Professor Peter Galbraith has an outstanding profile in mathematics education. In research, Peter’s major contribution has been in the field of mathematical modelling and the teaching of modelling to secondary school students. Peter is widely recognised for his international leadership in mathematics education. He has served on the editorial board of Educational Studies in Mathematics since 1999.
Journal Article: Using mathematics to solve real world problems: the role of enablers
Geiger, Vincent, Stillman, Gloria, Brown, Jill, Galbriath, Peter and Niss, Mogens (2018) Using mathematics to solve real world problems: the role of enablers. Mathematics Education Research Journal, 30 1: 7-19. doi:10.1007/s13394-017-0217-3
Book Chapter: Research into mathematical applications and modelling
Stillman, Gloria, Brown, Jill, Galbraith, Peter and Ng, Kit Ee Dawn (2016). Research into mathematical applications and modelling. In Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry (Ed.), Research in mathematics education in Australasia 2012-2015 (pp. 281-304) Singapore, Singapore: Springer. doi:10.1007/978-981-10-1419-2_14
Book Chapter: 'Noticing' in the practice of modelling as real world problem solving
Galbraith, Peter (2015). 'Noticing' in the practice of modelling as real world problem solving. In Gabriele Kaiser and Hans-Wolfgang Henn (Ed.), Werner blum und seine beitrage zum modellieren im mathematikunterricht (pp. 151-166) Wiesbaden, Germany: Springer Spektrum. doi:10.1007/978-3-658-09532-1
(2017–2019) Australian Catholic University
Home, School and Community Partnerships to Support Children's Numeracy
(2002–2003) Department of Education, Science, and Training
(1998–2001) ARC Australian Research Council (Large grants)
(2012) Doctor Philosophy
Forward Theatre: Futures Studies in Drama
(2011) Master Philosophy
THE NEIGHBOURHOOD OF UNCERTAINTY; POSTSTRUCTURALISMS AND ENVIRONMENTAL EDUCATION
(2003) Doctor Philosophy
Modeling students' mathematical modeling competencies: ICTMA 13
Lesh R., Galbraith P.L., Haines C.R. and Hurford A. Modeling students' mathematical modeling competencies: ICTMA 13. Springer US, 2010. doi:10.1007/978-1-4419-0561-1
Mathematical modelling: Education, engineering and economics - ICTMA 12
Haines, Christopher, Galbraith, Peter, Blum, Werner and Khan, Sanowar Mathematical modelling: Education, engineering and economics - ICTMA 12. Burlington, MA United States: Elsevier Science, 2007. doi:10.1533/9780857099419
Home, school and community partnerships to support children's numeracy
Goos, M. E., Lincoln, D., Coco, A., Frid, S., Galbraith, P., Horne, M., Jolly, L., Kostogriz, A., Lowrie, T., Short, P. M. and Gholam, M. Home, school and community partnerships to support children's numeracy. Canberra: Department of Education, Science and Training, 2004.
Mathematics-Computing Attitude Scales
Galbraith, P. L. and Haines, C. Mathematics-Computing Attitude Scales. London: Department of Continuing Education, City University, 2000.
Forecasting Teacher Supply and Demand: Searching for Shangri-la -- or chasing rainbows?
Galbraith, P. L. Forecasting Teacher Supply and Demand: Searching for Shangri-la -- or chasing rainbows?. Flaxton, Qld.: Post Pressed, 1999.
Specialist Mathematics: VCE 2000-2003 Supplement
Fitzpatrick, J. B., Galbraith, P. L. and Henry, B. Specialist Mathematics: VCE 2000-2003 Supplement. Melbourne: Heinemann, 1999.
