This page provides the references for journal articles, conference proceedings and book chapters written by the CEMENT team organised into three lists:
For a more comprehensive overview of the body of work from the individuals involved in this project, please follow the links to the academic profiles from the Steering Committee page.
- Arising from the Conversations on Knowledge for Teaching Conference
- Arising from research conducted during the original CEMENT project
- Previous publications that were seminal in informing the development of the CEMENT project
For a more comprehensive overview of the body of work from the individuals involved in this project, please follow the links to the academic profiles from the Steering Committee page.
Aising from Conversations on Knowledge for Teaching
We have not published anything during the Conversations on Knowledge for Teaching era of the project yet. Please check back later.
Arising from Building a Culture of Evidence-Based Practice in Teacher Preparation for Mathematics Teaching (CEMENT)
Beswick, K., & Goos, M. (2012). Measuring pre-service primary teachers’ knowledge for teaching mathematics. Mathematics Teacher Education and Development, 14(2), 70-90
Callingham, R., Beswick, K., Chick, H., Clark, J., Goos, M., Kissane, B., Serow, P., & Thornton, S. (2012). Professional conversations among mathematics educators. (Round Table discussion). In J. Dindyal, L. Chen, & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, p. 849). Singapore: MERGA.
Callingham, R., Beswick, K., Chick, H., Clark, J., Goos, M., Kissane, B., Serow, P., Thornton, S., and Tobias, S. (2011). Beginning teachers mathematics knowledge: What is needed? in Clark, J., Kissane, B., Mousley, J., Spencer, T., and Thornton, S. (Eds.) Mathematics: Traditions and [new] practices: Proceedings of the joint conference of the Australian Association of Mathematics Teachers and the Mathematics Education Research Group of Australasia. (Vol. 2, pp. 900-907). Adelaide: AAMT & MERGA.
Callingham, R., Chick, H., & Thornton, S. (2012). (Editorial) Evidence-based approaches to developing content knowledge and pedagogical content knowledge in pre-service mathematics teacher education. Mathematics Teacher Education and Development.
Chick, H. L. (2011). God-like educators in a fallen world. Proceedings of the 2011 annual conference of the Australian Association for Research in Education (Hobart, TAS, 28 Nov – 1 Dec, 2011) (10pp.).
http://www.aare.edu.au/publications-database.php/6143/god-like-educators-in-a-fallen-world
http://www.aare.edu.au/publications-database.php/6143/god-like-educators-in-a-fallen-world
Chick, H., Baratta, W. (2011). Teachers’ strategies for demonstrating fraction and percentage equivalence, in Clark, J., Kissane, B., Mousley, J., Spencer, T., and Thornton, S. (Eds.) Proceedings of the 23rd biennial conference of The Australian Association of Mathematics Teachers Inc. and the 34th annual conference of the Mathematics Education Research Group of Australasia Inc. (pp. 183-191). Adelaide: MERGA/AAMT.
Chick, H., & Beswick, K. (2013). Educating Boris: An examination of pedagogical content knowledge for mathematics teacher educators. In V. Steinle, L. Ball, & C. Bardini (Eds.), Mathematics education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, eBook, pp. 170-177). Melbourne: MERGA, Inc.
Goos, M. (2013). Mathematical knowledge for teaching: What counts? International Journal of Mathematical Education in Science and Technology, 44, 972-983.
Thornton, S., Clark, J., & Page, S. (2012). Linking the mathematics pedagogical content knowledge of preservice primary teachers with teacher education courses. In proceedings of the 12th International Congress of Mathematics Education, Seoul,Korea: ICME
Watson, A., Chick, H. (2011). Qualities of examples in learning and teaching, ZDM, 43, 283-194.
