service teacher education from the students' perspective. The Professional Education and Development of Teachers. (pp. 83-91) edited by Even, R. and Ball, D.L.. New York: Springer Science + Business Media Inc.
Research on the pre-service education of teachers of mathematics
Goos, M., Smith, T. and Thornton, S. (2008). Research on the pre-service education of teachers of mathematics. Research in Mathematics Education in Australasia 2004-2007. (pp. 291-312) edited by H. Forgasz, A. Barkatsas, A. Bishop and B. Clarke. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1163/9789087905019_015
Sociocultural perspectives on learning to teach mathematics
Goos, M. (2008). Sociocultural perspectives on learning to teach mathematics. International Handbook of Mathematics Teacher Education: Vol. 4 The Mathematics Educator as a Developing Professional. (pp. 75-91) edited by B. Jaworski and T. Wood. Netherlands: Sense Publishers. doi: 10.1163/9789087905521_006
Invited commentary of 'Beyond standard models: Meeting the challenge of modelling'
Goos, M. (2007). Invited commentary of 'Beyond standard models: Meeting the challenge of modelling'. Stepping Stones for the 21st Century: Australasian Mathematics Education. (pp. 184-184) edited by G. C. Leder and H. J. Forgasz. Rotterdam: Sense Publishers.
Towards numeracy across the curriculum: Integrating mathematics and science in the middle years
Goos, M. E. and Askin, C. (2005). Towards numeracy across the curriculum: Integrating mathematics and science in the middle years. Innovations in Numeracy Teaching in the Middle Years. (pp. 125-141) edited by R. Zevenbergen. ACT: Australian Curriculum Studies Association.
Using productive assessment to drive reforms in numeracy education in the middle years
Goos, M. E. and Livingstone, J. (2005). Using productive assessment to drive reforms in numeracy education in the middle years. Innovations in Numeracy Teaching in the Middle Years. (pp. 11-26) edited by R. Zevenbergen. ACT: Australian Curriculum Studies Association.
Galbraith, P. L. and Goos, M. E. (2004). Interpreting commonalities and differences in technology aided learning: A contribution from zone theory. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 310-317) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.
Learning to teach mathematics with technology: A sociocultural analysis
Goos, M. E. and Galbraith, P. L. (2004). Learning to teach mathematics with technology: A sociocultural analysis. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 282-287) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.
Teaching and learning mathematics with computers, the internet and multimedia
Goos, M. and Cretchley, P. (2004). Teaching and learning mathematics with computers, the internet and multimedia. Research in mathematics education in Australasia 2000-2003. (pp. 151-174) edited by B. Perry, G. Anthony and C. Diezmann. Flaxton, Queensland: Post Pressed.
Geiger, Vince, Galbraith, Peter, Renshaw, Peter and Goos, Merrilyn (2003). Choosing and Using Technology for Secondary Mathematical Modelling Tasks - Choosing the Right Peg for the Right Hole. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 126-140) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50016-X
Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling
Galbraith, Peter, Goos, Merrilyn, Renshaw, Peter and Geiger, Vince (2003). Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50015-8
van Kraayenoord, C. E. and Goos, M. E. (2003). Metacognition. International Handbook of Educational Research in the Asia-Pacific Region. (pp. 477-494) edited by John P. Keeves and Ryo Watanabe. Dordrecht The Netherlands: Kluwer Academic Publishers. doi: 10.1007/978-94-017-3368-7_33
Technology-enriched classrooms: Some implications for teaching applications and modelling
Galbraith, P. L., Renshaw, P., Goos, M. E. and Geiger, V. S. (2003). Technology-enriched classrooms: Some implications for teaching applications and modelling. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) edited by Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang. Chichester England: Horwood Publishing.
Establishing a community of practice in a secondary mathematics classroom
Goos, M., Galbraith, P. L. and Renshaw, P. (1999). Establishing a community of practice in a secondary mathematics classroom. Learning mathematics: from hierarchies to networks. (pp. 36-61) edited by Leone Burton. London: Falmer Press. doi: 10.4324/9780203016466-9
Metacognitive self-knowledge (MSK) questionnaire and interview
Goos, M. E. (1999). Metacognitive self-knowledge (MSK) questionnaire and interview. Psychology in Education Portfolio. (pp. 39-54) edited by N. Frederickson and R. J. Cameron. Windsor, UK: NFER-Nelson.
Mathematics and interdisciplinary STEM education: recent developments and future directions
Goos, Merrilyn, Carreira, Susana and Namukasa, Immaculate Kizito (2023). Mathematics and interdisciplinary STEM education: recent developments and future directions. ZDM – Mathematics Education, 55 (7), 1199-1217. doi: 10.1007/s11858-023-01533-z
Supporting adults to become numerate citizens: a study of adult numeracy provision in Ireland
Goos, Merrilyn, Prendergast, Mark, O’Meara, Niamh and O’Sullivan, Kathy (2023). Supporting adults to become numerate citizens: a study of adult numeracy provision in Ireland. ZDM – Mathematics Education, 55 (5), 995-1008. doi: 10.1007/s11858-023-01480-9
An investigation of university students and professionals’ Professional STEM Identity status
Kelly, Regina, Garr, Oliver Mc, Leahy, Keelin and Goos, Merrilyn (2020). An investigation of university students and professionals’ Professional STEM Identity status. Journal of Science Education and Technology, 29 (4), 536-546. doi: 10.1007/s10956-020-09834-8
Bennison, Anne, Goos, Merrilyn and Geiger, Vince (2020). Utilising a research-informed instructional design approach to develop an online resource to support teacher professional learning on embedding numeracy across the curriculum. ZDM, 52 (5), 1017-1031. doi: 10.1007/s11858-020-01140-2
Goos, Merrilyn, O’Donoghue, John, Ní Ríordáin, Máire, Faulkner, Fiona, Hall, Tony and O’Meara, Niamh (2020). Designing a national blended learning program for “out-of-field” mathematics teacher professional development. ZDM, 52 (5), 893-905. doi: 10.1007/s11858-020-01136-y
Understanding and promoting students’ mathematical thinking: a review of research published in ESM
Goos, Merrilyn and Kaya, Sila (2019). Understanding and promoting students’ mathematical thinking: a review of research published in ESM. Educational Studies in Mathematics, 103 (1), 7-25. doi: 10.1007/s10649-019-09921-7
The role of mathematics in interdisciplinary STEM education
Maass, Katja, Geiger, Vince, Ariza, Marta Romero and Goos, Merrilyn (2019). The role of mathematics in interdisciplinary STEM education. ZDM, 51 (6), 869-884. doi: 10.1007/s11858-019-01100-5
A zone theory approach to analysing identity formation in mathematics education
Goos, Merrilyn and Bennison, Anne (2018). A zone theory approach to analysing identity formation in mathematics education. ZDM, 51 (3), 405-418. doi: 10.1007/s11858-018-1011-8
Mathematics teacher educator knowledge: what do we know and where to from here?
Beswick, Kim and Goos, Merrilyn (2018). Mathematics teacher educator knowledge: what do we know and where to from here?. Journal of Mathematics Teacher Education, 21 (5), 417-427. doi: 10.1007/s10857-018-9416-4
Boundary crossing and brokering between disciplines in pre-service mathematics teacher education
Goos, Merrilyn and Bennison, Anne (2018). Boundary crossing and brokering between disciplines in pre-service mathematics teacher education. Mathematics Education Research Journal, 30 (3), 255-275. doi: 10.1007/s13394-017-0232-4
Cost, price and profit: what influences students' decisions about fundraising?
