Fatma Nur Aktaş
(PhD) is an associate professor in the Department of Special Education at Kahramanmaras Sutcu Imam University. Her PhD and associate degrees were in mathematics education. Her research interests include mathematics values, value and valuing in education, values alignment, harmful values, culture in mathematics classrooms, mathematical language, mathematics education for blind students and students with visual impairment, inclusive classrooms, special education in mathematics classes, teachers’ training, learning trajectory, and algebraic thinking.
Anastasios (Tasos) Barkatsas
(PhD) is a senior academic in Mathematics, Statistics and STEM Education, a quantitative data analyst and the leader of the STEM, Industry 4 and Learning Sciences Research Theme in the School of Education, RMIT University, Australia. Dr Barkatsas has been the inaugural Program Director of the Master of Teaching Practice (Primary and Secondary Programs), Acting Coordinator of Higher Degrees by Research and Acting Deputy Head in the School of Education, RMIT University, Australia. He has delivered keynote addresses and published more than 150 refereed journal articles, chapters, books and conference papers and he has been a Chief Investigator in numerous competitive research grants in Australia and Europe, totaling more than $3,000,000 AUS. Dr Barkatsas is a Principal Research Fellow (Honorary) of the Hellenic Educational Evaluation Society. Dr Barkatsas has been the recipient of two prestigious scholarships of the Hellenic Democracy’s National Scholarships Foundation. He is the Series Editor of the De Gruyter-BRILL Series ‘Global Education in the 21st Century’ and an Editorial Board member in a number of international research journals. He is an international scholar in the Interdisciplinary Research Group on Digital Intelligence in Educational Processes (INDIE), University of Salamanca. Dr Barkatsas has been a visiting Professor in the Department of Mathematics and the School of Philosophy, National and Kapodistrian University of Athens, Hellenic Republic, the Mandela University, South Africa and in the School of Education, University of Salamanca, Spain.
Zahra Cooper
(PhD) works in Youth Mental Health research, with a strong focus on engaging participants, communities, and stakeholders through qualitative and mixed-methods approaches. Her postgraduate research at RMIT focused on the
Yüksel Dede
(PhD) is a professor at the Department of Mathematics Education at Gazi University. He worked at Berlin Freie University in Germany with the Alexander von Humboldt [AvH] Scholarship and the 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 Türkiye (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. Numerous articles, book chapters, translation book chapters, and conference proceedings are published nationally and internationally. His research interests include teaching 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.
Jason Dervish
Jason Dervish is a primary and secondary trained teacher, who has worked extensively with regional schools as a classroom teacher and numeracy leader. He currently divides his time between lecturing in Initial Teacher Education at Swinburne University of Technology in Melbourne and teaching in several schools in Outer Gippsland. Jason’s teaching and research interests focus on developing teacher capacity to implement literacy and numeracy as general capabilities and engaging pre-service teachers in STEM education. He attributes his work in mathematics and STEM education to the countless students he has taught over the years, all of whom have inspired him to continuously grow his practice.
Melanie is a lecturer in Career Education and Development and undertakes research to determine the career influences of students pursuing STEM careers and is currently researching the career guidance given by School Career Development Practitioners. Melanie is a qualified and registered Career Development Practitioner and Trainer/Assessor. Melanie has over 25 years’ experience working in the vocational education and training sector, working with students with an array of different learning styles and abilities.
Janine Forbes-Rolfe
is the secondary course director for Swinburne University of Technology in Melbourne. As a freelance curriculum writer, she has worked for a range of organisations including Education Services Australia, Australian Children’s Television Foundation and Australian Curriculum Assessment and Reporting Authority. Janine is a passionate advocate of Social Education, in particular Civics and Citizenship. She is the current vice president of Social Education Victoria and an active member of Social and Citizenship Education Association of Australia. Janine is also a PhD candidate from Monash University. Janine’s current teaching responsibilities include Primary and Early Years Science and Humanities. Her interest in science and mathematics education began as a Science explainer at Questacon, the National Science and Technology Centre.
Wendy Goff
(PhD) is an associate professor of Mathematics Education and deputy head of the School of Education (VIC) at Australian Catholic University. Her research explores the dynamics of adult relationships and partnerships, including their influence and impact on children’s learning and development. She uses four key vehicles to study these relationships: mathematics education; technology; early childhood education; and health and wellbeing. Throughout her career Wendy has won several awards spanning across teaching and research.
