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Associate Professor Judy Anderson

BA(Macquarie), BSc(Sydney), MEd(Sydney), PhD(ACU National)

Associate Professor, Mathematics Education

Curriculum Coordinator, Secondary Mathematics

Associate Dean Learning and Teaching

Email:

Phone: +61 2 9351 6264

Fax: +61 2 9351 2606

Building.Room: A35.817

Research interests

Research on teaching and learning

  • Learning and teaching in higher education
  • Mathematics and science
  • Teacher education and professional learning

Keywords

mathematics, teacher professional development, teachers' beliefs and practices, student motivation and engagement, problem solving


Professional biography

Judy is Associate Professor in mathematics education and Associate Dean of Learning and Teaching. She represents the Division of Humanities and Social Sciences on the University SEG Education Committee and represents the Faculty on the University Academic Board.

In her role as secondary mathematics curriculum coordinator, Judy has been teaching and researching at the University of Sydney for ten years. Prior to that, she worked at the Board of Studies NSW as a Senior Curriculum Officer, responsible for the development of the mathematics syllabuses for NSW schools. As a past President of the Australian Association of Mathematics Teachers (AAMT) and a member of the Executive Committee from 2007 to 2010, she provided leadership and ongoing support for teachers of mathematics throughout Australia. This was a critical role at a time of national curriculum development in Australia and the development of national testing regimes. 

Judy has conducted research into inservice and preservice teachers' beliefs and practices with a particular focus on problem solving. With colleagues in the Faculty she is undertaking research into middle years students' motivation and engagement in mathematics as well as middle years teachers' inquiry-based learning. She has worked in many primary and secondary schools as a critical friend and academic partner. Judy is also exploring teachers' use of NAPLAN data as well as teachers' perceptions of pre-service teachers' readiness to teach during their first professional experience.


Awards

  • Exceptional Service Award to the Profession 2012 from the Professional Teachers' Council NSW

  • Outstanding Professional Service Award 2005 from the Professional Teachers’ Council of NSW 

  • Excellence in Teaching Award 2004 from the Faculty of Education and Social Work

  • Outstanding Educational Research Award 2001 from the NSW Institute for Educational Research

  • ARC Linkage (2011-2014) ETM Project - Empowering Teachers of Mathematics. With A/Prof Janette Bobis & Dr Jenni Way

  • ARC Linkage (2007-2011) MYTEAM Project - Middle Years Transition, Engagement & Achievement in Mathematics. With Prof. Andrew Martin, A/Prof Janette Bobis & Dr Jenni Way

  • Australian Commonwealth Postgraduate Research Award 1997-1999, Australian Catholic University

  • Life Membership 2001 from the Mathematical Association of NSW


Professional and community roles

  • Member of the Executive of the Australian Curriculum Studies Association (2010-2014)

  • Member of the Numeracy and Mathematics Committee for the Catholic Education Office, Sydney (since 2005)

  • Editorial Panel, Australian Senior Mathematics Journal (since 2010)

  • Member of the Board of Studies NSW K-10 Mathematics Board Curriculum Committee (2010-2014)

  • Co-editor, the Mathematics Teacher Education and Development Journal (2010-2012)

  • Member of the University of Sydney SEG Education Committee (since 2011)

  • University of Sydney Academic Board Member (2012-2013)

  • Management Committee of the University of Sydney Institute for Innovation in Science and Mathematics Education (IISME)


Current projects

  • MYTEAM: Middle Years Transition, Engagement and Achievement in Mathematics Project. Funded by the Australian Research Council (Linkage ARC with CEO Sydney)with Prof. Andrew Martin, A/Prof. Janette Bobis & Dr Jenni Way
  • Teachers' use of NAPLAN data in secondary mathematics contexts with A/Prof. Paul White (ACU National)
  • Preservice teachers' knowledge and beliefs of mathematical problem solving with academics from Hong Kong and Singapore.
  • ETM: Empowering Teachers of Mathematics Project funded by the Australian Research Council (ARC Linkage with CSO Broken Bay Diocese) with A/Prof. Janette Bobis and Dr Jenni Way
  • Comparing secondary mathematics student teachers’ perceptions of their readiness to teach with their cooperating teachers' perceptions during their first professional experience (Faculty Teaching Inquiry Grant)