Sawatzki, Carly and Goos, Merrilyn (2018). Cost, price and profit: what influences students' decisions about fundraising?. Mathematics Education Research Journal, 30 (4), 525-544. doi: 10.1007/s13394-018-0241-y
Goos, Merrilyn (2018). Editorial. Educational Studies in Mathematics, 97 (1), 1-3. doi: 10.1007/s10649-017-9800-5
Theoretical foundations of engagement in mathematics
Watt, Helen M. G. and Goos, Merrilyn (2017). Theoretical foundations of engagement in mathematics. Mathematics Education Research Journal, 29 (2), 133-142. doi: 10.1007/s13394-017-0206-6
Goos, Merrilyn (2017). Editorial. Educational Studies in Mathematics, 94 (1), 1-3. doi: 10.1007/s10649-016-9739-y
Factors influencing social processes of statistics learning within an IT environment
Li, Ken W. and Goos, Merrilyn (2017). Factors influencing social processes of statistics learning within an IT environment. International Journal of Science, Mathematics and Technology Learning, 24 (2), 21-33. doi: 10.18848/2327-7971/CGP/v24i02/21-33
Buckley, Sarah, Reid, Kate, Goos, Merrilyn, Lipp, Ottmar V. and Thomson, Sue (2016). Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience. Australian Journal of Education, 60 (2), 157-170. doi: 10.1177/0004944116653000
ICME international survey on teachers working and learning through collaboration: June 2016
Robutti, Ornella, Cusi, Annalisa, Clark-Wilson, Alison, Jaworski, Barbara, Chapman, Olive, Esteley, Cristina, Goos, Merrilyn, Isoda, Masami and Joubert, Marie (2016). ICME international survey on teachers working and learning through collaboration: June 2016. ZDM The International Journal on Mathematics Education, 48 (5), 651-690. doi: 10.1007/s11858-016-0797-5
Hilton, Annette, Hilton, Geoff, Dole, Shelley and Goos, Merrilyn (2016). Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers. Educational Studies in Mathematics, 92 (2), 193-219. doi: 10.1007/s10649-016-9694-7
Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise
Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2016). Quantitative skills as a graduate learning outcome: exploring students’ evaluative expertise. Assessment & Evaluation in Higher Education, 42 (4), 1-16. doi: 10.1080/02602938.2016.1161725
Goos, Merrilyn (2016). Editorial. Educational Studies in Mathematics, 91 (1), 1-2. doi: 10.1007/s10649-015-9669-0
Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2016). Quantitative skills as a graduate learning outcome of university science degree programmes: student performance explored through the planned–enacted–experienced curriculum model. International Journal of Science Education, 38 (11), 1-15. doi: 10.1080/09500693.2016.1215568
Hilton, Annette, Hilton, Geoff, Dole, Shelley and Goos, Merrilyn (2015). School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth. Australian Journal of Teacher Education, 40 (12), 104-125. doi: 10.14221/ajte.2015v40n12.8
Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2015). The influence of undergraduate science curriculum reform on students' perceptions of their quantitative skills. International Journal of Science Education, 37 (16), 2619-2636. doi: 10.1080/09500693.2015.1096427
The role of digital technologies in numeracy teaching and learning
Geiger, Vince, Goos, Merrilyn E. and Dole, Shelley L. (2015). The role of digital technologies in numeracy teaching and learning. International Journal of Science and Mathematics Education, 13 (5), 1115-1137. doi: 10.1007/s10763-014-9530-4
A critical orientation to numeracy across the curriculum
Geiger, Vince, Forgasz, Helen and Goos, Merrilyn (2015). A critical orientation to numeracy across the curriculum. ZDM The International Journal on Mathematics Education, 47 (4), 611-624. doi: 10.1007/s11858-014-0648-1
A rich interpretation of numeracy for the 21st century: A survey of the state of the field
Geiger, Vince, Goos, Merrilyn and Forgasz, Helen (2015). A rich interpretation of numeracy for the 21st century: A survey of the state of the field. ZDM The International Journal on Mathematics Education, 47 (4), 531-548. doi: 10.1007/s11858-015-0708-1
Using photographic images to enhance conceptual development in situations of proportion
Hilton, Annette, Hilton, Geoff, Dole, Shelley and Goos, Merrilyn (2015). Using photographic images to enhance conceptual development in situations of proportion. Australian Primary Mathematics Classroom, 20 (1), 3-9.
Goos, Merrilyn (2015). Editorial. Educational Studies in Mathematics, 88 (1), 1-2. doi: 10.1007/s10649-014-9584-9
Creating opportunities to learn in mathematics education: a sociocultural perspective
Goos, Merrilyn (2014). Creating opportunities to learn in mathematics education: a sociocultural perspective. Mathematics Education Research Journal, 26 (3), 439-457. doi: 10.1007/s13394-013-0102-7
Researcher-teacher relationships and models for teaching development in mathematics education
Goos, Merrilyn (2014). Researcher-teacher relationships and models for teaching development in mathematics education. ZDM: The International Journal on Mathematics Education, 46 (2), 189-200. doi: 10.1007/s11858-013-0556-9
Navigating the career transition from industry to academia
Wilson, Michael John, Wood, Leigh, Solomonides, Ian, Dixon, Peter and Goos, Merrilyn (2014). Navigating the career transition from industry to academia. Industry and Higher Education, 28 (1), 5-13. doi: 10.5367/ihe.2014.0189
Goos, Merrilyn (2014). Editorial. Educational Studies in Mathematics, 85 (1), 1-2. doi: 10.1007/s10649-013-9524-0
Hilton, Annette, Hilton, Geoff, Dole, Shelley and Goos, Merrilyn (2013). Development and application of a two-tier diagnostic instrument to assess middle-years students' proportional reasoning. Mathematics Education Research Journal, 25 (4), 523-545. doi: 10.1007/s13394-013-0083-6
Kitchen gardens: contexts for developing proportional reasoning
Hilton, Annette, Hilton, Geoff, Dole, Shelley, Goos, Merrilyn and O'Brien, Mia (2013). Kitchen gardens: contexts for developing proportional reasoning. Australian Primary Mathematics Classroom, 18 (2), 21-26.
Hilton, Geoff, Hilton, Annette, Dole, Shelley L., Goos, Merrilyn and O'Brien, Mia (2012). Proportional reasoning and the visually impaired: a hands-on activity helps promote sight-impaired students' understanding of relative and comparative sizes. Mathematics Teaching in the Middle School, 18 (5), 286-291.
Sociocultural perspectives in research on and with mathematics teachers: a zone theory approach
Goos, Merrilyn (2012). Sociocultural perspectives in research on and with mathematics teachers: a zone theory approach. ZDM: The International Journal on Mathematics Education, 45 (4), 521-533. doi: 10.1007/s11858-012-0477-z
Connecting social perspectives on mathematics teacher education in online environments
Goos, Merrilyn and Geiger, Vince (2012). Connecting social perspectives on mathematics teacher education in online environments. ZDM: The International Journal on Mathematics Education, 44 (6), 705-714. doi: 10.1007/s11858-012-0441-y
Measuring pre-service primary teachers' knowledge for teaching mathematics
Beswick, Kim and Goos, Merrilyn (2012). Measuring pre-service primary teachers' knowledge for teaching mathematics. Mathematics Teacher Education and Development, 14 (2), 70-90.
Numeracy across the curriculum
Goos, Merrilyn, Dole, Shelley and Geiger, Vince (2012). Numeracy across the curriculum. Australian Mathematics Teacher, 68 (1), 3-7.
Numeracy for what's in the news and building an expressway
Willis, Kym, Geiger, Vince, Goos, Merrilyn and Dole, Shelley (2012). Numeracy for what's in the news and building an expressway. Australian Mathematics Teacher, 68 (1), 9-15.
Numeracy in health and physical education
Peters, Colleen, Geiger, Vince, Goos, Merrilyn and Dole, Shelley (2012). Numeracy in health and physical education. Australian Mathematics Teacher, 68 (1), 21-27.
Numeracy in secondary school mathematics
Gibbs, Melissa, Goos, Merrilyn, Geiger, Vince and Dole, Shelley (2012). Numeracy in secondary school mathematics. Australian Mathematics Teacher, 68 (1), 29-35.
Numeracy in society and environment
Cooper, Cath, Dole, Shelley, Geiger, Vince and Goos, Merrilyn (2012). Numeracy in society and environment. Australian Mathematics Teacher, 68 (1), 16-20.
The Australian mathematics curriculum: A move forward or back to the future?
Atweh, Bill and Goos, Merrilyn (2011). The Australian mathematics curriculum: A move forward or back to the future?. Australian Journal of Education, 55 (3), 214-228. doi: 10.1177/000494411105500304
Improving numeracy education in rural schools: A professional development approach
Goos, Merrilyn, Dole, Shelley and Geiger, Vince (2011). Improving numeracy education in rural schools: A professional development approach. Mathematics Education Research Journal, 23 (2), 129-148. doi: 10.1007/s13394-011-0008-1
Goos, Merrilyn, Gannaway, Deanne and Hughes, Clair (2011). Assessment as an equity issue in higher education: Comparing the perceptions of first year students, course coordinators, and academic leaders. The Australian Educational Researcher, 38 (1), 95-107. doi: 10.1007/s13384-010-0008-2
Reinforcing students’ correlation comprehension
Li, Ken and Goos, Merrilyn (2011). Reinforcing students’ correlation comprehension. International Journal of Learning, 17 (11), 261-274.
