Professor Peter Galbraith

Honorary Professor

School of Education
Faculty of Humanities 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.

Qualifications

  • BSc, University of Melbourne
  • Doctor of Philosophy, The University of Queensland
  • Master of Science, University of Melbourne
  • Diploma in Education, University of Melbourne

Publications

  • 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

  • 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

  • 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

View all Publications

Supervision

View all Supervision

Publications

Book

Book Chapter

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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.

  • 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

  • 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.

  • 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

  • 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

  • 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

  • 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

  • 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.

  • 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.

  • 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.

  • 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.

  • 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

  • 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

  • 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

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

Journal Article

Conference Publication

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

PhD and MPhil Supervision

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

Completed Supervision