Research into mathematical applications and modelling
Stillman, Gloria, Brown, Jill, Galbraith, Peter and Ng, Kit Ee Dawn (2016). Research into mathematical applications and modelling. In Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry (Ed.), Research in mathematics education in Australasia 2012-2015 (pp. 281-304) Singapore, Singapore: Springer. doi:10.1007/978-981-10-1419-2_14
'Noticing' in the practice of modelling as real world problem solving
Galbraith, Peter (2015). 'Noticing' in the practice of modelling as real world problem solving. In Gabriele Kaiser and Hans-Wolfgang Henn (Ed.), Werner blum und seine beitrage zum modellieren im mathematikunterricht (pp. 151-166) Wiesbaden, Germany: Springer Spektrum. doi:10.1007/978-3-658-09532-1
Modelling, education, and the epistemic fallacy
Galbraith, Peter (2015). Modelling, education, and the epistemic fallacy. In Gloria Ann Stillman, Werner Blum and Maria Salett Biembengut (Ed.), Mathematical modelling in education research and practice: cultural, social and cognitive influences (pp. 339-349) Dordrecht, Netherlands: Springer. doi:10.1007/978-3-319-18272-8
Challenges in modelling challenges: intents and purposes
Stillman, Gloria, Brown, Jill P. and Galbraith, Peter (2013). Challenges in modelling challenges: intents and purposes. In Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown (Ed.), Teaching mathematical modelling: connecting to research and practice (pp. 217-227) Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-6540-5_19
From conference to community: an ICTMA journey - the Ken Houston Inaugural Lecture
Galbraith, Peter (2013). From conference to community: an ICTMA journey - the Ken Houston Inaugural Lecture. In Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown (Ed.), Teaching mathematical modelling: connecting to research and practice (pp. 27-45) Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-6540-5_2
Stillman, Gloria Ann, Brown, Jill P., Faragher, Rhonda, Geiger, Vince and Galbraith, Peter (2013). The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms. In Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown (Ed.), Teaching mathematical modelling: connecting to research and practice (pp. 361-371) Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-6540-5_30
Making a bed to lie in: system dynamics behind university management stress
Galbraith, Peter (2012). Making a bed to lie in: system dynamics behind university management stress. In Gary Bell, Jon Warwick and Peter Galbraith (Ed.), Higher education management and operational research: demonstrating new practices and metaphors (pp. 179-207) Rotterdam, The Netherlands: Sense Publishers.
Mathematical modelling: Some issues and reflections
Stillman, Gloria and Galbraith, Peter (2012). Mathematical modelling: Some issues and reflections. In Werner Blum, Rita Borromeo Ferri and Katja Maab (Ed.), Mathematikunterricht im Kintext von Realitat, Kultur und Lehrerprofessionalitat: Festschrift fur Gabriele Kaiser (pp. 97-105) Wiesbaden, Germany: Springer Spektrum. doi:10.1007/978-3-8348-2389-2_11
The need for new higher education management practices and metaphors
Bell, Gary, Warwick, Jon and Galbraith, Peter (2012). The need for new higher education management practices and metaphors. In Gary Bell, Jon Warwick and Peter Galbraith (Ed.), Higher education management and operational research: demonstrating new practices and metaphors (pp. 3-28) Rotterdam, The Netherlands: Sense Publishers.
Evolution of applications and modelling in a senior secondary curriculum
Stillman, Gloria and Galbraith, Peter (2011). Evolution of applications and modelling in a senior secondary curriculum. In Gabriele Kaiser, Werner Blum, Rita Borromeo Ferri and Gloria Stillman (Ed.), Trends in teaching and learning of mathematical modelling: ICTMA 14 (pp. 689-699) Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-0910-2_66
Modelling in tertiary education - Overview
Galbraith, Peter (2011). Modelling in tertiary education - Overview. In Gabriele Kaiser, Werner Blum, Rita Borromeo Ferri and Gloria Stillman (Ed.), Trends in teaching and learning of mathematical modelling: ICTMA 14 (pp. 441-444) Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-0910-2
Identifying challenges within transition phases of mathematical modeling activities at Year 9
Stillman, Gloria, Brown, Jill and Galbraith, Peter (2010). Identifying challenges within transition phases of mathematical modeling activities at Year 9. In Richard Lesh, Peter L. Galbraith, Christopher R. Haines and Andrew Hurford (Ed.), Modeling Students' Mathematical Modeling Competencies: ICTMA 13 (pp. 385-398) New York: Springer. doi:10.1007/978-1-4419-0561-1_33
Turning ideas into modeling problems
Galbraith, Peter L, Stillman, Gloria and Brown, Jill (2010). Turning ideas into modeling problems. In Richard Lesh, Peter L. Galbraith, Christopher R. Haines and Andrew Hurford (Ed.), Modeling Students' Mathematical Modeling Competencies: ICTMA 13 (pp. 133-144) New York, NY, U.S.A.: Springer. doi:10.1007/978-1-4419-0561-1_11
Research into the teaching and learning of applications and modeling in Australasia
Stillman, G., Brown, J. and Galbraith, P. (2008). Research into the teaching and learning of applications and modeling in Australasia. In Forgasz, H., Barkatsas, A., Bishop, A. and Clarke, B. (Ed.), Research in Mathematics Education in Australasia 2004-2007 (pp. 141-164) Rotterdam: Sense Publishers.
Galbraith, Peter L. (2007). Beyond the low hanging fruit. In Blum, W., Galbraith, P. L., Henn, H. W. and Niss, M. (Ed.), Modelling and Applications in Mathematics Education: The 14th ICMI Study 1 ed. (pp. 79-88) New York: Springer.