Goos, Merrilyn and Hughes, Clair (2010). An investigation of the confidence levels of course/subject coordinators in undertaking aspects of their assessment responsibilities. Assessment and Evaluation in Higher Education, 35 (3), 315-324. doi: 10.1080/02602930903221477
What counts? Technology and mathematics teaching and learning
Goos, Merrilyn (2010). What counts? Technology and mathematics teaching and learning. Teacher, 2010 (215), 22-25.
Geiger, Vince, Faragher, Rhonda and Goos, Merrilyn (2010). CAS-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal, 22 (2), 48-68. doi: 10.1007/BF03217565
Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2010). Using the principles of Bio2010 to develop an introductory, interdisciplinary course for Biology students. CBE Life Sciences Education, 9 (3), 290-297. doi: 10.1187/cbe.10-03-0034
Bennison, Anne and Goos, Merrilyn (2010). Learning to teach mathematics with technology : A survey of the professional development needs, experiences and impacts. Mathematics Education Research Journal, 22 (1), 31-56. doi: 10.1007/BF03217558
A sociocultural framework for understanding technology integration in secondary school mathematics
Goos, Merrilyn (2010). A sociocultural framework for understanding technology integration in secondary school mathematics. PNA, 5 (1), 1-10.
Theoretical perspectives on mathematics teacher change
Goos, Merrilyn and Geiger, Vince (2010). Theoretical perspectives on mathematics teacher change. Journal of Mathematics Teacher Education, 13 (6), 499-507. doi: 10.1007/s10857-010-9166-4
Productive Pedagogies: A redefined methodology for analysing quality teacher practice
Mills, Martin, Goos, Merrilyn, Keddie, Amanda, Honan, Eileen, Pendergast, Donna, Gilbert, Rob, Nichols, Kim, Renshaw, Peter and Wright, Tony (2009). Productive Pedagogies: A redefined methodology for analysing quality teacher practice. Australian Educational Researcher, 36 (3), 67-87. doi: 10.1007/BF03216906
Putting it into perspective: Mathematics in the undergraduate science curriculum
Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2009). Putting it into perspective: Mathematics in the undergraduate science curriculum. International Journal of Mathematics Education in Science and Technology, 40 (7), 891-902. doi: 10.1080/00207390903199244
Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms
Goos, Merrilyn and Bennison, Anne (2008). Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms. Mathematics Education Research Journal, 20 (3), 102-130. doi: 10.1007/BF03217532
Goos, Merrilyn E. and Bennison, Anne (2008). Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education, 11 (1), 41-60. doi: 10.1007/s10857-007-9061-9
Problem solving and working mathematically: An Australian perspective
Clarke, D., Goos, M. E. and Morony. W. (2007). Problem solving and working mathematically: An Australian perspective. ZDM The International Journal on Mathematics Education, 39 (5-6), 475-490. doi: 10.1007/s11858-007-0045-0
Tutor and teacher timescapes: Lessons from a home-school partnership
Coco, A., Goos, M. and Kostogriz, A. (2007). Tutor and teacher timescapes: Lessons from a home-school partnership. Australian Educational Researcher, 34 (1), 73-87. doi: 10.1007/BF03216851
Designing professional development to support teacher’s learning in complex environments
Goos, Merrilyn, Dole, Shelley and Makar, Katie (2007). Designing professional development to support teacher’s learning in complex environments. Mathematics Teacher Education and Development, 8 (Special Issue), 23-47.
Home, school and community partnerships in numeracy education: An Australian perspective
Goos, M., Lowrie, T. and Jolly, L. (2007). Home, school and community partnerships in numeracy education: An Australian perspective. The Montana Mathematics Enthusiast, Monograph 1, 7-24.
In search of practical wisdom: A conversation between researcher and teacher
Goos, Merrilyn and Geiger, Vince (2006). In search of practical wisdom: A conversation between researcher and teacher. For the Learning of Mathematics, 26 (2), 33-35.
License to thrill or live and let die?
Goos, M E (2006). License to thrill or live and let die?. Principal Matters, Spring (1), 6-8.
Goos, M E (2006). Why teachers matter. The Australian Mathematics Teacher, 62 (4), 8-13.
Goos, Merrilyn (2005). A sociocultural analysis of the development of pre-service and beginning teachers’ pedagogical identities as users of technology. Journal of Mathematics Teacher Education, 8 (1), 35-59. doi: 10.1007/s10857-005-0457-0
What counts in mathematics education? A Brazilian experience
Goos, M. E. (2005). What counts in mathematics education? A Brazilian experience. Teaching Mathematics, 28-29.
Home, school and community partnerships to support children's numeracy
Goos, Merrilyn (2004). Home, school and community partnerships to support children's numeracy. Australian Primary Mathematics Classroom, 9 (4), 18-20.
Learning mathematics in a classroom community of inquiry
Goos, M. (2004). Learning mathematics in a classroom community of inquiry. Journal For Research In Mathematics Education, 35 (4), 258-291. doi: 10.2307/30034810
Goos, M. E., Baigrie, S., Gray, T., Keller, T., Webb, O. and Chang, K.C. (2003). A middle years maths trail. Teaching Mathematics, 29 (1), 6-10.
Perspectives on technology mediated learning in secondary school mathematics classrooms
Goos, Merrilyn, Galbraith, Peter, Renshaw, Peter and Geiger, Vince (2003). Perspectives on technology mediated learning in secondary school mathematics classrooms. Journal of Mathematical Behavior, 22 (1), 73-89. doi: 10.1016/S0732-3123(03)00005-1
Goos, Merrilyn, Galbraith, Peter and Renshaw, Peter D (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49 (2), 193-223. doi: 10.1023/A:1016209010120
Understanding Metacognitive Failure
Goos, Merrilyn (2002). Understanding Metacognitive Failure. Journal of Mathematical Behavior, 21 (3), 283-302. doi: 10.1016/S0732-3123(02)00130-X
Goos, M. E. and Moni, K. B. (2001). Modelling professional practice: A collaborative approach to developing criteria and standards-based assessment in pre-service teacher education courses. Assessment & Evaluation in Higher Education, 26 (1), 74-88.
Reshaping teacher and student roles in technology-enriched classrooms
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000). Reshaping teacher and student roles in technology-enriched classrooms. Mathematics Education Research Journal, 12 (3), 303-320. doi: 10.1007/BF03217091
A money problem: A source of insight into problem solving action
Goos, Merrilyn, Galbraith, Peter and Renshaw, Peter (2000). A money problem: A source of insight into problem solving action. International Journal for Mathematics Teaching and Learning, April 13, 1-21.
Finding mathematics problems in the real world: Designing a pie maker
Goos, M. E. (2000). Finding mathematics problems in the real world: Designing a pie maker. Teaching Mathematics, 25 (2), 18-21.
Howzat! Modelling a catch from Craig McDermott's slow ball
Goos, M. E. (2000). Howzat! Modelling a catch from Craig McDermott's slow ball. Australian Senior Mathematics Journal, 14 (1), 51-60.
Goos, M. E. (2000). Mathematics meets literature. Australian Mathematics Teacher, 56 (1), 12-16.
Goos, M. E. (1999). From the journals. Teaching Mathematics, 24 (3), 4.
Goos, M. E. (1999). From the journals. Teaching Mathematics, 24 (2), 14.
Scaffolds for learning: A sociocultural approach to reforming mathematics
Goos, Merrilyn (1999). Scaffolds for learning: A sociocultural approach to reforming mathematics. Mathematics Teacher Education and Development, 1, 4-21.
Technology education for pre-service mathematics teachers
Goos, M. E. (1999). Technology education for pre-service mathematics teachers. Teaching Mathematics, 24 (1), 16.
Goos, M. E. (1999). The glass slipper. Teaching Mathematics, 24 (4), 12-14.
Goos, Merrilyn, Renshaw, Peter and Galbraith, Peter (1998). 'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.. Australian Senior Mathematics Journal, 12 (2), 20-31.