Informing this body of work
Beswick, K., Callingham., C, and Watson, J. (2012). The nature and the development of middle school mathematics teachers' knowledge, Journal of Mathematics teacher Education, Vol. 15, No. 2, 2012: 131-157.
http://www.springerlink.com.ezproxy.utas.edu.au/content/th22781265818125/fulltext.pdf
http://www.springerlink.com.ezproxy.utas.edu.au/content/th22781265818125/fulltext.pdf
Callingham, R. (2010). Mathematics assessments in primary classrooms: Making it count, Research Conference 2010: Teaching Mathematics? Make it count. What research tells us about effective mathematics teaching and learning.
http://research.acer.edu.au/cgi/viewcontent.cgi?filename=0&article=1069&context=research_conference&type=additional
http://research.acer.edu.au/cgi/viewcontent.cgi?filename=0&article=1069&context=research_conference&type=additional
Chick, H. (2013). "Is this a five minute argument or the full half hour?" Enriching classrooms with a culture of reasoning. In S. Herbert, J. Tillyer & T. Spencer (Eds.), Mathematics: Launching futures (Proceedings of the 24th biennial conference of the Australian Association of Mathematics Teachers, pp. 65-71). Melbourne: AAMT.
Chick, H. L. (2010). Aspects of teachers’ knowledge for helping students learn about ratio. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, pp. 145-152). Fremantle, WA: MERGA.
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED520858
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED520858
Chick, H. L. (2009). Teaching the distributive law: Is fruit salad still on the menu? In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, pp. 121-128). Wellington, NZ: MERGA.
Chick, H. L. (2009). Choice and use of examples as a window on mathematical knowledge for teaching. For the Learning of Mathematics, 29 (3), 26-30.
Chick, H. L. (2007). Teaching and learning by example. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice (Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, pp. 3-21). Sydney: MERGA. [Invited keynote address]
Chick, H. L., & Pierce, R. (2013). The statistical literacy needed to interpret school assessment data. Mathematics Teacher Education and Development, 15(2), 5-26.
Chick, H., & Pierce, R. (2013). Statistical literacy: a professional skill for today’s teachers. Curriculum & Leadership Journal, 11(14), 6 September 2013.
http://www.curriculum.edu.au/leader/statistical_literacy_a_professional_skill_for_t,36535.html?issueID=12789
http://www.curriculum.edu.au/leader/statistical_literacy_a_professional_skill_for_t,36535.html?issueID=12789
Chick, H., & Pierce, R. (2012). Teaching for statistical literacy: Utilising affordances in real-world data. International Journal of Science and Mathematics Education, 10, 339 - 362. DOI: 10.1007/s10763-011-9303-2
http://www.springerlink.com.ezproxy.utas.edu.au/content/t343315n55rh8335/
http://www.springerlink.com.ezproxy.utas.edu.au/content/t343315n55rh8335/
Chick, H., & Stacey, K. (2013). Teachers of mathematics as problem-solving applied mathematicians. Canadian Journal of Science, Mathematics and Technology Education, 13 (2), 121–136. DOI: 10.1080/14926156.2013.784829
Goos, M. (2010). What Counts?: Technology and Mathematics Teaching and Learning [online], Teacher: The National Education Magazine, Oct 2010: 22-25.
http://search.informit.com.au.ezproxy.utas.edu.au/fullText;dn=386132044997699;res=IELHSS
http://search.informit.com.au.ezproxy.utas.edu.au/fullText;dn=386132044997699;res=IELHSS
Goos, M., and Geiger, V. (2010). Theoretical perspectives on mathematics teacher change, Journal of Mathematics Teacher Education, Vol. 13, No. 6, 2010: 499-507.
http://www.springerlink.com.ezproxy.utas.edu.au/content/h2317882184424pn/fulltext.pdf
http://www.springerlink.com.ezproxy.utas.edu.au/content/h2317882184424pn/fulltext.pdf
Pierce, R., Chick, H. L., & Gordon, I. (2013). Teachers’ perceptions of the factors influencing their engagement with statistical reports on student achievement data. Australian Journal of Education, 57, 237-255.
Pierce, R., & Chick, H. L. (2013). Workplace statistical literacy for teachers: Interpreting box plots. Mathematics Education Research Journal, 25, 189-205. DOI 10.1007/s13394-012-0046-3
Watson, A., & Chick, H. (2013). (Editorial). Introduction to the special issue on the role of mathematical knowledge in the work of teaching. Canadian Journal of Science, Mathematics and Technology Education. DOI: 10.1080/14926156.2013.784831
Watson, A., & Chick, H. (2011). Qualities of examples in learning and teaching. ZDM, 43, 283-194.
Watson, J., Beswick, K., Brown, N., Callingham, R., and Wright, S. (2010). Student change associated with professional learning in mathematics, Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Jul 3-7, 2010).
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED520977
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED520977
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