The University of Queensland

Higher education management and operational research: demonstrating new practices and metaphors

Gary Bell, Jon Warwick and Peter Galbraith eds. (2012). Higher education management and operational research: demonstrating new practices and metaphors. Educational Futures (EDUFUT, volume 54), Rotterdam, Netherlands: Sense Publishers. doi: 10.1007/978-94-6091-976-3

Modeling students' mathematical modeling competencies: ICTMA 13

Lesh R., Galbraith P.L., Haines C.R. and Hurford A. (2010). Modeling students' mathematical modeling competencies: ICTMA 13. Boston, MA: Springer US. 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 (2007). Mathematical modelling: Education, engineering and economics - ICTMA 12. Burlington, MA United States: Elsevier Science. 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. (2004). Home, school and community partnerships to support children's numeracy. Canberra: Department of Education, Science and Training.

Mathematics-Computing Attitude Scales

Galbraith, P. L. and Haines, C. (2000). Mathematics-Computing Attitude Scales. London: Department of Continuing Education, City University.

Forecasting Teacher Supply and Demand: Searching for Shangri-la -- or chasing rainbows?

Galbraith, P. L. (1999). Forecasting Teacher Supply and Demand: Searching for Shangri-la -- or chasing rainbows?. Flaxton, Qld.: Post Pressed.

Specialist Mathematics: VCE 2000-2003 Supplement

Fitzpatrick, J. B., Galbraith, P. L. and Henry, B. (1999). Specialist Mathematics: VCE 2000-2003 Supplement. Melbourne: Heinemann.

Rising to the challenge: promoting mathematical modelling as real-world problem solving

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

The primacy of ‘noticing’: A key to successful modelling

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

Research into mathematical applications and modelling

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

'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. 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

Modelling, education, and the epistemic fallacy

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

Challenges in modelling challenges: intents and purposes

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

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. 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

The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms

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

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. 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

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. 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.

Mathematical modelling: Some issues and reflections

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

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. 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

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. 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

Modelling in tertiary education - Overview

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

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. 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

Turning ideas into modeling problems

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

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. 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.

Assessment and Evaluation - Overview

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

Authenticity and Goals — Overview

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

Beyond the Low Hanging Fruit

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

Beyond the low hanging fruit

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.

Facilitating middle secondary modelling competencies

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

Introduction

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

Mathematical modelling in education: No end to the challenge

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.

Interpreting commonalities and differences in technology aided learning: A contribution from zone theory

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.

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. 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.

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. 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. Mathematical Modelling: A Way of Life - ICTMA 11. (pp. 179-188) Horwood.

Choosing and Using Technology for Secondary Mathematical Modelling Tasks - Choosing the Right Peg for the Right Hole

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

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. 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. 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.

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. 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

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. 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.

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. 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.

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. 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

Conceptual and procedural demands embedded in modelling tasks

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.

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. Learning mathematics: from hierarchies to networks. (pp. 36-61) edited by Leone Burton. London: Falmer Press. doi: 10.4324/9780203016466-9

Developing a task design and implementation framework for fostering mathematical modelling competencies

Geiger, Vince, Galbraith, Peter, Niss, Mogens and Delzoppo, Catherine (2021). Developing a task design and implementation framework for fostering mathematical modelling competencies. Educational Studies in Mathematics, 109 (2), 313-336. doi: 10.1007/s10649-021-10039-y

It’s part of my life and the modelling process

Galligan, Linda, Axelsen, Taryn, Pennicott, Toni, Addie, Ron, Galbraith, Peter and Woolcott, Geoff (2019). It’s part of my life and the modelling process. Journal of Mathematics Teacher Education, 22 (4), 355-378. doi: 10.1007/s10857-019-09426-3

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. doi: 10.1108/09578230410517440

A most unlikely hyperbola

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

Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving

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. doi: 10.1080/00207390110040166

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. doi: 10.1080/002073900434350

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

'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.

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.

Applying mathematics with real world connections: Metacognitive characteristics of secondary students

Stillman, Gloria A. and Galbraith, Peter L. (1998). Applying mathematics with real world connections: Metacognitive characteristics of secondary students. Educational Studies in Mathematics, 36 (2), 157-194. doi: 10.1023/a:1003246329257

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

System dynamics and university management

Galbraith P.L. (1998). System dynamics and university management. System Dynamics Review, 14 (1), 69-84. doi: 10.1002/(sici)1099-1727(199821)14:1<69::aid-sdr139>3.0.co;2-t

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

Towards numeracy for the third millennium: A study of the future of mathematics and mathematics education

Galbraith P.L., Carss M.C., Grice R.D., Endean L. and Warry M.C. (1992). Towards numeracy for the third millennium: A study of the future of mathematics and mathematics education. Educational Studies in Mathematics, 23 (6), 569-593. doi: 10.1007/BF00540061

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

Factors shaping community attitudes to school mathematics: Implications for future curriculum change

Galbraith, Peter L. and Chant, D. (1990). Factors shaping community attitudes to school mathematics: Implications for future curriculum change. Educational Studies in Mathematics, 21 (4), 299-318. doi: 10.1007/BF00304261