Do it this way! metacognitive strategies in collaborative mathematical problem solving
Goos M. and Galbraith P. (1996). Do it this way! metacognitive strategies in collaborative mathematical problem solving. Educational Studies in Mathematics, 30 (3), 229-260. doi: 10.1007/BF00304567
Metacognitive decision making and social interactions during paired problem solving
Goos, Merrilyn (1994). Metacognitive decision making and social interactions during paired problem solving. Mathematics Education Research Journal, 6 (2), 144-165. doi: 10.1007/BF03217269
Goos, Merrilyn (2020). Crossing boundaries: fostering collaboration between mathematics educators and mathematicians in initial teacher education programmes. Jonathan M. Borwein Commemorative Conference, Newcastle, NSW, Australia, 25-29 September 2017. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-36568-4_9
Issues in the transition from secondary tertiary mathematics
Jennings, Michael, Goos, Merrilyn and Adams, Peter (2017). Issues in the transition from secondary tertiary mathematics. International Congress on Mathematical Education, Hamburg, Germany, 24 - 31 July 2016.
Mathematics Teachers Working and Learning Through Collaboration
Jaworski, Barbara, Chapman, Olive, Clark-Wilson, Alison, Cusi, Annalisa, Esteley, Cristina, Goos, Merrilyn, Isoda, Masami, Joubert, Marie and Robutti, Ornella (2017). Mathematics Teachers Working and Learning Through Collaboration. 13th International Congress on Mathematical Education ICME-13, Hamburg, Germany, 24-31 July 2016. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-62597-3_17
Bennison, Anne and Goos, Merrilyn (2016). Learning at the boundaries: collaboration between mathematicians and mathematice education within and across institutions. Annual Conference of the Mathematics Education Research Group of Australasia, Adelaide, SA, Australia, 3-7 July 2016. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia.
A study on students’ attitudes towards teacher’s intervention in statistical computing laboratory
Li, Ken W. and Goos, Merrilyn (2015). A study on students’ attitudes towards teacher’s intervention in statistical computing laboratory. International Conference on Technology in Education, Hong Kong, China, 2-4 July 2014. Berlin & Heidelberg, Germany: Springer-Verlag. doi: 10.1007/978-3-662-46158-7_12
Conceptualising and enacting numeracy across the curriculum
Goos, Merrilyn, Geiger, Vince and Bennison, Anne (2015). Conceptualising and enacting numeracy across the curriculum. Psychology of Mathematics Education: PME 39, Hobart, TAS, Australia, 13-18 July 2015. Hobart, TAS, Australia: PME.
Factors influencing social process of statistics learning within an IT environment
Li, Ken W. and Goos, Merrilyn (2015). Factors influencing social process of statistics learning within an IT environment. Mathematics Education Research Group of Australasia Conference, Sippy Downs, QLD, Australia, 28 June - 2 July 2015. Sippy Downs, QLD, Australia: MERGA.
Goos, Merrilyn (2015). Learning at the boundaries. Mathematics Education Research Group of Australasia Conference, Sippy Downs, QLD, Australia, 28 June - 2 July 2015. Adelaide, SA, Australia: MERGA.
Linking communities of research and practice in mathematics education
Goos, Merrilyn (2015). Linking communities of research and practice in mathematics education. 25th Biennial Conference of the Australian Association of Mathematics Teachers Inc., Adelaide, Australia, 6-8 July 2015. Adelaide, SA, Australia: AAMT.
Proportional reasoning: an elusive connector of school mathematics curriculum
Dole, Shelley, Hilton, Annette, Hilton, Geoff and Goos, Merrilyn (2015). Proportional reasoning: an elusive connector of school mathematics curriculum. 23rd ICMI Study Conference, Macau, China, 3-7 June, 2015. Macau, China: University of Macau.
Working across disciplinary boundaries in pre-service teacher education
Goos, Merrilyn, Anderson, Judy, Balatti, Jo, Beswick, Kim, Forrester, Tricia and Way, Jenni (2015). Working across disciplinary boundaries in pre-service teacher education. Mathematics Education Research Group of Australasia Conference, Sippy Downs, QLD, Australia, 28 June - 2 July 2015. Sippy Downs, QLD, Australia: MERGA.
Devising principles of design for numeracy tasks
Geiger, Vince, Goos, Merrilyn, Forgasz, Helen and Bennison, Anne (2014). Devising principles of design for numeracy tasks. MERGA 37: Curriculum in focus: Research guided practice, Sydney, Australia, 29 June -3 July 2014. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia (MERGA).
Goos, Merrilyn, Beswick, Kim and Forrester, Tricia (2014). Inspiring mathematics and science in Australian teacher education: making connections across disciplinary contexts. 3rd International Conference on STEM Education, Vancouver, Canada, 15-20 July 2014. Vancouver, Canada: STEM Media.
Mathematics Teacher Educators' Knowledge
Beswick, Kim, Goos, Merrilyn and Chapman, Olive (2014). Mathematics Teacher Educators' Knowledge. PME 38/PME-NA 36, Vancouver. Canada, 15-20 July 2014. Vancouver, Canada: PME.
Mathematics at university: Practices, values and participation
Hernandez-Martinez, Paul and Goos, Merrilyn E. (2014). Mathematics at university: Practices, values and participation. PME 38/PME-NA 36, Vancouve, Canada, 15-20 July 2014. Vancouver, Canada: PME.
Numeracy across the curriculum
Goos, Merrilyn E., Forgasz, Helen and Geiger, Vince (2014). Numeracy across the curriculum. PME 38/PME-NA 36, Vancouver, Canada, 15-20 July 2014. Vancouver, Canada: PME.
The challenges of teaching mathematics with digital technologies - the evolving role of the teacher
Clark-Wilson, Alison, Aldon, Gilles, Annalisa Cusi, Goos, Merrilyn, Haspekian, Mariam, Robutti, Ornella and Thomas, Mike (2014). The challenges of teaching mathematics with digital technologies - the evolving role of the teacher. PME 38/PME-NA 36, Vancouv, Canada, 15-20 July 2014. Vancouver, Canada: PME.
Considering density through a numeracy lens: implications for science teaching
Dole, Shelley, Hilton, Geoff, Hilton, Annette and Goos, Merrilyn (2013). Considering density through a numeracy lens: implications for science teaching. NPSE2013: International Conference New Perspectives in Science Education. 2nd Edition, Florence, Italy, 14-15 March, 2013. Limena, Italia: libreriauniversitaria.it.
Goos, Merrilyn, Geiger, Vince and Dole, Shelley (2013). Designing rich numeracy tasks. International Commission on Mathematical Instruction (ICMI Study 22: Task design in mathematics education), Oxford, United Kingdom, 22-26 July 2013. Oxford, United Kingdom: International Commission on Mathematical Instruction (ICMI).
Evaluating students' correlation graphing capability using SOLO taxonomy
Li, Ken W. and Goos, Merrilyn (2013). Evaluating students' correlation graphing capability using SOLO taxonomy. 59th ISI World Statistics Conference (WSC), Hong Kong, Cina, 25-30 August 2013.
Exploring numeracy teacher identity: an adaptation of Valsiner's zone theory
Bennison, Anne and Goos, Merrilyn (2013). Exploring numeracy teacher identity: an adaptation of Valsiner's zone theory. AARE 2013: Australian Association for Research in Education Annual International Conference, Adelaide, SA, Australia, 1-5 December, 2013. Adelaide, SA, Australia: Australian Association for Research in Education.
Exploring the demands and opportunities for numeracy in the Australian curriculum: English
Geiger, Vince, Goos, Merrilyn, Dole, Shelly, Forgasz, Helen and Bennison, Anne (2013). Exploring the demands and opportunities for numeracy in the Australian curriculum: English. 36th annual conference of the Mathematics Education Research Group of Australasia (MERGA 36), Melbourne, Australia, 7-11 July 2013. Melbourne, Australia: Mathematics Education Research Group of Australasia.
Knowledge for teaching secondary school mathematics: what counts?
Goos, Merrilyn (2013). Knowledge for teaching secondary school mathematics: what counts?. 9th Delta Conference on Teaching and Learning of Undergraduate Mathematics and Statistics (Lighthouse DELTA 2013), Kiama, NSW, Australia, 24-29 November 2013. Oxfordshire, United Kingdom: Taylor & Francis. doi: 10.1080/0020739X.2013.826387
Bennison, Anne and Goos, Merrilyn (2013). Teacher identity and numeracy: developing an analytic lens for understanding numeracy teacher identity. 36th annual conference of the Mathematics Education Research Group of Australasia (MERGA 36), Melbourne, VIC, Australia, 7-11 July 2013. Melbourne, VIC, Australia: MERGA.
