Fatma Nur Aktaş
is a doctor of mathematics education department at Kahramanmaras Sutcu Imam University, Turkey. Her research interest includes mathematical language, teachers training, mathematical values, value and valuing in education, mathematics education for the blind students and District students with visual impairment, inclusive classroom, learning trajectory, and algebraic thinking.
Pınar Akyıldız
is a doctor at the Department of Mathematics Education, Bartın University, Turkey. Her research interests are the affective domain (beliefs, values, and attitudes) in mathematics education, instructional explanations of mathematics teachers, teaching of mathematics concepts (statistics and linear algebra), mathematical language, and teacher education (mathematics).
Chrysoula Arcoudis
has completed studies and postgraduate studies in Education and Languages in Sydney, Australia. She has served as senior policy and curriculum officer at the NSW Department of School Education on the implementation of languages education strategic policies. She has served twice as adviser on intercultural education at the Greek Ministry of Education and has since 1997 held the position of academic and scientific adviser at the Centre for Intercultural Studies at the University of Athens working closely with schools in change culture implementation. Between 2017 and 2020, she was seconded as national expert on Roma inclusion to the Council of Europe.
Anastasios (Tasos) Barkatsas
is a Senior Academic in Mathematics, Statistics and STEM Education, a Quantitative Data Analyst and the STEM Research Project/Research Group Team Leader in the School of Education, RMIT University, Australia. Dr Barkatsas has taught mathematics education, assessment and evaluation and research methodology courses at undergraduate and postgraduate levels. Dr Barkatsas has published more than 140 refereed journal articles, chapters, books and conference papers and he has been a Chief Investigator in numerous competitive research grants in Australia and Europe, totalling more than $3,000,000. Dr Barkatsas is a Principal Research Fellow (Honorary) of the Hellenic Educational Evaluation Society, the Series Editor of the Brill Education Series “Global Education in the 21st Century” and an editorial board member in a number of international research journals.
is a research associate in the College of Education at North Carolina State University in Raleigh, North Carolina, USA.
Antonios Bouras
studied at the Pedagogical Department of Primary Education of the National and Kapodistrian University of Athens, Greece. He completed his postgraduate studies in Applied Statistics at the Department of Statistics of the Athens University of Economics and Business and his PhD in Evaluation at the Pedagogical Department of Primary Education of the National and Kapodistrian University of Athens. He is a member of the teaching staff of the Pedagogical Department of Secondary Education of the National and Kapodistrian University of Athens. He teaches the courses of School Pedagogy, Assessment and Educational Research. His research work has been published in Greek and international scientific journals and focuses on the issues of Educational Project Evaluation.
Athina Chalkiadaki
is a teacher, Doctor of Education, University of Crete, Greece, with a Master in Educational Evaluation. From 1991 until today, she has been working as a teacher in private and public schools. During the school years 2016–2020 she served as Principal of a School Unit in Primary Education. Since September 2020, she has been seconded to the Quality Assurance Authority of Primary and Secondary Education (Authority for Quality Assurance in Primary and Secondary Education of Greece). She is a member of the Audit Committee of the Hellenic Evaluation Company. She has coordinated and organized innovative educational programs in culture, environmental education and health education in the primary schools she has served. She has conducted research and participated as a speaker in conferences with presentations in the areas of educational policy, evaluation of educational work and textbooks, student self-assessment and innovative teaching methods.
Jere Confrey
is a Distinguished Professor of Mathematics Education, Emerita at North Carolina State University and the President of The Math Door. Her research focuses on articulating empirically-based learning trajectories and designing diagnostic formative assessments to deliver data on student progress digitally to students and teachers. She is an American Educational Research Foundation Research Fellow and won an Innovator of the Year award at her University. She has authored multiple software products including Math-Mapper, Function
Rebecca Cooper
is a Senior Lecturer in the Faculty of Education, Monash University, Australia. Her research is focused on teacher knowledge development considering how science teachers and science teacher educators develop knowledge throughout their career. Her research on science teachers’ pedagogical content knowledge, includes considering how teachers practiced can be developed and articulated, especially the practice of highly accomplished teachers. Rebecca is a board member of the Australasian Science Education Research Association and a panel chair for initial teacher education course accreditation for the Victorian Institute of Teaching and Australian Institute for School Leadership.