Facilitating middle secondary modelling competencies
Galbraith, P., Stillman, G., Brown, J. and Edwards, I. (2007). Facilitating middle secondary modelling competencies. In C. Haines, P. Galbraith, W. Blum and S. Khan (Ed.), Mathematical Modelling: Education, Engineering and Economics (pp. 130-140) Chichester, United Kingdom: Horwood Publishing.
Mathematical modelling in education: No end to the challenge
Galbraith, P. L. (2005). Mathematical modelling in education: No end to the challenge. In H.W. Henn and G. Kaiser (Ed.), Mathematikunterricht im Spannungsfeld von Evolution und Evaluation (pp. 41-53) Berlin: Verlag Franzbecker.
Galbraith, P. L. and Goos, M. E. (2004). Interpreting commonalities and differences in technology aided learning: A contribution from zone theory. In Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn (Ed.), A Challenge for Mathematics Education: To reconcile commonalities and differences First ed. (pp. 310-317) Barcelona: Grao.
Learning to teach mathematics with technology: A sociocultural analysis
Goos, M. E. and Galbraith, P. L. (2004). Learning to teach mathematics with technology: A sociocultural analysis. In Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn (Ed.), A Challenge for Mathematics Education: To reconcile commonalities and differences First ed. (pp. 282-287) Barcelona: Grao.
Defending the Faith: Modelling to Increase the Accountability of Organisational Leadership
Galbraith, Peter (2003). Defending the Faith: Modelling to Increase the Accountability of Organisational Leadership. In Mathematical Modelling: A Way of Life (pp. 143-151) : Elsevier Inc.. doi:10.1533/9780857099549.3.143
Towards constructing a measure of the complexity of application tasks
Stillman, Gloria and Galbraith, Peter (2003). Towards constructing a measure of the complexity of application tasks. In Mathematical Modelling: A Way of Life - ICTMA 11 (pp. 179-188) : Horwood.
Geiger, Vince, Galbraith, Peter, Renshaw, Peter and Goos, Merrilyn (2003). Choosing and Using Technology for Secondary Mathematical Modelling Tasks - Choosing the Right Peg for the Right Hole. In Mathematical Modelling in Education and Culture: ICTMA 10 (pp. 126-140) : Elsevier Inc.. doi:10.1016/B978-1-904275-05-3.50016-X
Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling
Galbraith, Peter, Goos, Merrilyn, Renshaw, Peter and Geiger, Vince (2003). Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling. In Mathematical Modelling in Education and Culture: ICTMA 10 (pp. 111-125) : Elsevier Inc.. doi:10.1016/B978-1-904275-05-3.50015-8
Defending the faith: Modelling to increase the accountability of organisational leadership
Galbraith, P. L. (2003). Defending the faith: Modelling to increase the accountability of organisational leadership. In Susan J. Lamon, Willard A. Parker and Ken Houston (Ed.), Mathematical Modelling: A Way of Life ICTMA 11 (pp. 143-151) Chichester England: Horwood Publishing.
Mathematical modelling as pedagogy: Impact of an immersion programme
Dunne, T. and Galbraith, P. L. (2003). Mathematical modelling as pedagogy: Impact of an immersion programme. In Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang (Ed.), Mathematical Modelling in Education and Culture: ICTMA 10 First ed. (pp. 16-30) Chichester England: Horwood Publishing.
Technology-enriched classrooms: Some implications for teaching applications and modelling
Galbraith, P. L., Renshaw, P., Goos, M. E. and Geiger, V. S. (2003). Technology-enriched classrooms: Some implications for teaching applications and modelling. In Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang (Ed.), Mathematical Modelling in Education and Culture: ICTMA 10 First ed. (pp. 111-125) Chichester England: Horwood Publishing.
Towards constructing a measure of the complexity of application tasks
Stillman, G. and Galbraith, P. L. (2003). Towards constructing a measure of the complexity of application tasks. In Susan J. Lamon, Willard A. Parker and Ken Houston (Ed.), Mathematical Modelling: A Way of Life ICTMA 11 (pp. 179-188) Chichester England: Horwood Publishing.
Assumptions and context: Pursuing their role in modelling activity
Galbraith, P.L. and Stillman, G. (2001). Assumptions and context: Pursuing their role in modelling activity. In J.F. Matos, W. Blum, K. Houston and S.P. Carreira (Ed.), Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology (pp. 300-310) Chicester, UK: Horwood.
Conceptual and procedural demands embedded in modelling tasks
Galbraith, P. L. and Haines, C. (2001). Conceptual and procedural demands embedded in modelling tasks. In J. F. Matos, W. Blum, K. Houston and S. P. Carreira (Ed.), Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology (pp. 342-351) Chicester, UK: Horwood.