Using digital photography to support teaching and learning of proportional reasoning concepts
Hilton, Geoff, Hilton, Annette, Dole, Shelley and Goos, Merrilyn (2013). Using digital photography to support teaching and learning of proportional reasoning concepts. EDULEARN13: 5th Annual International Conference on Education and New Learning Technologies, Barcelona, Spain, 1-3 July, 2013. Burjassot, Valencia, Spain: International Association of Technology, Education and Development (IATED).
Auditing the numeracy demands of the Australian curriculum
Goos, Merrilyn, Dole, Shelley and Geiger, Vince (2012). Auditing the numeracy demands of the Australian curriculum. 35th Annual Mathematics Education Research Group of Australasia Conference (MERGA 2012), Singapore, 2-6 July 2012. Adelaide, SA, Australia: MERGA.
Changing classroom practice through a rich model of numeracy across the curriculum
Goos, Merrilyn, Geiger, Vince and Dole, Shelley (2012). Changing classroom practice through a rich model of numeracy across the curriculum. 12th International Congress on Mathematical Education, Seoul, Korea, 8-15 July 2012. Korea National Univ. of Education Gangnae-myeon, Cheongwon-gun, Chungcheongbuk-Do, Republic of Korea: International Commission on Mathematical Education (ICME).
Creating opportunities to learn in mathematics education: A sociocultural journey
Goos, Merrilyn (2012). Creating opportunities to learn in mathematics education: A sociocultural journey. 36th Conference of the International Group for the Psychology of Mathematics Education, Taipei, Taiwan, 18-22 July 2012. Taipei, Taiwan: PME.
Evaluating middle years students' proportional reasoning
Hilton, Annettte, Hilton, Geoff, Dole, Shelley, Goos, Merrilyn and O'Brien, Mia (2012). Evaluating middle years students' proportional reasoning. 35th Annual Mathematics Education Research Group of Australasia Conference (MERGA 2012), Singapore, 2-6 July 2012. Singapore: MERGA.
Professional conversations among mathematics educators
Callingham, Rosemary, Beswick, Kim, Chick, Helen, Clark, Julie, Goos, Merrilyn, Kissane, Barry, Serow, Pep and Thornton, Steve (2012). Professional conversations among mathematics educators. MERGA 2012: 35th Annual Mathematics Education Research Group of Australasia Conference, Singapore, 2-6 July 2012. Adelaide, SA, Australia: MERGA.
The learning and development of mathematics teacher educator-researchers
Goos, M., Chapman, O., Brown, L. and Novotna, J. (2012). The learning and development of mathematics teacher educator-researchers. 36th Conference of the International Group for the Psychology of Mathematics Education, Taipai, Taiwan, 18-22 July 2012. Praha, Czech Republic: The International Group for the Psychology of Mathematics Education.
Beginning teachers’ mathematical knowledge: What is needed?
Callingham, Rosemary, Beswick, Kim, Chick, Helen, Clark, Julie, Goos, Merrilyn, Kissane, Barry, Serow, Pep, Thornton, Steve and Tobias, Steve (2011). Beginning teachers’ mathematical knowledge: What is needed?. Australian Association of Mathematics Teachers (AAMT) and the Mathematics Education Research Group of Australasia (MERGA) Conference 2011, Alice Springs, NT, Australia, 3-7 July 2011. Adelaide, Australia: AAMT and MERGA.
Diversity or Uniformity: Dilemmas and Challenges for Teacher Education
Goos, Merrilyn and Callingham, Rosemary (2011). Diversity or Uniformity: Dilemmas and Challenges for Teacher Education. AARE Conference, Hobart, TAS, Australia, 27 November - 1 December 2011.
Integrating mathematics and the life sciences to better prepare graduates for medical school
Matthews, Kelly, Adams, Peter and Goos, Merrilyn E. (2011). Integrating mathematics and the life sciences to better prepare graduates for medical school. Joint Mathematics Meetings, New Orleans, LA, U.S.A., 6-9 January 2011.
Geiger, Vince, Goos, Merrilyn and Dole, Shelley (2011). Taking advantage of incidental school events to engage with the applications of mathematics: The case of surviving the reconstruction. 15th International Conference on the Teaching of Mathematical Modelling and Applications, Melbourne, Australia, 14-19 July 2011.
Geiger, Vince, Goos, Merrilyn and Dole, Shelley (2011). Teacher professional learning in numeracy: Trajectories through a model for numeracy in the 21st century. Australian Association of Mathematics Teachers (AAMT) and the Mathematics Education Research Group of Australasia (MERGA) Conference 2011, Alice Springs, NT, Australia, 3-7 July 2011. Adelaide, SA, Australia: AAMT and MERGA.
Teachers’ personal conceptions of numeracy
Goos, Merrilyn, Geiger, Vince and Dole, Shelley (2011). Teachers’ personal conceptions of numeracy. 35th Conference of the International Group for the Psychology of Mathematics Education (PME 35), Ankara, Turkey, 10-15 July 2011. Ankara, Turkey: PME.
The learning and development of mathematics teacher educator-researchers
Goos, Merrilyn, Chapman, Olive, Brown, Laurinda and Novotna, Jarmila (2011). The learning and development of mathematics teacher educator-researchers. 35th Conference of the International Group for the Psychology of Mathematics Education, Ankara, Turkey, 10-15 July 2011. Ankara, Turkey: PME.
The role of digital technologies in numeracy
Geiger, Vince, Dole, Shelley and Goos, Merrilyn (2011). The role of digital technologies in numeracy. 35th Conference of the International Group for the Psychology of Mathematics Education, Ankara, Turkey, 10-15 July 2011. Ankara, Turkey: PME.
Goos, M and Hughes, C (2010). An investigation of the confidence levels of course/subject coordinators in undertaking aspects of their assessment responsibilities. Challenging Assessment : The Fourth Biennial EARLI/Northumbria Assessment Conference, Berlin, Germany, 27-29 August 2008. Oxon, U.K.: Routledge. doi: 10.1080/02602930903221477
Auditing the numeracy demands of the middle years curriculum
Goos, Merrilyn, Geiger, Vince and Dole, Shelley (2010). Auditing the numeracy demands of the middle years curriculum. MERGA33 – 2010 Shaping the Future of Mathematics Education, Fremantle, Western Australia, 3-7 July 2010. Australia: MERGA Inc..
Developing diverse professional learning pathways for academics
Webster-Wright, A. and Goos, M. (2010). Developing diverse professional learning pathways for academics. 5th EARLI SIG 14 conference on Learning and Professional Development, Munich, Germany, 25-27 August 2010.
Numeracy across the curriculum
Goos, Merrilyn, Dole, Shelly and Geiger, Vince (2010). Numeracy across the curriculum. 34th Conference of the International Group for the Psychology of Mathematics Education, Belo Horizonte, Brazil, 18-23 July, 2010. Praha, Czech Republic: The International Group for the Psychology of Mathematics Education.
The learning and development of mathematics teacher educators-researchers
Goos, Merrilyn, Chapman, Olive, Brown, Laurinda and Novotna, Jarmila (2010). The learning and development of mathematics teacher educators-researchers. 34th Conference of the International-Group-for-the-Psychology-of-Mathematics-Education, Belo Horizonte, Brazil, 18-23 July, 2010. Prague, Czech Republic: The International Group for the Psychology of Mathematics Education.
A sociocultural framework for understanding technology integration in secondary school mathematics
Goos, M. (2009). A sociocultural framework for understanding technology integration in secondary school mathematics. 33rd Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece, July 19-24, 2009. Thessaloniki, Greece: PME.
Building the mathematical and computational skills of science students
Matthews, K.E., Goos, M. and Adams, P. (2009). Building the mathematical and computational skills of science students. Joint Mathematics Meetings, Washington DC, United States, 5-8 January, 2009.
Goos, M. (2009). Investigating the professional learning and development of mathematics teacher educators: A theoretical discussion and research agenda. Crossing divides: MERGA 32 conference, Massey University, Wellington, New Zealand, July 5-9, 2009. Palmerston North by the Mathematics Education Research Groups of Australasia: Mathematics Education Research Group of Australasia Inc..
Problem solving and working mathematically: An Australian perspective
Clarke, D., Goos, M. and Morony, W. (2009). Problem solving and working mathematically: An Australian perspective. 13th biennial conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, The Netherlands, 25-29 August 2009.