Yüksel Dede
is a faculty member at the Department of Mathematics Education, Gazi University, Turkey. He worked at Berlin Freie University in Germany with Alexander von Humboldt [AvH] Scholarship and Scientific and Technological Research Council of Turkey [TUBITAK] scholarship respectively. He has worked as a director, expert or consultant in projects supported by various public institutions in Turkey (TUBITAK, Governorships, Governorates, Provincial Directorates of National Education) and abroad (AvH-Germany, Monash University, Australia). Also he is on the board of editors and editors in many refereed national and international journals. There are numerous articles, book chapters, translation book chapters and conference proceedings published nationally and internationally. His research interests include teaching of mathematics concepts (e.g. algebra teaching), teacher education (mathematics), affective domain in mathematics education (values, motivation, and beliefs etc.), mathematical modeling, international comparative studies, research methods and application of advanced statistical techniques in mathematics education
Paul Denny
is an Associate Professor in Computer Science at the University of Auckland, New Zealand. His research interests include developing and evaluating tools for supporting collaborative learning, particularly involving student-generated resources, and exploring how students engage within these environments. Dr Denny has been recognized for contributions to teaching both nationally and internationally, receiving New Zealand’s National Tertiary Teaching Excellence Award (2009), the Computing Research and Education Association of Australasia Award for Outstanding Contributions to Teaching (2010), and the QS Reimagine Education Gold Award for ICT Tools for Learning and Teaching (2018) as well as the Overall Award (2018).
is a specialist in Mathematics and Statistics Education. Zara has broad international and national experience in research and teaching in primary and secondary mathematics and statistics. Her research focuses on psychology of maths (self-regulation, anxiety); assessment in mathematics; MEA and problem solving; virtual simulation; effectiveness of teacher education; educational big data and learning analytics; research methodology.
Ivan Fortunato
holds a Ph.D. in Human Development and Technologies (2018) and a Ph.D. in Geography (2014) both from the Universidade Estadual de São Paulo (UNESP). Ivan is a tenured professor at the Instituto Federal de São Paulo (IFSP) campus, Itapetininga, Brasil.
Linda Hobbs
is a science and STEM educator. Her research focuses on teaching out-of-field, STEM and science education, and she works with schools and teachers in a range of capacities through professional development, student programs and research.
Marj Horne
is an Adjunct Professor of Mathematics Education at The Australian Catholic University, Australia and an experienced teacher of mathematics at all levels from Early Childhood through to University. She was an active researcher on the Early Numeracy Research Project, Contemporary Teaching and Learning of Mathematics Project, and the Family School Partnerships project. Marj is currently engaged in the Reframing Mathematical Futures II project where her particular interests and expertise are in the development of evidence-based learning frameworks for Algebraic and Geometrical Reasoning and the corresponding teaching advice and activities to support targeted teaching in those areas.
Fragkiskos Kalavasis
is a mathematician, Professor of didactics of mathematics and educational engineering at the University of the Aegean Sea, Rhodes, Greece, Associate Researcher at Larequoi, Center for research in management, Université Paris-Saclay, UVSQ, Versailles, France and vice-president of the Hellenic Society of Mathematics. His work emphasizes the interactions between representations and understanding of mathematics and how this variety of interactions can be integrated into an interdisciplinary pedagogical design for reflective constructivist
Katerina Kasimatis
is a Professor in the Department of Education, School of Pedagogical and Technological Education (ASPAITE), in the field of Theory, Practice and Assessment of Teaching. She teaches “Educational Evaluation”, “Teaching Methodology”, “Didactics”, “Teaching Practice Sessions” to undergraduate and graduate students, students of the Annual Pedagogical Training Program (EPPAIK), newly appointed and experienced teachers, as well as in training seminars for administrators of Education. She is the Scientific Director of EPPAIK, Head of “Teaching Practice Sessions”, Chairperson and member of evaluation committees of Scientific and Laboratory Associates of EPPAIK (in twelve cities all over Greece). Katerina has worked as the Scientific Director of Training Programs (1995–2009). She has published in international journals, books and peer-reviewed proceedings of international and Greek conferences. Katerina is the author of Modern Educational Evaluation Forms with the use of ICT (Kallipos, 2015) and has edited two books in the field of “Teaching Methodology” and “Educational Evaluation”.
Belinda Kennedy
is a lecturer in the College STEM and School of Education at RMIT University, Australia. Belinda completed a Ph.D. in Science (Biology) at the University of Technology, Sydney Australia. Belinda has broad teaching experience in the Biological Sciences and has completed a number of STEM teaching initiatives for on-campus and off campus programs for students at year all levels. Her educational research studies in STEM have provided her with a clear understanding of the needs of industry and future students in STEM-related areas.