Current research students

Project title Degree Research student
The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong. PhD Wing Yee Lo
Formation of Mathematics Identity and its impact on Students’ choice of Study in the Senior Secondary years PhD Gavin Little
Science pre-service teachers' beliefs about inquiry. (Associate Supervisor) EdD Katherine Anderson
The changing influences on interest and motivation to learn mathematics during secondary school. PhD Kester Lee

Selected publications

Book chapters

  • Anderson, J. (in press). Mathematics curriculum development in the Australian context: The introduction of the first national curriculum. In Y. Li & G. Lappan (Ed.), Mathematics Curriculum in School Education Springer.
  • Anderson, J., White, P., & Wong, M. (2012). Mathematics curriculum in the schooling years. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees (Ed.), Research in Mathematics Education in Australasia 2008-2011 (pp. 219–244), Rotterdam: SENSE.
  • Bobis, J., Anderson, J., Martin, A., & Way, J. (2011). A model for mathematics instuction to enhance student motivation and engagement. In D. J. Brahier (Ed.), Motivation and disposition: Pathways to learning mathematics (pp. 31–42), Reston, VA: NCTM.
  • Anderson, J. (2010). Collaborative problem solving as modelling in the primary years of schooling.. In Kaur, B., & Dindyal, J. (Ed.), Mathematical applications and modelling. (pp. 78–93), Singapore: World Scientific.
  • Hoban, G., Herrington, T., Kervin, L., Ewing, R., Anderson, J., & Smith, D. (2010). Final report of evaluative inquiry into the sustainability of professional learning through school-based action learning.. In A. Campbell & S. Groundwater-Smith (Ed.), Action Research in Education, Volume III, Key Examples of Action Research in Schools within Different National Settings (pp. 103–120), London: SAGE.
  • Smith, D., & Anderson, J. (2009). Communicating with adolescents: Through the middle years.. In R. Ewing, T. Lowrie & J. Higgs (Ed.), Teaching and Communicating: Rethinking Professional Experiences (pp. 197–206), South Melbourne: Oxford University Press.
  • Anderson, J, Bobis, J, Way, J. (2008). Teachers as learners: Building knowledge in and through the practice of teaching mathematics. In H. Forgasz, A. Barktasas, A. Bishop, B. Clarke, S. Keast, W.T. Seah, P. Sullivan, S. Willis, (Ed.), Research in Mathematics Education in Australasia 2004-2007 (Vol. 12, pp. 313–334), Rotterdam, Netherlands: Sense Publishers.
  • Anderson, J., & White, P. (2004). Problem solving in learning and teaching mathematics. In B. Perry, G. Anthony & C. Diezmann (Ed.), Research in mathematics education in Australasia 2000-2003 (pp. 127–150), Flaxton, Qld: Post Pressed.

Journal articles

  • Zuber, N., & Anderson, J. (in press). The initial response of secondary mathematics teachers to a one-to-one laptop program. Mathematics Education Research Journal.
  • Hendry, G., & Anderson, J . (in press). Helping students understand the standards of work expected in an essay: Using exemplars in mathematics pre-service education classes. Assessment and Evaluation in Higher Education.
  • White, P., & Anderson, J. (2012). Pressure to perform: Reviewing the use of data through professional learning conversations. Mathematics Teacher Education and Development, 14(1), 60–77.
  • Lee, K., & Anderson, J. (2012). Secondary students' mathematics homework beliefs and behaviours: A pilot study. Curriculum Perspectives, 32(3), 48–60.
  • Martin, A., Anderson, J., Bobis, J., Way, J., & Vellar, R. (2012). Switching on and switching off in mathematics: An ecological study of future intent and disengagement amongst middle school students. Journal of Educational Psychology, 104(1), 1–18.
  • Anderson, J. (2011). Do I have to write an essay? I'm going to be a maths teacher. Synergy, 31, 4–8.
  • Anderson, J. (2011). Implementing the proficiency strands from the draft Australian Curriculum: Mathematics K-10. Reflections, 36(1), 1–5.
  • Martin, A., Bobis, J., Anderson, J., Way, J., & Vellar, R. (2011). Patterns of multilevel variance in psycho-educational phenomena: Exploring motivation, engagement, climate, teacher and achievement factors. German Journal of Educational Psychology, 25(1), 49–61.
  • Anderson, J. (2010). Problem solving in the Australian mathematics curriculum: What have we learnt from other countries?. Curriculum Leadership, 8(1).
  • White, P., Anderson, J., & Harte, J. (2010). NAPLAN: A springboard for improving numeracy learning outcomes. Reflections, 35(1), 16–19.
  • Anderson, J. (2009). Using NAPLAN items to develop students' thinking skills and build confidence. The Australian Mathematics Teacher, 65(4), 17–23.
  • Anderson, J, White, P, Sullivan, P. (2005). Using a schematic model to represent influences on, and relationships between, teachers' problem-solving beliefs and practices. Mathematics Education Research Journal, 17(2), 9–38.