Putting it into perspective: Mathematics in the undergraduate science curriculum
Matthews, K.E., Goos, M. and Adams, P. (2009). Putting it into perspective: Mathematics in the undergraduate science curriculum. 7th Bi-annual Southern Right Delta Conference, Gordon's Bay, South Africa, 29 Nov – 4 Dec, 2009.
Teacher professional identities and the integration of technology into secondary school mathematics.
Goos, Merrilyn and Bennison, Anne B. (2009). Teacher professional identities and the integration of technology into secondary school mathematics.. AARE 2008 International Education Research Conference, Brisbane, Qld, 30- November - 4 December 2008. Coldstream, Vic.: Australian Association for Research in Education.
Teachers researching with university academics
Brown, L., Novotna, J. and Goos, M. (2009). Teachers researching with university academics. 33rd conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece, 14-19 July 2009. Thessaloniki, Greece: PME.
Translating the principles of Bio2010 into practice
Matthews, K.E., Goos, M. and Adams, P. (2009). Translating the principles of Bio2010 into practice. Joint Mathematics Meetings, Washington DC, United States, 5-8 January, 2009. Mathematical Association of America.
CAS enabled devices as provocative agents in the process of mathematical modelling
Vince Geiger, Goos, Merrilyn, Redmond, Trevor, Faragher, Rhonda and Lowe, Jim (2008). CAS enabled devices as provocative agents in the process of mathematical modelling. ICME 11 - 11th International Congress on Mathematical Education, Monterrey, Mexico, 6 - 13 July 2008. not found: ICME.
Confidence levels of course coordinators
Goos, M., Hughes, C. P. and Webster-Wright, A. (2008). Confidence levels of course coordinators. EARLI/Northumbria Assessment Conference, Potsdam, Germany, 27-29 August, 2008.
Critique and transformation in researcher-teacher relationships in mathematics education
Goos, Merrilyn (2008). Critique and transformation in researcher-teacher relationships in mathematics education. Symposium on the Occasion of the 100th Anniversary of ICMI, Rome, Italy, 5-8 March 2008. Genève, Switzerland: International Commission on Mathematical Instruction (ICMI).
Navigating Currents and Charting Directions: Preface
Goos, Merrilyn (2008). Navigating Currents and Charting Directions: Preface. MERGA31: Navigating currents and charting directions, Brisbane, QLD Australia, 28 June – 1 July 2008. Brisbane, Qld, Australia: Mathematics Education Research Group of Australasia.
Productive pedagogies: Working with disciplines and teacher and student voices
Mills, M. and Goos, M. (2008). Productive pedagogies: Working with disciplines and teacher and student voices. Annual Conference of the Australian Association for Research on Education, Fremantle, W.A., 25-29 November 2007. Coldstream, Vic.: AARE.
Researcher-teacher relationships in mathematics education
Goos, Merrilyn (2008). Researcher-teacher relationships in mathematics education. MERGA31: Navigating currents and charting directions, The University of Queensland, Brisbane, Queensland, 28 June - 1 July 2008. Brisbane, Australia: MERGA.
Goos, Merrilyn, Hughes, Clair and Webster-Wright, Ann (2008). Respecting diversity and choice in supporting professional learning: Outcomes from an initiative within a higher education context.. European Association for Research into Learning and Instruction: Professional Development, University of Jyvaskyla, Finland, 27-29th August, 2008.
Goos, M. and Bennison, A. (2008). Teacher learning in professional communities: The case of technology-enriched pedagogy in secondary mathematics education. Annual Conference of the Australian Association for Research on Education, Fremantle, W.A., 25-29 November 2007. Coldstream, Vic.: AARE.
Goos, Merrilyn (2008). Towards a sociocultural framework for understanding the work of mathematics teacher-educator-researchers. MERGA31: Navigating currents and charting directions, The University of Queensland, Brisbane, Australia, 28 June - 1 July 2008. Brisbane, Australia: MERGA.
An investigative approach to teaching secondary school mathematics
Goos, M. E. (2007). An investigative approach to teaching secondary school mathematics. Mathematics: Essential Learning: Essential for Life, Hobart, TAS, 6-9 July 2007. Adelaide, SA: The Australian Association of Mathematics Teachers Inc.
Goos, M. E., Hughes, C. P. and Webster-Wright, A. (2007). Implementing good assessment practice: A mentoring program to enhance the professional learning of course coordinators. The Evaluation and Assessment Conference, Queensland University of Technology, Brisbane, 29 - 30, November.
Hughes, C. P. and Goos, M. E. (2007). Interpreting data about the confidence of course co-ordinators as assessment leaders and the factors that influence their assessment decision-making. Higher Education Research and Development Society of Australasia (HERDSA) Conference, University of South Australia, Adelaide, 8-11 July, 2007. Milperra, NSW: Higher Education Research and Development Society of Australasia, Inc.
Goos, Merrilyn, Dole, Shelley and Makar, Katie (2007). Supporting an investigative approach to teaching secondary school mathematics: A professional development model. Mathematics Education Research Group of Australasia Conference, Hobart, Australia, 2-6 July 2007. Adelaide, Australia: MERGA.
Teachers researching with university academics
Novotna, J., Brown, L. and Goos, M. (2007). Teachers researching with university academics. Joint Meeting of PME 32 and PME-NA, Morelia, Michocan, Mexico, 17-21 July 2008. Morelia, Mexico: PME.
Teachers researching with university academics
Novotna, J. and Goos, M. (2007). Teachers researching with university academics. 31st Conference of the International Group for the Psychology of Mathematics Education, Seoul, Korea, 8-13 July 2007. Seoul, Korea: PME.
Technology use in secondary mathematics classrooms: A survey of Queensland teachers
Goos, M. E. and Bennison, A. B. (2007). Technology use in secondary mathematics classrooms: A survey of Queensland teachers. Engaging Pedagogies, Adelaide, SA, 27-30 November, 2006. Coldstream, Vic: AARE.
Technology-enriched teaching of secondary mathematics: Factors influencing innovative practice
Goos, M. E. and Bennison, A. (2007). Technology-enriched teaching of secondary mathematics: Factors influencing innovative practice. Mathematics: Essential Research, Essential Practice, Wrest Point Hotel Casino, Hobart, TAS, 2-6 July, 2007. Adelaide, SA: MERGA Inc.
An online community of practice for pre-service and beginning teachers of secondary mathematics
Goos, Merrilyn and Bennison, Anne (2006). An online community of practice for pre-service and beginning teachers of secondary mathematics. Conference of the International Group for the Psychology of Mathematics Education, Prague, Czech Republic, 16-21 July, 2006. Prague, Czech Republic: Charles University.
Goos, M E (2006). Creating learning spaces. Identities, Cultures and Learning Spaces, Canberra, ACT, 1-5 July 2006. Adelaide, SA: MERGA Inc.
Living in the gap: A tale of two different types of researchers
Geiger, V. and Goos, M E (2006). Living in the gap: A tale of two different types of researchers. Identities, Cultures and Learning Spaces, Canberra, ACT, 1-5 July 2006. Adelaide, SA: MERGA Inc.
Technology-enriched mathematics learning: What is the teacher's role
Goos, M. E. (2006). Technology-enriched mathematics learning: What is the teacher's role. The 11th Asian Technology Conference in Mathematics (ATCM 2006), Hong Kong, China, 12-16 December 2006. Virginia. U.S.A.: Asian Technology Conference in Mathematics.
Understanding technology integration in secondary mathematics: Theorising the role of the teacher
Goos, M. E. (2006). Understanding technology integration in secondary mathematics: Theorising the role of the teacher. Digital Technologies and Mathematics Teaching and Learning: Rethinking the Terrain, Hanoi University of Technology, 3-8 December, 2006. Hanoi: Hanoi Institute of Technology.
A framework for examining numeracy education partnerships between families, schools and communities
Goos, M. E. and Lowrie, T. (2005). A framework for examining numeracy education partnerships between families, schools and communities. 4th Internat . Conf. on Mathematics Education & Sociey, Gold Coast, 2-6 July, 2005. Brisbane: Griffith Univ.
A sociocultural analysis of learning to teach
Goos, M. E. (2005). A sociocultural analysis of learning to teach. Psychology of Mathematics Education, Melbourne, Australia, 10-15 July, 2005. Melbourne, Vic., Australia: International Group for the Psychology of Mathematics Education.