Beyond Standard Models-Meeting the Challenge of Modelling

Galbraith, P. L. and Clatworthy, N. J. (1990). Beyond Standard Models-Meeting the Challenge of Modelling. Educational Studies in Mathematics, 21 (2), 137-163. doi: 10.1007/BF00304899

A model to inform institutional resource allocation procedures

Galbraith P.L. and Carss B. (1987). A model to inform institutional resource allocation procedures. System Dynamics Review, 3 (1), 28-33. doi: 10.1002/sdr.4260030104

Mathematics from a photograph

Galbraith P. (1987). Mathematics from a photograph. Teaching Mathematics and its Applications, 6 (2), 55-57. doi: 10.1093/teamat/6.2.55

The use of mathematical strategies: factors and features affecting performance

Galbraith P.L. (1986). The use of mathematical strategies: factors and features affecting performance. Educational Studies in Mathematics, 17 (4), 413-441. doi: 10.1007/BF00311328

Attitudes to mathematics of beginning undergraduates and prospective teachers: Some implications for education

Galbraith P.L. (1984). Attitudes to mathematics of beginning undergraduates and prospective teachers: Some implications for education. Higher Education, 13 (6), 675-685. doi: 10.1007/BF00137019

The mathematical vitality of secondary mathematics graduates and prospective teachers: A comparative study

Galbraith P.L. (1982). The mathematical vitality of secondary mathematics graduates and prospective teachers: A comparative study. Educational Studies in Mathematics, 13 (1), 89-112. doi: 10.1007/BF00305499

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. MERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, VIC, Australia, 7-11 July, 2013. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia.

Modelling as real world problem solving: Translating rhetoric into action

Galbraith, Peter (2011). Modelling as real world problem solving: Translating rhetoric into action. Mathematics: Traditions and [New] Practices: AAMT-MERGA Conference 2011, Alice Springs, NT, Australia, 3 - 7 July 2011. Wahroonga, NSW, Australia: AAMT & MERGA.

Models of modelling: Is there a first among equals?

Galbraith, Peter (2011). Models of modelling: Is there a first among equals?. Mathematics: Traditions and [New] Practices AAMT-MERGA Conference 2011, Alice Springs, Australia, 3-7 July 2011. Wahroonga, NSW, Australia: AAMT & MERGA.

Softly, softly: Curriculum change in applications and modelling in the senior secondary curriculum in Queensland

Stillman, G. and Galbraith, P. (2009). Softly, softly: Curriculum change in applications and modelling in the senior secondary curriculum in Queensland. 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Massey University, Wellington, New Zealand, 5-9 July 2009. Massey University College of Education: Mathematics Education Research Group of Australasia Incorporated.

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. 10th International Congress on Mathematical Education, Roskilde University, Denmark, 4-11 July 2004. Denmark: IMFUFA, Department of Science, Systems and Models, Roskilde University.

Some thoughts around disciplinary mathematics for teaching

Galbraith, P. (2008). Some thoughts around disciplinary mathematics for teaching. ICMI 2008, Rome, Italy, 5-8 March 2008. Rome, Italy: ICMI.

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. Mathematics: Essential Research, Essential Practice, Wrest Point Hotel Casino, Hobart, TAS, 2-6 July 2007. Adelaide, SA: MERGA Inc.

Dreaming a ‘possible dream’: More windmills to conquer

Galbraith, Peter (2007). Dreaming a ‘possible dream’: More windmills to conquer. 12th International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA 12), City University, London, UK, 10-14 July 2005. Chichester, UK: Horwood Publishing.

Applications and mathematical modeling: Meeting the challenge

Galbraith, P. L. (2005). Applications and mathematical modeling: Meeting the challenge. Eleventh National Congress of the Association for Mathematics Education of South Africa, South Africa, 27-30 June 2005. Johannesburg: Association for Mathematics Education of South Africa.

Mathematics for teaching: Some issues, some reflections

Galbraith, P. L. (2005). Mathematics for teaching: Some issues, some reflections. 5th Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning: Kingfisher Delta '05, Fraser Island, QLD, Australia, 22-26 November 2005. Philadelphia, PA, United States: Taylor & Francis.

Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole

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. ICTMA 10, Beijing, 29 July - 2 August 2001. Chichester England: Horwood Publishing.

From description to analysis in technology aided teaching and learning: A contribution from Zone Theory

Galbraith, P. L. and Goos, M. E. (2003). From description to analysis in technology aided teaching and learning: A contribution from Zone Theory. 26th Annual Conf Mathematics Educat Res Group Australasia, Deakin University, Geelong, 6-10 July, 2003. Melbourne: Deakin University.

'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. 2nd International Conference on the Teaching of Mathematics, Hersonissos, Crete, Greece, 1-6 July 2002. London: John Wiley.

Convergence or divergence? Students, maple, and mathematics learning

Galbraith, P. and Pemberton, M. (2002). Convergence or divergence? Students, maple, and mathematics learning. 25th Annual Conference of MERGA, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.