Gillian Kidman
is an Associate Professor of Science Education at Monash University. Dr Kidman has an international reputation in STEM teaching and curriculum design recognised by University, State and National awards. She was a Writer and Senior Advisor of the Australian Curriculum: Science, and Australian Curriculum: Biology. Gillian is particularly interested in inquiry forms of teaching and learning and the potential inquiry has for the integration of science with other disciplines – the development of STEM. Her work in the area of disciplinarity and educational inquiry provides a fertile ground for the exploration of inquiry-based learning, teaching and skill acquisition in STEM.
is an Adjunct Assistant Professor at The Chinese University of Hong Kong (CUHK). He obtained his Ph.D. in mathematics education from University of East Anglia. Dr Law taught secondary school mathematics for 23 years. Then, he taught mathematics pedagogy courses for both pre-service and in-service teachers, and also taught action research for post-graduate as well as undergraduate education students at CUHK. His research interests include mathematics teacher education, action research in education, authentic assessment, mentoring in education, communication in the teaching and learning of mathematics, and values in mathematics education.
Susan Ledger
is Professor and Dean of Education at the University of Newcastle, Australia. Professor Ledger is an advocate for the teaching profession and committed to exploring education policies and practices relating to teaching and preparing to teach diverse students and diverse contexts. Susan has a broad experiential base in rural, remote and international school settings and university contexts. Her recent endeavours focus on the affordances of simulation to prepare graduate teachers.
Kathy Littlewood
is a teacher, lecturer, early career researcher, writer and learner who has been fortunate to work across many educational sectors including secondary schools, vocational training, and higher education. Most recently, she has been working in the School of Education at RMIT University Australia, as Program Manager and teacher in the Master of Teaching Practice (Primary and Secondary) programs. Kathy’s wide range of experiences in the field has allowed her to see, develop and use authentic assessment practices first-hand in different contexts.
Jiabo Liu
is currently a Research Assistant of the Department of Mathematics and Information Technology at the Education University of Hong Kong. Jiabo obtained her Master’s degree in 2020. Her research interest is mainly in mathematics education and teacher education.
Michelle Ludecke
is a Lecturer in the Faculty of Education at Monash University, Australia. Her research explores key issues concerning transitions in teaching. These issues include the increase of ‘testing teachers’ in their transition to beginning
Tricia McLaughlin
is a nationally recognised scholar in lifelong learning and pathways. She has extensive experience in the development of these practices in workplaces and educational settings. Tricia is an active researcher and has been the recipient of many national research grants in the scholarship of learning and teaching and related areas. She has received a number of university and national teaching awards. Her research publications, including seven books, span lifelong learning, pathways and scholarship. Tricia is particularly interested in the delivery of learning and most recently has explored the significance of 21CC skills and STEM in changing educational landscapes.
Juanjo Mena
(PhD) is Associate Professor and head of the department of Education in the University of Salamanca (Spain). He is currently an affiliate professor at the Center for the Study of Teacher Education at the University of British Columbia (Canada) and research collaborator in Kazan Federal University (Russia). He is the Treasurer of the International Study Association on Teachers and Teaching (ISATT). His research interests are focused on the analysis of the teaching practice, mentoring and the practicum, Teacher Education and ICT.
Andreas Moutsios-Rentzos
is an Assistant Professor in the Department of Pedagogy and Primary Education of the National and Kapodistrian University of Athens (Ph.D. in Mathematics Education, University of Warwick, UK). He is an elected member of the International Commission for the Study and Improvement of Mathematics Teaching (CIEAEM) and an elected member of the Board of Directors of the Greek Association for Research in Mathematics Education (ENEDIM). His published work appears in international scientific journals, conference proceedings, edited volumes etc. His research interests focus on mathematical argumentation, reasoning and proving, as well as on the interactions of multiple aspects of the complex, interdisciplinary mathematical teaching-learning phenomena.
is a Senior Lecturer in Mathematics Education at the University of Tasmania, Launceston, Australia, where he teaches pre-service teachers in primary and secondary mathematics, and professional development for school and tertiary mathematics instructors. Greg is a cheerleader for mathematics and has taught mathematics at all levels from middle through to senior secondary school, and undergraduate calculus, linear algebra, and mathematics education. His research interests include the integration of technology into mathematics curricula, and the use of technology for active student-centred learning and assessment to promote peer-interaction in mathematics.
Anastasia Papadopoulou
is a philologist and holds a PhD in Educational Evaluation from the National and Kapodistrian University of Athens. Dr Papadopoulou is a graduate of the Postgraduate Studies Master’s Program “Theory, Practice and Evaluation of the Educational Project”, National and Kapodistrian University of Athens and she currently works as a Research Associate in the program and in the Open University of Greece. Dr Anastasia Papadopoulou was a member (2012–2015) of the Quality Assurance Unit (QAU) of the National and Kapodistrian University of Athens. She has been a secretary-general of the Hellenic Association for Educational Assessment since 2015. She has organized, participated and attended numerous seminars and conferences on educational evaluation and assessment.