Gürcan Kaya
is a member of the faculty at the Department of Mathematics Education, Afyon Kocatepe University. He has participated in university-sponsored scientific research projects and cross-cultural research projects funded by the Scientific and Technological Research Council of Turkey (TUBITAK). He has taught a range of courses in mathematics and mathematics education. He has contributed to various academic publications, including articles, book chapters, translations, and conference proceedings, at both national and international levels. His research interest includes affective domain (e.g. values, beliefs) in mathematics education, mathematical modelling, teacher education, cultural
Gillian Kidman
(PhD) is an associate professor and research lead for the School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University. Gillian has research interests in the integration of science and mathematics, especially the disciplinary and transdisciplinary thinking of STEM and STEAM. She is well respected throughout South-East Asia, working extensively in STEM education with the South-East Asian Ministries of Education.
Huk Yuen LAW
(PhD) is an adjunct assistant professor at The Chinese University of Hong Kong (CUHK). He obtained his PhD 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, STEM in Mathematics, learner agency, authentic assessment, mentoring in education, communication in the teaching and learning of mathematics, and values in mathematics education. He is currently undertaking the MATHS VIA (Values Into Action) Project funded by the United Prime Educational Publishing (HK).
Timothy Lynch
(PhD) is the western co-head of Early Childhood Education and Primary at Yew Chung International School of Chongqing, China. He is also an UNESCO Inclusive Policy Lab (IPL) expert for education, the International Alliance for Health, Physical Education, Dance and Sport (IAHPEDS) Governor of Oceania and senior fellow of the Higher Education Academy (UK Professional Standards Framework). An active teacher, school leader and researcher, he has published widely in the field of education, including his two research books: Physical Education and Wellbeing (Springer) and The Future of Health, Wellbeing and Physical Education (Springer). Tim has 22 years’ teaching experience as a classroom teacher and school leader and eight years’ experience working full-time as a teacher/researcher in higher education. He has taught and researched in the Middle East, Africa, Asia, Europe and Australia.
Marta Martín-del-Pozo
(PhD) is an associate professor in the Department of Education at the University of Salamanca (Spain). She obtained her PhD in Education in 2018,
Juanjo Mena
(PhD) is an associate professor and head of the Department of Education at the University of Salamanca (Spain). He obtained his PhD in Educational Psychology in 2007, partly completed in the Netherlands. He obtained a post-doc position for the Technological Institute of Monterrey (Mexico) to work on ICT solutions for education and designing of MOOC s. He has been an affiliate professor in the Center for the Study of Teacher Education at the University of British Columbia (Canada). His research interests are focused on teaching practice, mentoring, practicum, and ICT. He has published 145 publications and has a 33 H index in Google Scholar. He is the Head of the Interdisciplinary Research Group on Digital Intelligence in Educational Processes (INDIE).
Rowan Nas
is a STEM and design educator with extensive experience in program and assessment development. After working as an interior architect and lecturing in commercial interiors and lighting at a private college, he turned his focus on secondary education and taught engineering studies, multimedia, robotics, and product design across a range of schools. As of 2024, Rowan is a PhD candidate at RMIT University, Melbourne, where he is developing a pedagogical framework for creativity acquisition and development within STEM learning areas. His other research interests include cognition in online learning environments, novel pedagogical methods in STEM education, and creativity acquisition in children.
Antonio Patrocinio-Braz
is a PhD student in the “Knowledge Society” program at the University of Salamanca (Spain). His research interests are focused on digital game-based language learning, serious games, teaching materials, ICT, ELL and EFL. He is a member of the Interdisciplinary Research Group on Digital Intelligence in Educational Processes (INDIE).
(PhD) is a senior lecturer in the School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University. Her areas of research and teaching interest are secondary mathematics education and STEM education. Hazel has research methodological expertise in quantitative and mixed methods. She is well respected throughout South-East Asia, working extensively in STEM education with the South-East Asian Ministries of Education.
Bin Wu
(PhD) is a senior lecturer at RMIT University. Her research interests include early childhood teaching and learning, sociology of education, educational history, and philosophy. One of her research interests focuses on how clearly defined learning intentions can enhance the effectiveness of intentional teaching strategies, leading to a deeper understanding of mathematical concepts among young children. This research aims to bridge the gap between theoretical approaches to early childhood education and practical applications, offering valuable insights for educators seeking to improve mathematics learning outcomes through intentional, well-planned teaching practices.