Establishing a community of practice in a secondary mathematics classroom
Goos, M., Galbraith, P. L. and Renshaw, P. (1999). Establishing a community of practice in a secondary mathematics classroom. In Leone Burton (Ed.), Learning mathematics: from hierarchies to networks (pp. 36-61) London: Falmer Press.
Using mathematics to solve real world problems: the role of enablers
Geiger, Vincent, Stillman, Gloria, Brown, Jill, Galbriath, Peter and Niss, Mogens (2018) Using mathematics to solve real world problems: the role of enablers. Mathematics Education Research Journal, 30 1: 7-19. doi:10.1007/s13394-017-0217-3
Out of the frying pan: into the fire of post-global financial crisis (GFC) university management
Galbraith, Peter (2013) Out of the frying pan: into the fire of post-global financial crisis (GFC) university management. Higher Education Policy, 26 4: 523-550. doi:10.1057/hep.2013.12
Scoring points: goals for real world problem solving
Galbraith, Peter (2012) Scoring points: goals for real world problem solving. Australian Senior Mathematics Journal, 26 2: 51-62.
Models of modelling: genres, purposes or perspectives
Galbraith, Peter (2012) Models of modelling: genres, purposes or perspectives. Journal of Mathematical Modelling and Application, 1 5: 3-16.
Researching applications and mathematical modelling in mathematics learning and teaching
Stillman, Gloria, Brown, Jill and Galbraith, Peter (2010) Researching applications and mathematical modelling in mathematics learning and teaching. Mathematics Education Research Journal, 22 2: 1-6. doi:10.1007/BF03217561
System dynamics: A lens and scalpel for organisational decision making
Galbraith, Peter (2010) System dynamics: A lens and scalpel for organisational decision making. OR Insight, 23 2: 96-123. doi:10.1057/ori.2010.3
Things may not always be as they seem: The set shot in AFL football
Galbraith, Peter and Lockwood, Terry (2010) Things may not always be as they seem: The set shot in AFL football. Australian Senior Mathematics Journal, 24 2: 29-42.
A framework for identifying student blockages during transitions in the modelling process
Galbraith, Peter and Stillman, Gloria (2006) A framework for identifying student blockages during transitions in the modelling process. ZDM - International Journal on Mathematics Education, 38 2: 143-162. doi:10.1007/BF02655886
Students, mathematics, and technology: Assessing the present - Challenging the future
Galbraith P. (2006) Students, mathematics, and technology: Assessing the present - Challenging the future. International Journal of Mathematical Education in Science and Technology, 37 3: 277-290. doi:10.1080/00207390500321936
Organisational leadership and chaos theory: Let's be careful
Galbraith, P. L. (2004) Organisational leadership and chaos theory: Let's be careful. Journal of Educational Administration, 42 1: 9-28.
Galbraith, P. L. (2003) A most unlikely hyperbola. Australian Senior Mathematics Journal, 17 1: 62-64.
Mathematics, computers, and umbilical cords
Cretchley, P. and Galbraith, P. L. (2003) Mathematics, computers, and umbilical cords. New Zealand Journal of Mathematics, 32 Supplementary: 37-45.
Perspectives on technology mediated learning in secondary school mathematics classrooms
Goos, Merrilyn, Galbraith, Peter, Renshaw, Peter and Geiger, Vince (2003) Perspectives on technology mediated learning in secondary school mathematics classrooms. Journal of Mathematical Behavior, 22 1: 73-89. doi:10.1016/S0732-3123(03)00005-1
Goos, Merrilyn, Galbraith, Peter and Renshaw, Peter D (2002) Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49 2: 193-223. doi:10.1023/A:1016209010120
Systems thinking: A lens and scalpel for organizational learning
Galbraith, P. L. (2001) Systems thinking: A lens and scalpel for organizational learning. ERIC Document Reproduction Service, ED453186 1-15.
The keyskills agenda: Exploring implications for mathematics
Galbraith, P.L. and Haines, C. (2001) The keyskills agenda: Exploring implications for mathematics. International Journal of Mathematical Education in Science and Technology, 32 3: 337-354.
Reshaping teacher and student roles in technology-enriched classrooms
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000) Reshaping teacher and student roles in technology-enriched classrooms. Mathematics Education Research Journal, 12 3: 303-320. doi:10.1007/BF03217091
A money problem: A source of insight into problem solving action
Goos, Merrilyn, Galbraith, Peter and Renshaw, Peter (2000) A money problem: A source of insight into problem solving action. International Journal for Mathematics Teaching and Learning, April 13 1-21.