Conference papers

  • White, P., & Anderson, J. (2011). Teachers' use of national test data to focus numeracy instruction.. In J. Clarke, B. Kissane, J. Mousley, T. Spencer, & S. Thornton Mathematics traditions and (new) practices. Proceedings of the 23rd Biennial Conference of the Australian Association of Mathematics Teachers and the 34th Annual conference of the Mathematics Education Research Group of Australasia (2pp. 777–785). Alice Springs, 3-7 July 2011.
  • Anderson, J. (2011). Implementing problem solving in Australian classrooms: Addressing students' and teachers' beliefs. In J. Clarke, B. Kissane, J. Mousley, T. Spencer, & S. Thornton Mathematics traditions and (new) practices. Proceedings of the 23rd Biennial Conference of the Australian Association of Mathematics Teachers and the 34th Annual conference of the Mathematics Education Research Group of Australasia (2pp. 885–891). Alice Springs, 3-7 July 2011.
  • Lo, W. Y., & Anderson, J. (2010). Beyond the curriculum: The mathematics beliefs of pre-service primary teachers in Hong Kong. In Sparrow, L., Kissane, B., & Hurst, C. Shaping the future of mathematics education. (2pp. 657–664). Fremantle, 3-7 July 2010.
  • Anderson, J. (2009). Mathematics curriculum development and the role of problem solving. In K. Schoo Curriculum: A National Conversation. Canberra, 2-4 October 2009.
  • Anderson, J. (2009). Using NAPLAN items to develop students' thinking skills and build confidence. In C. Hurst, M. Kemp, B Kissane, L. Sparrow & T. Spencer Mathematics: It's Mine. Proceedings of the 22nd Biennial Conference of the Australian Association of Mathematics Teachers (1pp. 45–52). Fremantle, 13-16 July 2009.
  • Way, J, Bobis, J, Anderson, J, Martin, A.J. (2008). Middle years transition, engagement and achievement in mathematics: The MYTEAM project. In Figueras O, Cortina JL, Alatorre S, Rojano T, Sepulveda A International Group for the Psychology of Mathematics Education. Proceedings of the Joint Meeting of PME 32 and PME – NA XXX (pp. 401–408). Morelia, Mexico, 17-21 July 2008.
  • Anderson, J. (2008). Teachers’ motivation to attend voluntary professional development in K-10 mathematics. In Goos M, Brown R, Makar K Navigating Currents and Charting Directions. Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (pp. 51–58). Adelaide, 28 June-1 July 2008.
  • Anderson, J, Wong, M. (2007). Teaching Common Fractions in Primary School: Teachers’ Reactions to a New Curriculum. In Jeffery, PL AARE Conference - 2006 Papers by Papercode (pp. 1–12). Adelaide Australia, 27-30 Nov 2006.
  • Anderson, J. (2007). Learning difficulties in middle years mathematics: Teaching approaches to support learning and engagement. In Milton K, Reeves H, Spencer T. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers (pp. 47–52). Hobart, Tasmania, 6-9 July 2007.
  • Bobis, J, Anderson, J. (2006). Reform-oriented teaching practices and the influence of school context. In Grootenboer, P., Zevenbergen, R., Chinnappan, M. Identities Cultures and learning spaces. Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia (pp. 92–98). Canberra, 1-5 Jul 2006.
  • Moore, M, Anderson, J. (2006). Evaluating the professional learning of secondary mathematics teachers: Reflecting on their reflections!. In Jeffery, PL AARE Education Research. Creative Dissent: Constructive Solutions. Parramatta, 27Nov-1 Dec 2005.
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