Emeritus Professor Peter Galbraith

Emeritus Professor

Faculty of Humanities, Arts and Social Sciences

Overview

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.

Publications

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Supervision

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Publications

Book

Book Chapter

  • Galbraith, Peter, Holton, Derek and Turner, Ross (2020). Rising to the challenge: promoting mathematical modelling as real-world problem solving. Mathematical modelling education and sense-making. (pp. 253-263) edited by Gloria Ann Stillman, Gabriele Kaiser and Christine Erna Lampen. Cham, Switzerland: Springer. doi: 10.1007/978-3-030-37673-4_22

  • Galbraith, Peter, Stillman, Gloria Ann and Brown, Jill P. (2017). The primacy of ‘noticing’: A key to successful modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling. (pp. 83-94) edited by Gloria Ann Stillman, Werner Blum and Gabriele Kaiser. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-62968-1_7

  • Stillman, Gloria, Brown, Jill, Galbraith, Peter and Ng, Kit Ee Dawn (2016). Research into mathematical applications and modelling. Research in mathematics education in Australasia 2012-2015. (pp. 281-304) edited by Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry. Singapore, Singapore: Springer. doi: 10.1007/978-981-10-1419-2_14

  • Galbraith, Peter (2015). 'Noticing' in the practice of modelling as real world problem solving. Werner blum und seine beitrage zum modellieren im mathematikunterricht. (pp. 151-166) edited by Gabriele Kaiser and Hans-Wolfgang Henn. Wiesbaden, Germany: Springer Spektrum. doi: 10.1007/978-3-658-09532-1

  • Galbraith, Peter (2015). Modelling, education, and the epistemic fallacy. Mathematical modelling in education research and practice: cultural, social and cognitive influences. (pp. 339-349) edited by Gloria Ann Stillman, Werner Blum and Maria Salett Biembengut. Dordrecht, Netherlands: Springer. doi: 10.1007/978-3-319-18272-8

  • Stillman, Gloria, Brown, Jill P. and Galbraith, Peter (2013). Challenges in modelling challenges: intents and purposes. Teaching mathematical modelling: connecting to research and practice. (pp. 217-227) edited by Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-6540-5_19

  • Galbraith, Peter (2013). From conference to community: an ICTMA journey - the Ken Houston Inaugural Lecture. Teaching mathematical modelling: connecting to research and practice. (pp. 27-45) edited by Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown. 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. Teaching mathematical modelling: connecting to research and practice. (pp. 361-371) edited by Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-6540-5_30

  • Galbraith, Peter (2012). Making a bed to lie in: system dynamics behind university management stress. Higher education management and operational research: demonstrating new practices and metaphors. (pp. 179-208) edited by Gary Bell, Jon Warwick and Peter Galbraith. Rotterdam, Netherlands: Sense Publishers. doi: 10.1007/978-94-6091-976-3_11

  • Galbraith, Peter (2012). Making a bed to lie in: system dynamics behind university management stress. Higher education management and operational research: demonstrating new practices and metaphors. (pp. 179-207) edited by Gary Bell, Jon Warwick and Peter Galbraith. Rotterdam, The Netherlands: Sense Publishers.

  • Stillman, Gloria and Galbraith, Peter (2012). Mathematical modelling: Some issues and reflections. Mathematikunterricht im Kintext von Realitat, Kultur und Lehrerprofessionalitat: Festschrift fur Gabriele Kaiser. (pp. 97-105) edited by Werner Blum, Rita Borromeo Ferri and Katja Maab. Wiesbaden, Germany: Springer Spektrum. doi: 10.1007/978-3-8348-2389-2_11

  • Bell, Gary, Warwick, Jon and Galbraith, Peter (2012). The need for new higher education management practices and metaphors. Higher education management and operational research: demonstrating new practices and metaphors. (pp. 3-28) edited by Gary Bell, Jon Warwick and Peter Galbraith. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6091-976-3_1

  • Stillman, Gloria and Galbraith, Peter (2011). Evolution of applications and modelling in a senior secondary curriculum. Trends in teaching and learning of mathematical modelling: ICTMA 14. (pp. 689-699) edited by Gabriele Kaiser, Werner Blum, Rita Borromeo Ferri and Gloria Stillman. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-0910-2_66

  • Galbraith, Peter (2011). Modelling in tertiary education - Overview. Trends in teaching and learning of mathematical modelling: ICTMA 14. (pp. 441-444) edited by Gabriele Kaiser, Werner Blum, Rita Borromeo Ferri and Gloria Stillman. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-0910-2

  • Stillman, Gloria, Brown, Jill and Galbraith, Peter (2010). Identifying challenges within transition phases of mathematical modeling activities at Year 9. Modeling Students' Mathematical Modeling Competencies: ICTMA 13. (pp. 385-398) edited by Richard Lesh, Peter L. Galbraith, Christopher R. Haines and Andrew Hurford. New York: Springer. doi: 10.1007/978-1-4419-0561-1_33

  • Galbraith, Peter L, Stillman, Gloria and Brown, Jill (2010). Turning ideas into modeling problems. Modeling Students' Mathematical Modeling Competencies: ICTMA 13. (pp. 133-144) edited by Richard Lesh, Peter L. Galbraith, Christopher R. Haines and Andrew Hurford. New York, NY, U.S.A.: Springer. doi: 10.1007/978-1-4419-0561-1_11

  • Stillman, G., Brown, J. and Galbraith, P. (2008). Research into the teaching and learning of applications and modeling in Australasia. Research in Mathematics Education in Australasia 2004-2007. (pp. 141-164) edited by Forgasz, H., Barkatsas, A., Bishop, A. and Clarke, B.. Rotterdam: Sense Publishers.