Conceptual mis(understandings) of beginning undergraduates
Galbraith, P. L. and Haines, C. (2000) Conceptual mis(understandings) of beginning undergraduates. International Journal of Mathematical Education in Science and Technology, 31 5: 651-678.
Learning organisations: Sifting the wheat from the chaff
Galbraith, P. L. (2000) Learning organisations: Sifting the wheat from the chaff. Perspectives on Educational Leadership, 10 5: 1-2.
Student knowledge and teacher perceptions of secondary mathematics graduates
Pemberton, M. R. and Galbraith, P. L. (2000) Student knowledge and teacher perceptions of secondary mathematics graduates. Australian Senior Mathematics Journal, 14 2: 4-14.
Teaching mathematics through national lotteries
Burghes, D. and Galbraith, P. L. (2000) Teaching mathematics through national lotteries. International Journal for Mathematics Teaching and Learning, February 2 1-5.
Systems thinking: A missing component in higher educational planning?
Galbraith, P. L. (1999) Systems thinking: A missing component in higher educational planning?. Higher Education Policy, 12 2: 141-157. doi:10.1016/S0952-8733(99)00004-5
Goos, Merrilyn, Renshaw, Peter and Galbraith, Peter (1998) 'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.. Australian Senior Mathematics Journal, 12 2: 20-31.
Cross-Curriculum Applications of Mathematics
Galbraith P. (1998) Cross-Curriculum Applications of Mathematics. ZDM - International Journal on Mathematics Education, 30 4: 107-109. doi:10.1007/BF02653150
Towards scientific literacy for the third millennium: A view from Australia
Galbraith P.L., Carss M.C., Grice R.D., Endean L. and Warry M. (1997) Towards scientific literacy for the third millennium: A view from Australia. International Journal of Science Education, 19 4: 447-467. doi:10.1080/0950069970190407
Do it this way! metacognitive strategies in collaborative mathematical problem solving
Goos M. and Galbraith P. (1996) Do it this way! metacognitive strategies in collaborative mathematical problem solving. Educational Studies in Mathematics, 30 3: 229-260. doi:10.1007/BF00304567
Mathematical modelling in senior school mathematics: Implementing an innovation
Clatworthy, Neville J. and Galbraith, Peter L. (1991) Mathematical modelling in senior school mathematics: Implementing an innovation. Teaching Mathematics and its Applications, 10 1: 6-28. doi:10.1093/teamat/10.1.6
Galbraith P. (1987) Mathematics from a photograph. Teaching Mathematics and its Applications, 6 2: 55-57. doi:10.1093/teamat/6.2.55
Aspects of proving: A clinical investigation of process
Galbraith P.L. (1981) Aspects of proving: A clinical investigation of process. Educational Studies in Mathematics, 12 1: 1-28. doi:10.1007/BF00386043
Students and real world applications: still a challenging mix
Galbraith, Peter (2013). Students and real world applications: still a challenging mix. In: Vicki Steinle, Lynda Ball and Caroline Bardini, MERGA36: 2013. Mathematics Education: Yesterday, Today and Tomorrow. Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia. MERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, VIC, Australia, (314-321). 7-11 July, 2013.
Modelling as real world problem solving: Translating rhetoric into action
Galbraith, Peter (2011). Modelling as real world problem solving: Translating rhetoric into action. In: Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer and Steve Thornton, Proceedings of the AAMT-MERGA Conference 2011. Mathematics: Traditions and [New] Practices: AAMT-MERGA Conference 2011, Alice Springs, NT, Australia, (931-938). 3 - 7 July 2011.
Models of modelling: Is there a first among equals?
Galbraith, Peter (2011). Models of modelling: Is there a first among equals?. In: Julie Clark, Barry Kissane, Judith Mousley, Toby Spencer and Steve Thornton, Proceedings of the AAMT-MERGA Conference 2011. Mathematics: Traditions and [New] Practices AAMT-MERGA Conference 2011, Alice Springs, Australia, (279-287). 3-7 July 2011.
Stillman, G. and Galbraith, P. (2009). Softly, softly: Curriculum change in applications and modelling in the senior secondary curriculum in Queensland. In: R. Hunter, B. Bicknell and T. Burgess, MERGA 32: Crossing Divides. 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Massey University, Wellington, New Zealand, (515-522). 5-9 July 2009.
Applications and modeling in mathematics education: Progress to celebrate - so much more to do
Galbraith, P. (2008). Applications and modeling in mathematics education: Progress to celebrate - so much more to do. In: Niss, M., Proceedings of the 10th International Congress on Mathematical Education (ICME-10). 10th International Congress on Mathematical Education, Roskilde University, Denmark, (1-17). 4-11 July 2004.
