Vince Geiger
Biographic Data
| ID | 4685821 |
|---|---|
| NAME | Vince Geiger |
| GIVEN NAMES | Vince |
| FAMILY NAME | Geiger |
| SIGNATURE | GEIGER V |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0002-0379-4753 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Primary initial teacher education students’ views and reflections on mathematical challenge and its demands
In this article, we report on an aspect of a study related to the implementation of challenging mathematical tasks in an initial teacher education program. Challenging mathematical tasks are complex, requiring problem solving and reasoning capabilities. Data collection consisted of a survey and a focus group interview administered after the implementation of tasks. Tasks were designed to include the challenged necessary to generate student produc…
Teacher autonomy in changing the teaching of statistics and mathematics during times of disruption
Education systems worldwide are being challenged to re-examine the statistical and mathematical capabilities needed for an informed and critical citizenry, in light of disruptive phenomena such as global warming and climate change, migration, and pandemics. These phenomena are having a significant impact on the quality of life and wellbeing of citizens across the globe—and likely to continue to do so into the future. This article outlines the fin…
Principals' Leadership Content Knowledge in STEM contexts
In this paper we consider the nature of school principals' leadership content knowledge (LCK) for STEM subjects and for integrated STEM. We present a conceptualisation of STEM LCK based on aspects of principals' STEM capability and consideration of the differences between LCK and pedagogical content knowledge. Drawing on research conducted as part of the Principals as STEM Leaders project, we report findings concerning principals' LCK based on th…
Learning contexts and visions for STEM in schools
STEM education is viewed as being vital for economic prosperity and productivity; and can contribute productively to changing technological, economic, and social demands of the twenty-first Century. However, there is limited consensus on how STEM education is understood and taught, and inadequate discussion around its role in addressing global issues such as climate change, health, poverty, food security, and other STEM-related social concerns. I…
Researching Mathematical Modelling Education in Disruptive Times
A critical turn in numeracy education and practice
Research into the nature of numeracy and numeracy practice has typically been focused on the capabilities required to participate effectively within personal, civic, and work life. In this article, we document the development of numeracy theory and practice from a functional perspective through to a view that includes evaluative and decision-making capabilities now required for informed and responsible citizenship—a critical turn. We map this dev…
Researching Mathematical Modelling Education in Disruptive Times
A model for principals' STEM leadership capability
In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of…
Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks
Learning contexts and visions for STEM in schools
STEM education is viewed as being vital for economic prosperity and productivity; and can contribute productively to changing technological, economic, and social demands of the twenty-first Century. However, there is limited consensus on how STEM education is understood and taught, and inadequate discussion around its role in addressing global issues such as climate change, health, poverty, food security, and other STEM-related social concerns. I…
A model for principals' STEM leadership capability
In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of…
Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks
A model for principals' STEM leadership capability
In this paper we develop a model for the capabilities required by principals for effective Science, Technology, Engineering and Mathematics (STEM) leadership. The model underpinned a large national cross‐sectional research and development project across Australian states in both primary and secondary schools. This model is developed via synthesis of research literature across leadership and STEM education. The model consists of five dimensions of…
Researching Mathematical Modelling Education in Disruptive Times
A critical turn in numeracy education and practice
Research into the nature of numeracy and numeracy practice has typically been focused on the capabilities required to participate effectively within personal, civic, and work life. In this article, we document the development of numeracy theory and practice from a functional perspective through to a view that includes evaluative and decision-making capabilities now required for informed and responsible citizenship—a critical turn. We map this dev…
Researching Mathematical Modelling Education in Disruptive Times
Learning contexts and visions for STEM in schools
STEM education is viewed as being vital for economic prosperity and productivity; and can contribute productively to changing technological, economic, and social demands of the twenty-first Century. However, there is limited consensus on how STEM education is understood and taught, and inadequate discussion around its role in addressing global issues such as climate change, health, poverty, food security, and other STEM-related social concerns. I…
Primary initial teacher education students’ views and reflections on mathematical challenge and its demands
In this article, we report on an aspect of a study related to the implementation of challenging mathematical tasks in an initial teacher education program. Challenging mathematical tasks are complex, requiring problem solving and reasoning capabilities. Data collection consisted of a survey and a focus group interview administered after the implementation of tasks. Tasks were designed to include the challenged necessary to generate student produc…
Teacher autonomy in changing the teaching of statistics and mathematics during times of disruption
Education systems worldwide are being challenged to re-examine the statistical and mathematical capabilities needed for an informed and critical citizenry, in light of disruptive phenomena such as global warming and climate change, migration, and pandemics. These phenomena are having a significant impact on the quality of life and wellbeing of citizens across the globe—and likely to continue to do so into the future. This article outlines the fin…
Principals' Leadership Content Knowledge in STEM contexts
In this paper we consider the nature of school principals' leadership content knowledge (LCK) for STEM subjects and for integrated STEM. We present a conceptualisation of STEM LCK based on aspects of principals' STEM capability and consideration of the differences between LCK and pedagogical content knowledge. Drawing on research conducted as part of the Principals as STEM Leaders project, we report findings concerning principals' LCK based on th…
Mathematics Education and Teaching Techniques (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Computer Science (3 works) · Political science (3 works) · Public relations (3 works) · Qualitative research (3 works) · Curriculum (2 works)