Goos, M. E., Jolly, L., Lowrie, T. and Kostogriz, A. (2005). Critical perspectives on partnerships: The roles of families, schools, and communities in numeracy education. Crowne Plaza, Surfers Paradise, Gold Coast, 4-6 July, 2005. Brisbane: Grifffith Univ.
Dangerous liaisons - Home-business-school numeracy networks
Coco, A., Kostogriz, A., Goos, M. and Jolly, L. (2005). Dangerous liaisons - Home-business-school numeracy networks. Annual conference of the Australian Association for Research in Education, Sydney, Australia, 27 November-1 December 2005. Sydney: AARE.
Home school and community partnerships for numeracy education in a remote indigenous community
Goos, M. E., Jolly, L. and Kostogriz, A. (2005). Home school and community partnerships for numeracy education in a remote indigenous community. Mathematics Education and Society, Gold Coast, Australia, July 2005. Brisbane: Cen. Learning Res. Griffith Univ.
Learning to teach secondary school mathematics: A case of multiple learning environments
Goos, M. E. (2005). Learning to teach secondary school mathematics: A case of multiple learning environments. European Association for Research on Learning and Instruction, Nicosia, Cyprus, 22-27 August, 2005. Cyprus: University of Cyprus.
Jolly, L., Goos, M. E. and Smith, A. (2005). Mathematics in school and community in primary years: possible effects on choosing engineering as a career. Australasian Society for Engineering Education, Sydney, 26-29 September, 2005. Brisbane: Australasian Association for Engineering Education.
Teachers' use of technology in secondary school mathematics classrooms
Goos, M. E. and Bennison, A. B. (2005). Teachers' use of technology in secondary school mathematics classrooms. AARE 2004 International Education Research Conference, Melbourne, Vic, 28 November - 2 December, 2004. AARE Inc..
Goos, Merrilyn and Bennison, Anne (2005). The role of online discussion in building a community of practice for beginning teachers of secondary mathematics. Annual Conference of the Mathematics Education Research Group of Australasia, RMIT University, Melbourne, Australia, 7-9 July, 2005. Sydney, Australia: Mathematics Education Research Group of Australasia.
Theorising the role of experience in learning to teach secondary school mathematics
Goos, M. E. (2005). Theorising the role of experience in learning to teach secondary school mathematics. The Fifteenth ICMI Study, Brazil, 15-21 May 2005. Brazil: ICMI.
Towards numeracy across the curriculum: Integrating mathematics and science in the middle years
Goos, M. E. and Askin, C.C. (2005). Towards numeracy across the curriculum: Integrating mathematics and science in the middle years. Sunshine Coast, 21-23 September, 2005.
Arriving at interdisciplinarity
Jolly, L., Goos, M. E., Short, P. M. and Coco, A. (2004). Arriving at interdisciplinarity. AARE 2004 International Education Research Conference, Melbourne Vic, 28 November - 2 December 2004. AARE Inc..
Building partnerships with families and communities to support children's numeracy learning
Goos, M. E. and Jolly, L. (2004). Building partnerships with families and communities to support children's numeracy learning. 27th Annual Conference of the Mathematics Education Research Group of Australasia, Townsville, Qld, 27-30 June 2004. Sydney, Australia: MERGA, Inc..
Conceptualising, conducting and disseminating research for the public good
Short, P. M., Gholam, M., Goos, M. E. and Kostogriz, A. (2004). Conceptualising, conducting and disseminating research for the public good. AARE 2004 International Education Research Conference, Melbourne Vic, 28 November - 2 December 2004. AARE Inc..
Emergence of a pre-service community of practice
Goos, M. E. and Bennison, A. B. (2004). Emergence of a pre-service community of practice. Mathematics education for the third millennium : towards 2010, Jupiter's Hotel, Townsville, 27-30 June, 2004. Sydney, Australia: MERGA, Inc..
Learning to teach with technology: A sociocultural analysis
Goos, M. E. (2004). Learning to teach with technology: A sociocultural analysis. 10th International Congress on Mathematical Education, Copenhagen, Denmark, 4-11 July 2004. Copenhagen, Denmark: International Congress of Mathematical Education.
Geiger, V., Galbraith, P. L., Goos, M. E. and Renshaw, P. (2003). Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole. ICTMA 10, Beijing, 29 July - 2 August 2001. Chichester England: Horwood Publishing.
Galbraith, P. L. and Goos, M. E. (2003). From description to analysis in technology aided teaching and learning: A contribution from Zone Theory. 26th Annual Conf Mathematics Educat Res Group Australasia, Deakin University, Geelong, 6-10 July, 2003. Melbourne: Deakin University.
Learning to teach mathematics with technology: A study of beliefs in-context
Goos, M. E. (2003). Learning to teach mathematics with technology: A study of beliefs in-context. 26th Annual Conf Mathematics Educat Res Group Australasia, Deakin University, Geelong, 6-10 July, 2003. Melbourne: Deakin University.
Numeracy and curriculum integration: The case of mathematics and history
Goos, M. E. (2003). Numeracy and curriculum integration: The case of mathematics and history. Australian Association of Mathematics 2001 Virtual Conference, Canberra, January, 2001. Sydney: Australian Association of Mathematics Teachers.
Beginning teachers and technology: Developing identities as teachers
Goos, M. (2002). Beginning teachers and technology: Developing identities as teachers. 25th Annual Conference of MERGA, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.
Building learning communities to support beginning teachers use of technology
Goos, M. and Bennison, A. (2002). Building learning communities to support beginning teachers use of technology. AARE 2002 International Education Research Conference, Brisbane, 1-5 December, 2002. Coldstream, Victoria: Australian Association for Research in Education.
Galbraith, P. and Goos, M. (2002). Interpreting commonalities and differences in technology aided learning: A contribution from zone theory. 54th Conference of the C.I.E.A.E.M., Catalonia, Spain, 13-19 July 2002. Barcelona, Spain: Departmentof Didactics of Science & Maths, University of Barcelona.
Learning to teach mathematics with technology: A sociocultural analysis
Goos, M. and Galbraith, P. (2002). Learning to teach mathematics with technology: A sociocultural analysis. 54th Conference of the C.I.E.A.E.M., Catalonia, Spain, 13-19 July 2002. Barcelona, Spain: Departmentof Didactics of Science & Maths, University of Barcelona.
Geiger, V., Galbraith, P., Goos, M. and Renshaw, P. (2002). Matching the hatch: Students' choices and preferences in relation to handheld technologies and learning mathematics. 25th Annual Conference of MERGA, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.
New technologies, new pedagogies: The mathematics classroom as a learning community
Goos, M. (2002). New technologies, new pedagogies: The mathematics classroom as a learning community. Thirty-Nineth Annual Conference, Melbourne, 5-6 December 2002. Brunswick, Victoria: Mathematical Association of Victoria.
Curriculum integration in the middle school: Mathematics meets history
Goos, M. E. and Mills, M. D. (2001). Curriculum integration in the middle school: Mathematics meets history. Eighteenth Biennial Conference of The AAMT, Canberra, 15-19 January 2001. Adelaide: Australian Association of Mathematics Teachers.
Graphing calculators and mathematics: New technologies, new pedagogies?
Goos, M. E. (2001). Graphing calculators and mathematics: New technologies, new pedagogies?. NCTM's 79th Annual Meeting, Orlando, FL, 4-7 April 2001. Reston, VA: National Council of Teachers of Mathematics.
Integrating technology in mathematics learning: What some students say
Galbraith, P.L., Goos, M. E., Renshaw, P. and Geiger, V. (2001). Integrating technology in mathematics learning: What some students say. 24th Annual Conference MERGA, Sydney, 30 June - 4 July 2001. Sydney: Mathematics Education Research Group of Australasia.
Promoting collaborative inquiry in technology enriched mathematics classrooms
Goos, M. E., Galbraith, P.L., Renshaw, P. and Geiger, V. (2001). Promoting collaborative inquiry in technology enriched mathematics classrooms. Annual Meeting of the American Educational Research Association, What We Know and How We Know It, Seattle, 10-14 April 2001. Washington, DC: US Department of Education, ERIC Document Reproduction Service.
Teaching applications in technology enriched mathematics classrooms
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2001). Teaching applications in technology enriched mathematics classrooms. ICTMA 10, Beijing, 29 July - 2 August 2001. Beijing: China Society for Industrial and Applied Mathematics.