Some thoughts around disciplinary mathematics for teaching
Galbraith, P. (2008). Some thoughts around disciplinary mathematics for teaching. In: ICMI, Proceedings of the Symposium on the Occasion of the 100th Anniversary of ICMI. ICMI 2008, Rome, Italy, (1-5). 5-8 March 2008.
A framework for success in implementing mathematical modelling in the secondary classroom
Stillman, G., Galbraith, P., Brown, J. and Edwards, I. (2007). A framework for success in implementing mathematical modelling in the secondary classroom. In: Watson, J. and Beswick, K., Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australia. Mathematics: Essential Research, Essential Practice, Wrest Point Hotel Casino, Hobart, TAS, (688-697). 2-6 July 2007.
Dreaming a ‘possible dream’: More windmills to conquer
Galbraith, Peter (2007). Dreaming a ‘possible dream’: More windmills to conquer. In: C. Haines, P. Galbrait, W. Blum and S. Kha, 12th International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA 12). 12th International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA 12), City University, London, UK, (44-62). 10-14 July 2005.
Applications and mathematical modeling: Meeting the challenge
Galbraith, P. L. (2005). Applications and mathematical modeling: Meeting the challenge. In: S. Koen, A. Maclean and K. Howell, Towards a Numerate and Mathematically Literate Society. Eleventh National Congress of the Association for Mathematics Education of South Africa, South Africa, (10-13). 27-30 June 2005.
Mathematics for teaching: Some issues, some reflections
Galbraith, P. L. (2005). Mathematics for teaching: Some issues, some reflections. In: M. Bulmer, H. MacGillivray and C. Varsavsky, Proceedings of Kingfisher Delta '05. 5th Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning: Kingfisher Delta '05, Fraser Island, QLD, Australia, (7-21). 22-26 November 2005.
Geiger, V., Galbraith, P. L., Goos, M. E. and Renshaw, P. (2003). Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole. In: Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang, Mathematical Modelling in Education and Culture: ICTMA 10. ICTMA 10, Beijing, (126-140). 29 July - 2 August 2001.
Galbraith, P. L. and Goos, M. E. (2003). From description to analysis in technology aided teaching and learning: A contribution from Zone Theory. In: L. Bragg, C. Campbell, G. Herbert and J. Mousley, Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. 26th Annual Conf Mathematics Educat Res Group Australasia, Deakin University, Geelong, (364-371). 6-10 July, 2003.
'Life wasn't meant to be easy': Separating wheat from chaff in technology aided learning
Galbraith, P. (2002). 'Life wasn't meant to be easy': Separating wheat from chaff in technology aided learning. In: Proceedings of the 2nd International Conference on the Teaching of Mathematics. 2nd International Conference on the Teaching of Mathematics, Hersonissos, Crete, Greece, (). 1-6 July 2002.
Convergence or divergence? Students, maple, and mathematics learning
Galbraith, P. and Pemberton, M. (2002). Convergence or divergence? Students, maple, and mathematics learning. In: B. Barton, K.C. Irwin, M. Pfannkuch and M.O.J. Thomas, Mathematics Education in the South Pacific. 25th Annual Conference of MERGA, Auckland, (285-292). 7-10 July 2002.
Galbraith, P. and Goos, M. (2002). Interpreting commonalities and differences in technology aided learning: A contribution from zone theory. In: A Challenge for Mathematics Education: To Reconcile Commonalities and Differences. 54th Conference of the C.I.E.A.E.M., Catalonia, Spain, (115-117). 13-19 July 2002.
Learning to teach mathematics with technology: A sociocultural analysis
Goos, M. and Galbraith, P. (2002). Learning to teach mathematics with technology: A sociocultural analysis. In: J. Gimenez, G. E. FitzSimons and C. Hahn, A Challenge for Mathematics Education: To Reconcile Commonalities and Differences. 54th Conference of the C.I.E.A.E.M., Catalonia, Spain, (104-106). 13-19 July 2002.
Geiger, V., Galbraith, P., Goos, M. and Renshaw, P. (2002). Matching the hatch: Students' choices and preferences in relation to handheld technologies and learning mathematics. In: B. Barton, K.C. Irwin, M. Pfannkuch and M.O.J. Thomas, Mathematics Education in the South Pacific. 25th Annual Conference of MERGA, Auckland, (293-300). 7-10 July 2002.
Mathematics or computers? Confidence or motivation? How do these relate to achievement?
Cretchley, P. and Galbraith, P. (2002). Mathematics or computers? Confidence or motivation? How do these relate to achievement?. In: Proceedings of the 2nd International Conference on the Teaching of Mathematics. 2nd International Conference on the Teaching of Mathematics, Hersonissos, Crete, Greece, (). 1-6 July 2002.