  • Galbraith, Peter (2007). Assessment and Evaluation - Overview. Modelling and Applications in Mathematics Education. (pp. 405-408) Boston, MA: Springer. doi: 10.1007/978-0-387-29822-1_44

  • Galbraith, Peter (2007). Authenticity and Goals — Overview. Modelling and Applications in Mathematics Education. (pp. 181-184) Boston, MA: Springer. doi: 10.1007/978-0-387-29822-1_17

  • Galbraith, Peter (2007). Beyond the Low Hanging Fruit. Modelling and Applications in Mathematics Education. (pp. 79-88) Boston, MA: Springer. doi: 10.1007/978-0-387-29822-1_6

  • Galbraith, Peter L. (2007). Beyond the low hanging fruit. Modelling and Applications in Mathematics Education: The 14th ICMI Study. (pp. 79-88) edited by Blum, W., Galbraith, P. L., Henn, H. W. and Niss, M.. New York: Springer.

  • Galbraith, P., Stillman, G., Brown, J. and Edwards, I. (2007). Facilitating middle secondary modelling competencies. Mathematical Modelling: Education, Engineering and Economics. (pp. 130-140) edited by C. Haines, P. Galbraith, W. Blum and S. Khan. Chichester, United Kingdom: Horwood Publishing. doi: 10.1533/9780857099419.3.130

  • Niss, Mogens, Blum, Werner and Galbraith, Peter (2007). Introduction. Modelling and Applications in Mathematics Education. (pp. 3-32) Boston, MA: Springer. doi: 10.1007/978-0-387-29822-1_1

  • Galbraith, P. L. (2005). Mathematical modelling in education: No end to the challenge. Mathematikunterricht im Spannungsfeld von Evolution und Evaluation. (pp. 41-53) edited by H.W. Henn and G. Kaiser. Berlin: Verlag Franzbecker.

  • Galbraith, P. L. and Goos, M. E. (2004). Interpreting commonalities and differences in technology aided learning: A contribution from zone theory. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 310-317) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.

  • Goos, M. E. and Galbraith, P. L. (2004). Learning to teach mathematics with technology: A sociocultural analysis. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 282-287) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.

  • Galbraith, Peter (2003). Defending the Faith: Modelling to Increase the Accountability of Organisational Leadership. Mathematical Modelling: A Way of Life. (pp. 143-151) Elsevier Inc.. doi: 10.1533/9780857099549.3.143

  • Stillman, Gloria and Galbraith, Peter (2003). Towards constructing a measure of the complexity of application tasks. 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. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 126-140) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50016-X

  • Galbraith, Peter, Goos, Merrilyn, Renshaw, Peter and Geiger, Vince (2003). Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50015-8

  • Galbraith, P. L. (2003). Defending the faith: Modelling to increase the accountability of organisational leadership. Mathematical Modelling: A Way of Life ICTMA 11. (pp. 143-151) edited by Susan J. Lamon, Willard A. Parker and Ken Houston. Chichester England: Horwood Publishing.

  • Dunne, T. and Galbraith, P. L. (2003). Mathematical modelling as pedagogy: Impact of an immersion programme. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 16-30) edited by Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang. Chichester England: Horwood Publishing. doi: 10.1016/B978-1-904275-05-3.50007-9

  • Galbraith, P. L., Renshaw, P., Goos, M. E. and Geiger, V. S. (2003). Technology-enriched classrooms: Some implications for teaching applications and modelling. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) edited by Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang. Chichester England: Horwood Publishing.

  • Stillman, G. and Galbraith, P. L. (2003). Towards constructing a measure of the complexity of application tasks. Mathematical Modelling: A Way of Life ICTMA 11. (pp. 179-188) edited by Susan J. Lamon, Willard A. Parker and Ken Houston. Chichester England: Horwood Publishing.

  • Galbraith, P.L. and Stillman, G. (2001). Assumptions and context: Pursuing their role in modelling activity. Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology. (pp. 300-310) edited by J.F. Matos, W. Blum, K. Houston and S.P. Carreira. Chicester, UK: Horwood. doi: 10.1533/9780857099655.5.300

  • Galbraith, P. L. and Haines, C. (2001). Conceptual and procedural demands embedded in modelling tasks. Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology. (pp. 342-351) edited by J. F. Matos, W. Blum, K. Houston and S. P. Carreira. Chicester, UK: Horwood.

  • Goos, M., Galbraith, P. L. and Renshaw, P. (1999). Establishing a community of practice in a secondary mathematics classroom. Learning mathematics: from hierarchies to networks. (pp. 36-61) edited by Leone Burton. London: Falmer Press. doi: 10.4324/9780203016466-9

Journal Article

Conference Publication

PhD and MPhil Supervision

Note for students: Emeritus Professor Peter Galbraith is not currently available to take on new students.

Completed Supervision