Margaret Marshman
Biographic Data
| ID | 9622979 |
|---|---|
| NAME | Margaret Marshman |
| GIVEN NAMES | Margaret |
| FAMILY NAME | Marshman |
| SIGNATURE | MARSHMAN M |
| AFFILIATIONS | University of the Sunshine Coast |
| ORCID | 0000-0002-7941-6302 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teachers of mathematics’ responses when directly asked what it means to be successful in mathematics
This paper investigates how Australian teachers of mathematics, when directly asked, conceptualise success in mathematics education, drawing on responses to an open-ended survey question. While the term success features prominently in educational policy, literature, and discourse, the meanings and manifestations attached to the concept remain under-examined. Using qualitative analysis, teacher responses were categorised into six overlapping domai…
Australian teacher educators' perceptions of integrated STEM practices and barriers in primary initial teacher education
The integration of STEM (Science, Technology, Engineering, and Mathematics) into primary education is recognised as important in research and policy discourse. However, there is limited consensus on how teacher educators prepare preservice primary teachers for integrated STEM teaching. This two-phase mixed-methods study investigated teacher educators’ practices and perceived barriers to preparing primary preservice teachers for implementing integ…
Exploring pre-service teachers’ affective-reflective skills
The performance of pre-service teachers (PSTs) is generally assessed during practicum by supervising teachers or observers who may provide subjectively different evaluations known to lack reliability and validity. This article examines a way to shift the evaluative emphasis to use of affective-reflective skills through use of a protocol that also serves to improve the emotional literacy and confidence of PSTs. The article explores variations of a…
Supporting learning in higher education with a curriculum-embedded alternate reality game
Proponents of game-based learning see potential for the inclusion of Alternate Reality Games (ARGs) in higher education. Research has shown that an ARG can support the induction and socialisation of students but engagement in educational ARGs has been disappointing. We explored whether students could learn via an ARG embedded in curriculum: if they would engage in play, and how the ARG contributed to learning. Using a theoretical framework of sit…
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Supporting learning in higher education with a curriculum-embedded alternate reality game
Proponents of game-based learning see potential for the inclusion of Alternate Reality Games (ARGs) in higher education. Research has shown that an ARG can support the induction and socialisation of students but engagement in educational ARGs has been disappointing. We explored whether students could learn via an ARG embedded in curriculum: if they would engage in play, and how the ARG contributed to learning. Using a theoretical framework of sit…
Exploring pre-service teachers’ affective-reflective skills
The performance of pre-service teachers (PSTs) is generally assessed during practicum by supervising teachers or observers who may provide subjectively different evaluations known to lack reliability and validity. This article examines a way to shift the evaluative emphasis to use of affective-reflective skills through use of a protocol that also serves to improve the emotional literacy and confidence of PSTs. The article explores variations of a…
Teachers of mathematics’ responses when directly asked what it means to be successful in mathematics
This paper investigates how Australian teachers of mathematics, when directly asked, conceptualise success in mathematics education, drawing on responses to an open-ended survey question. While the term success features prominently in educational policy, literature, and discourse, the meanings and manifestations attached to the concept remain under-examined. Using qualitative analysis, teacher responses were categorised into six overlapping domai…
Australian teacher educators' perceptions of integrated STEM practices and barriers in primary initial teacher education
The integration of STEM (Science, Technology, Engineering, and Mathematics) into primary education is recognised as important in research and policy discourse. However, there is limited consensus on how teacher educators prepare preservice primary teachers for integrated STEM teaching. This two-phase mixed-methods study investigated teacher educators’ practices and perceived barriers to preparing primary preservice teachers for implementing integ…
Computer Science (2 works) · Mathematics education (2 works) · Mathematics Education and Programs (2 works) · Pedagogy (2 works) · Psychology (2 works) · Qualitative research (2 works) · Reflective Practices in Education (2 works) · Teacher education (2 works) · Concept learning (1 work) · Connected Mathematics (1 work)