Metaphor or model? Muddying the terrain of learning organisations
Galbraith, P. (2002). Metaphor or model? Muddying the terrain of learning organisations. In: P. Ledington and J. Ledington, ANZ Systems 2002 -- Managing Complex Systems. 8th Australian and New Zealand Systems Conference, Mooloolaba, Qld, (159-172). 10-12 December 2002.
Computers, mathematics, and undergraduates: What is going on?
Galbraith, P.L., Pemberton, M. R. and Cretchley, P. (2001). Computers, mathematics, and undergraduates: What is going on?. In: J. Bobis, B. Perry and M. Mitchelmore, Numeracy and Beyond. 24th Annual Conference MERGA, Sydney, (233-240). 30 June - 4 July 2001.
Digging beneath the surface: When manipulators, mathematics, and students mix
Galbraith, P. L. and Pemberton, M. R. (2001). Digging beneath the surface: When manipulators, mathematics, and students mix. In: ERIC Document Reproduction Service. Annual Meeting of American Educational Research Association, Seattle, (). 10-14 April 2001.
Integrating technology in mathematics learning: What some students say
Galbraith, P.L., Goos, M. E., Renshaw, P. and Geiger, V. (2001). Integrating technology in mathematics learning: What some students say. In: J. Bobis, B. Perry and M. Mitchelmore, Numeracy and Beyond. 24th Annual Conference MERGA, Sydney, (225-232). 30 June - 4 July 2001.
Mathematical modelling as pedagogy: Impact of an immersion program
Dunne, T. and Galbraith, P. L. (2001). Mathematical modelling as pedagogy: Impact of an immersion program. In: 10th International Conference on the Teaching of Mathematical Modelling and Applications. ICTMA 10, Beijing, (11-11). 29 July - 2 August 2001.
Promoting collaborative inquiry in technology enriched mathematics classrooms
Goos, M. E., Galbraith, P.L., Renshaw, P. and Geiger, V. (2001). Promoting collaborative inquiry in technology enriched mathematics classrooms. In: What We Know and How We Know It. Annual Meeting of the American Educational Research Association, What We Know and How We Know It, Seattle, (). 10-14 April 2001.
Galbraith, P. L. (2001). Research-informed changes: Can research really reflect and hence inform the reality of the classroom?. In: E. Efhymiades, Mathematics: What Changes?. AAMT's Virtual Conference 2001, virtual conference, (CD). virtual conference.
Teaching applications in technology enriched mathematics classrooms
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2001). Teaching applications in technology enriched mathematics classrooms. In: 10th International Conference on the Teaching of Mathematical Modelling and Applications. ICTMA 10, Beijing, (25-25). 29 July - 2 August 2001.
Calculating the future: Threats and opportunities
Galbraith, P. L. (2000). Calculating the future: Threats and opportunities. In: W. Morony and M. Stephens, Students, Mathematics and Graphics Calculators Into the New Millennium. Students, Mathematics and Graphics Calculators, Sydney, (152-157). 30-31 March 2000.
Classroom voices: Technology enriched interactions in a community of mathematical practice
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000). Classroom voices: Technology enriched interactions in a community of mathematical practice. In: The Use of Technology in Mathematics Education. ICME 9, Tokyo, (). 31 July - 6 August 2000.
Emergent properties of teaching-learning in technology-enriched classrooms
Galbraith, P. L., Goos, M. E., Renshaw, P. and Geiger, V. (2000). Emergent properties of teaching-learning in technology-enriched classrooms. In: J. Bana and A. Chapman, Mathematics Education Beyond 2000. MERGA 23, Fremantle, (690-690). 5-9 July 2000.
Manipulator or magician: Is there a free lunch?
Galbraith, P. L. and Pemberton, M. R. (2000). Manipulator or magician: Is there a free lunch?. In: J. Bana and A. Chapman, Mathematics Education Beyond 2000. MERGA 23, Fremantle, (267-274). 5-9 July 2000.
Mathematics-computing attitude scales with a purpose
Galbraith, P. L. and Haines, C. (2000). Mathematics-computing attitude scales with a purpose. In: 9th International Congress on Mathematical Education. ICME 9, Tokyo, (157). 31 July - 6 August 2000.
Prioritising mathematical skills for an educated workforce
Galbraith, P. L. and Haines, C. (2000). Prioritising mathematical skills for an educated workforce. In: A. Ahmed, H. Williams and J.M. Kraemer, Cultural Diversity in Mathematics (Education): CIEAEM 51. CIEAEM 51, Chichester, UK, (103-112). July 1999.