Angela Rogers
taught in Australian Primary Schools for 10 years and has a passion for improving the teaching and learning of Mathematics. Over her teaching career, she has undertaken roles such as a Numeracy Co-ordinator, Numeracy Coach and Numeracy Intervention specialist teacher. In 2014 she completed her Ph.D. in Mathematics Education at RMIT. Her research focused on the teaching and learning of whole number place value in Years 2–6. Angela currently lectures part-time at RMIT University, Australia and enjoys linking research and practice in her work with parents, teachers and leaders.
Gráinne Ryan
is an Industry Fellow and Lecturer in Construction Management at RMIT University. Prior to this appointment in 2016, Gráinne spent ten years working in site-based construction management both in Australia and internationally. Gráinne has been recognised with a national award in the UK for her Best Practice in Site Management. Gráinne’s diverse and specialised construction and contract management experience across the many facets of site construction
Fabiano Pereira dos Santos
holds a Master’s degree in Education from the Universidade Federal de São Carlos, campus Sorocaba. He works as a Pedagogical Technician at the Secretaria da Educação do Estado de São Paulo and a teacher at the Faculdades Integradas de Itapetininga (FKB).
Rebecca Seah
is a lecturer in mathematics education at RMIT University, Australia. She has extensive teaching experience in special and mathematics education in early childhood, special, secondary, and higher education. She has authored several refereed articles, and book chapters. She was part of the research team in the Reframing Mathematical Futures II project (2014–2018) where she worked with 32 secondary schools nationally to develop an evidenced based teaching and learning framework for mathematical reasoning in the middle years. Her research interests include children’s development of geometric and measurement concepts, design-based classroom research and numeracy, and numeracy and students with special needs.
Meetal Shah
is the outreach director for The Math Door. She is interested in validation of classroom-based diagnostic assessments, learning sciences, and geometry. Before joining The Math Door, Meetal worked as a postdoctoral scholar at North Carolina State University under Dr Confrey’s supervision. Previously, Meetal had taught high school mathematics in Sydney, Australia and the mathematics methods course at the University of New South Wales. Meetal has received her Ph.D. in mathematics education from North Carolina State University.
Hazel Tan
is an academic at Monash University and part of the Mathematics, Science and Technology Academic Community. Her areas of research and teaching interest are secondary mathematics education, STEM education, and international comparative studies. Her research methodological expertise is in quantitative and mixed methods and her work on Facebook as a recruitment tool for research has gained academic interest. Hazel is also involved in international STEM education projects, teacher education, and research.
is a Lecturer in the School of Education at RMIT University in Melbourne, Australia. With an extensive career as an educator, she is particularly passionate about language education, innovative approaches for second language learning, embracing learners’ languages, and linguistic and culturally inclusive practices. Naomi’s work involves the integrated scholarship of research and education practice and often includes industry partners in schools as well as cross-School, external and international collaborations. Naomi strives for educational impact through research translation and research value creation and has been awarded grants for her work.
Dallas Wingrove
has over 20 years of experience in Academic Development. As an academic developer she has collaborated with educators across diverse disciplines, providing learning and teaching leadership to co-design and teach curriculum that is learner centred and underpinned by good practice principles in tertiary educational practice. She is currently undertaking a Ph.D. which theorises and contributes knowledge of how to foster developmental learning about teaching through peer observation. This research contributes knowledge as to how peer observation as praxis can foster developmental learning and enhance the quality of tertiary teaching.
Qiaoping Zhang
is currently an Assistant Professor in the Department of Mathematics and Information Technology at the Education University of Hong Kong (EdUHK). Before joining EdUHK, he worked at Hubei University, East China Normal University, and the Chinese University of Hong Kong. He obtained his Ph.D. from the Chinese University of Hong Kong in 2010. His research interests are mainly on affect in mathematics education, mathematics teacher education and students’ mathematical problem solving.
Xiaolei Zhang
holds a Ph.D. in Education (CUHK) and is Associate Professor at Tianjin University. Xiaolei served as post-doctoral fellow at Tsinghua University. Courses taught include qualitative research method in education, comparative education. Research areas focus on teacher learning and professional development, teacher leadership, curriculum and instruction, and educational reform. Her recent work have been published in Teachers and Teaching, Professional Development in Education, Journal of Education for Teaching.