Classroom voices: Technology enriched interactions in a community of mathematical practice
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000). Classroom voices: Technology enriched interactions in a community of mathematical practice. ICME 9, Tokyo, 31 July - 6 August 2000. Tokyo: International Congress on Mathematical Education.
Collaborative problem solving in senior secondary mathematics classrooms
Goos, M. E. (2000). Collaborative problem solving in senior secondary mathematics classrooms. MERGA 23, Fremantle, 5-9 July 2000. Fremantle: Mathematics Education Research Group of Australasia.
Emergent properties of teaching-learning in technology-enriched classrooms
Galbraith, P. L., Goos, M. E., Renshaw, P. and Geiger, V. (2000). Emergent properties of teaching-learning in technology-enriched classrooms. MERGA 23, Fremantle, 5-9 July 2000. Fremantle: Mathematics Education Research Group of Australasia.
How can graphing calculators stimulate collaborative inquiry?
Goos, M. E. (2000). How can graphing calculators stimulate collaborative inquiry?. Students, Mathematics and Graphics Calculators, Sydney, 30-31 March 2000. Adelaide: Australian Association of Mathematics Teachers.
The AToMIC projects--Applications to mathematics incorporating calculators
Geiger, V. and Goos, M. E. (2000). The AToMIC projects--Applications to mathematics incorporating calculators. Fifth Asian Technology Conference in Mathematics, Chiang Mai, Thailand, 17-21 December 2000. Blacksburg VA: ATCM.
The thinking-talking-technology connection
Goos, M. E., Galbraith, P. L. and Renshaw, P. (2000). The thinking-talking-technology connection. ICME 9, Tokyo, 31 July - 6 August 2000. Tokyo:
Towards new models of teaching and learning in technology enriched mathematics classrooms
Goos, M. E. and Geiger, V. (2000). Towards new models of teaching and learning in technology enriched mathematics classrooms. Fifth Asian Technology Conference in Mathematics, Chiang Mai, Thailand, 17-21 December 2000. Blacksburg VA: ATCM.
Choosing and using technology--What can teachers learn from students' learning?
Goos, M. and Geiger, V. (1999). Choosing and using technology--What can teachers learn from students' learning?. QAMTAC '99, Rockhampton, Qld., 29 Sept - 1 Oct 1999. Brisbane: Queensland Association of Mathematics Teachers.
Technology, mathematics, and people: Interactions in a community of practice
Galbraith, P. L., Renshaw, P., Goos, M. and Geiger, V. (1999). Technology, mathematics, and people: Interactions in a community of practice. MERGA 22, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.
Understanding mathematical text through peer explanations
Goos, M. (1999). Understanding mathematical text through peer explanations. MERGA 22, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.
Goos, M. (1998). "I don't know if I'm doing it right or I'm doing it wrong!" Unresolved uncertainty in the collaborative learning of mathematics. The twenty first Annual Conference of the Mathematics Education Research Group of Australasia MERGA 21, Gold Coast, Australia, 5-8 July 1998. Brisbane, Australia: Mathematics Education Research Group of Australasia Publication.
Technology as a tool for transforming mathematical tasks
Goos, M. (1998). Technology as a tool for transforming mathematical tasks. Eighth International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA-8), Brisbane, Australia, August 1997. Chichester, England: Horwood Publishing.
Educational Studies in Mathematics
Educational Studies in Mathematics. (2011). 78 (1)
Educational Studies in Mathematics
Educational Studies in Mathematics. (2011). 77 (2-3)
Educational Studies in Mathematics
Educational Studies in Mathematics. (2011). 76 (3)
Goos, Merrilyn E., Brown, Ray and Makar, Katie eds. (2008). Navigating currents and charting directions: proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. MERGA31: navigating currents and charting directions, The University of Queensland, Brisbane, Australia, 28 June-1 July 2008. Brisbane, QLD Australia: Mathematics Education Research Group of Australasia.
M. Goos, C. Kanes and R. Brown eds. (2005). Mathematics education and society: Proceedings of the 4th International Mathematics Education and Society Conference. 4th International Mathematics Education and Society conference, Brisbane, Australia, 2005. Brisbane, Australia: Centre for Learning Research, Griffith University.
M. Goos and T. Spencer eds. (2002). Mathematics -- Making Waves: Proceedings of the Nineteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc.. 19th Biennial Conference of the Australian Association of Mathematics Teachers, Brisbane, Australia, 13-17 January 2003. Adelaide, Australia: Australian Association of Mathematics Teachers.
C. Kanes, M. Goos and E. Warren eds. (1998). Teaching Mathematics in New Times, Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Incorporated. The twenty first Annual Conference of the Mathematics Education Research Group of Australasia MERGA 21, Gold Coast, Australia, 5-8 July 1998. Brisbane, Australia: Mathematics Education Research Group of Australasia.
Numeracy teaching across the curriculum in Queensland: resources for teachers
Goos, M., Geiger, V., Bennison, A. and Roberts, J. (2015). Numeracy teaching across the curriculum in Queensland: resources for teachers. Brisbane, Australia: The University of Queensland.
Down the rabbit hole: navigating the transition from industry to academia
Wilson, Michael John, Wood, Leigh N., Solomonides, Ian, Goos, Merrilyn E. and Dixon, Peter A. (2014). Down the rabbit hole: navigating the transition from industry to academia. Learning Excellence and Development (LEAD) series Sydney, NSW, Australia: Australian Government Office for Learning and Teaching.
Mills, Martin, Goos, Merrilyn, Monk, Sue, Muspratt, Sandy, Renshaw, Peter, Gilbert, Rob, Dole, Shelley, Honan, Eileen, Nichols, Kim, Wright, Tony, Gannaway, Deanne and Sheppard, Karen (2012). A curriculum in transition: Final report for the Queensland Curriculum, Assessment and Reporting Framework (QCAR): Evaluation. Brisbane, Australia:
Goos, M., Mills, M., Gilbert, R., Gowlett, C., Wright, T., Renshaw, P., Pendergast, D., Nichols, K., McGregor, G., Khan, A., Keddie, A. and Honan, E. (2008). Queensland Curriculum, Assessment and Reporting (QCAR) Framework Evaluation Project - Phase 1 (2006-2008). Brisbane, Australia: Department of Education, Training and the Arts.
Gilbert, R. and Goos, M. (2007). Academic review of the Draft Standards for the Essential Learnings of the Queensland Curriculum, Assessment and Reporting Framework.
Building an evidence base for best practice in mathematics education
(2015–2016) University of Tasmania
Inspiring mathematics and science in teacher education
(2014–2017) OLT Enhancing the Training of Mathematics and Science Teachers Program (ETMST)
(2014–2017) Australian Catholic University
Numeracy teaching across the curriculum in Queensland: Resources for teachers
(2014–2015) Queensland College of Teachers
(2014) Queensland Department of Education, Training and Employment
The Science of Learning Research Centre
(2013–2019) ARC Special Research Initiative for a Science of Learning Research Centre
Teachers using classroom data well: Identifying key features of effective practices
(2013) Queensland College of Teachers
Enhancing numeracy learning and teaching across the curriculum
(2012–2014) ARC Discovery Projects
Practice to academy transition
(2012–2013) OLT Seed Projects
Sustaining numeracy curriculum leadership: A whole school approach
(2012) Archdiocese of Brisbane Catholic Education
(2011–2014) ARC Linkage Projects
Building the culture of evidence-based practice in teacher preparation for mathematics teaching
(2010–2011) ALTC Competitive Grants
(2010–2011) Archdiocese of Brisbane Catholic Education
Queensland Curriculum, Assessment and Reporting Framework (QCAR) Phase 2 Evaluation
(2009–2012) Education Queensland
(2009–2010) UQ FirstLink Scheme
Numeracy in the Learning Areas (Middle Years)
(2009) Department of Education and Children's Services South Australia
(2008–2009) ALTC Priority Projects
(2006–2008) Carrick Associate Fellowship
Designing Technology-Enriched Pedagogy In Secondary Mathematics Education
(2006–2008) ARC Discovery Projects
(2006–2008) Department of Education and the Arts
(2002–2004) ARC Discovery Projects
Home, School and Community Partnerships to Support Children's Numeracy
(2002–2003) Department of Education, Science, and Training
(2000–2001) UQ New Staff Research Start-Up Fund
The landscape of mathematics vocabulary in Australian secondary school mathematics classrooms
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