Swings and roundabouts: Riding the punches of university management dilemmas
Galbraith, P. L. (2000). Swings and roundabouts: Riding the punches of university management dilemmas. In: G. Altmann, J. Lamp, P.E.D. Love, P. Mandal, R. Smith and M. Warren, Proceedings of the International Conference on Systems Thinking in Management. International Conference on Systems Thinking in Management, Deakin University, (192-197). 8-10 November 2000.
The thinking-talking-technology connection
Goos, M. E., Galbraith, P. L. and Renshaw, P. (2000). The thinking-talking-technology connection. In: 9th International Congress on Mathematical Education. ICME 9, Tokyo, (244). 31 July - 6 August 2000.
A tale of two cities: When mathematics, computers, and students meet
Galbraith, P. L., Haines, C. and Pemberton, M. R. (1999). A tale of two cities: When mathematics, computers, and students meet. In: J. M. Truran and K. M. Truran, Making the Difference: Proceedings of the Twenty-Second Annual Conference of The Mathematics Education Research Group of Australasia. MERGA 22, Adelaide, (215-222). 4-7 July 1999.
Assumptions and context: Exploring their contribution to modelling performance
Galbraith, P. L. and Stillman, G. (1999). Assumptions and context: Exploring their contribution to modelling performance. In: ICTMA 9. 9th International Conference on the Teaching of Mathematical Modelling and Applications, Lisbon, (22). 1-5 Aug 1999.
Conceptual and procedural demands embedded in modelling tasks
Galbraith, P. L. and Haines, C. (1999). Conceptual and procedural demands embedded in modelling tasks. In: ICTMA 9. 9th International Conference on the Teaching of Mathematical Modelling and Applications, Lisbon, (19). 1-5 Aug 1999.
Futures studies: How does maths fit in?
Galbraith, P. L. (1999). Futures studies: How does maths fit in?. In: Mathematics Across the Ages. 36th Annual Conference of The Mathematical Association of Victoria, Melbourne, (9). 2-3 Dec 1999.
Important issues in applications and modelling
Galbraith, P. L. (1999). Important issues in applications and modelling. In: AAMT Virtual Conference 99 Proceedings (CD-ROM). AAMT Virtual Conference 1999, Web-based, (). 20 Aug - 24 Sept 1999.
Prioritising mathematical skill for an educated workforce
Galbraith, P. L., Haines, C. and Leigh, C. (1999). Prioritising mathematical skill for an educated workforce. In: Cultural Diversity in Mathematics (Education). CIEAEM 51, Chichester, UK, (49-50). 21-26 July 1999.
Technology, mathematics, and people: Interactions in a community of practice
Galbraith, P. L., Renshaw, P., Goos, M. and Geiger, V. (1999). Technology, mathematics, and people: Interactions in a community of practice. In: J. M. Truran and K. M. Truran, Making the Difference: Proceedings of the Twenty-Second Annual Conference of The Mathematics Education Research Group of Australasia. MERGA 22, Adelaide, (223-230). 4-7 July 1999.
Universities as learning organisations--or not!
Galbraith, P. L. (1999). Universities as learning organisations--or not!. In: R. Y. Cavana, J. A. M. Vennix, E. A. J. A. Rouwette, M. Stevenson-Wright and J. Candlish, Systems Thinking for the Next Millennium. 17th International Conference of the System Dynamics Society, Wellington, New Zealand, (115). 20-23 July, 1999.
(2017–2019) Australian Catholic University
Home, School and Community Partnerships to Support Children's Numeracy
(2002–2003) Department of Education, Science, and Training
(1998–2001) ARC Australian Research Council (Large grants)
(1998) UQ External Support Enabling Grant
(1997) UQ External Support Enabling Grant
(1995–1996) ARC Australian Research Council (Large grants)
Note for students: Professor Peter Galbraith is not currently available to take on new students.
(2012) Doctor Philosophy — Principal Advisor
Forward Theatre: Futures Studies in Drama
(2011) Master Philosophy — Principal Advisor
THE NEIGHBOURHOOD OF UNCERTAINTY; POSTSTRUCTURALISMS AND ENVIRONMENTAL EDUCATION
(2003) Doctor Philosophy — Principal Advisor
ASSESSING HIGHER ORDER MATHEMATICAL THINKING THROUGH APPLICATIONS
(2002) Doctor Philosophy — Principal Advisor
(2009) Doctor Philosophy — Associate Advisor
FUTURES OF EDUCATION: FEMINIST PERSPECTIVES AND CULTURAL PLURALISM
(2003) Doctor Philosophy — Associate Advisor