Interpreting commonalities and differences in technology aided learning: A contribution from zone theory

Galbraith, P. and Goos, M. (2002). Interpreting commonalities and differences in technology aided learning: A contribution from zone theory. 54th Conference of the C.I.E.A.E.M., Catalonia, Spain, 13-19 July 2002. Barcelona, Spain: Departmentof Didactics of Science & Maths, University of Barcelona.

Learning to teach mathematics with technology: A sociocultural analysis

Goos, M. and Galbraith, P. (2002). Learning to teach mathematics with technology: A sociocultural analysis. 54th Conference of the C.I.E.A.E.M., Catalonia, Spain, 13-19 July 2002. Barcelona, Spain: Departmentof Didactics of Science & Maths, University of Barcelona.

Matching the hatch: Students' choices and preferences in relation to handheld technologies and learning mathematics

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. 25th Annual Conference of MERGA, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.

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?. 2nd International Conference on the Teaching of Mathematics, Hersonissos, Crete, Greece, 1-6 July 2002. London: John Wiley.

Metaphor or model? Muddying the terrain of learning organisations

Galbraith, P. (2002). Metaphor or model? Muddying the terrain of learning organisations. 8th Australian and New Zealand Systems Conference, Mooloolaba, Qld, 10-12 December 2002. Maroochydore, Qld: Faculty of Business, University of the Sunshine Coast.

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?. 24th Annual Conference MERGA, Sydney, 30 June - 4 July 2001. Sydney: Mathematics Education Research Group of Australasia.

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. Annual Meeting of American Educational Research Association, Seattle, 10-14 April 2001. Washington, DC: US Department of Education.

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. 24th Annual Conference MERGA, Sydney, 30 June - 4 July 2001. Sydney: Mathematics Education Research Group of Australasia.

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. ICTMA 10, Beijing, 29 July - 2 August 2001. Beijing: China Society for Industrial and Applied Mathematics.

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. Annual Meeting of the American Educational Research Association, What We Know and How We Know It, Seattle, 10-14 April 2001. Washington, DC: US Department of Education, ERIC Document Reproduction Service.

Research-informed changes: Can research really reflect and hence inform the reality of the classroom?

Galbraith, P. L. (2001). Research-informed changes: Can research really reflect and hence inform the reality of the classroom?. AAMT's Virtual Conference 2001, virtual conference, virtual conference. Sydney: Australian Association of Mathematics Teachers.

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. ICTMA 10, Beijing, 29 July - 2 August 2001. Beijing: China Society for Industrial and Applied Mathematics.

Calculating the future: Threats and opportunities

Galbraith, P. L. (2000). Calculating the future: Threats and opportunities. Students, Mathematics and Graphics Calculators, Sydney, 30-31 March 2000. Adelaide: Australian Association of Mathematics Teachers.

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. ICME 9, Tokyo, 31 July - 6 August 2000. Tokyo: International Congress on Mathematical Education.

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. MERGA 23, Fremantle, 5-9 July 2000. Fremantle: Mathematics Education Research Group of Australasia.

Manipulator or magician: Is there a free lunch?

Galbraith, P. L. and Pemberton, M. R. (2000). Manipulator or magician: Is there a free lunch?. MERGA 23, Fremantle, 5-9 July 2000. Fremantle: Mathematics Education Research Group of Australasia.

Mathematics-computing attitude scales with a purpose

Galbraith, P. L. and Haines, C. (2000). Mathematics-computing attitude scales with a purpose. ICME 9, Tokyo, 31 July - 6 August 2000. Tokyo:

Prioritising mathematical skills for an educated workforce

Galbraith, P. L. and Haines, C. (2000). Prioritising mathematical skills for an educated workforce. CIEAEM 51, Chichester, UK, July 1999. Chichester, UK: Horwood.

Swings and roundabouts: Riding the punches of university management dilemmas

Galbraith, P. L. (2000). Swings and roundabouts: Riding the punches of university management dilemmas. International Conference on Systems Thinking in Management, Deakin University, 8-10 November 2000. Geelong, Vic: Faculty of Business and Law, Deakin University.

The thinking-talking-technology connection

Goos, M. E., Galbraith, P. L. and Renshaw, P. (2000). The thinking-talking-technology connection. ICME 9, Tokyo, 31 July - 6 August 2000. Tokyo:

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. MERGA 22, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.

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. 9th International Conference on the Teaching of Mathematical Modelling and Applications, Lisbon, 1-5 Aug 1999. Lisbon: Fac. of Sciences, Univ. of Lisbon.

Conceptual and procedural demands embedded in modelling tasks

Galbraith, P. L. and Haines, C. (1999). Conceptual and procedural demands embedded in modelling tasks. 9th International Conference on the Teaching of Mathematical Modelling and Applications, Lisbon, 1-5 Aug 1999. Lisbon: Fac. of Sciences, Univ. of Lisbon.

Futures studies: How does maths fit in?

Galbraith, P. L. (1999). Futures studies: How does maths fit in?. 36th Annual Conference of The Mathematical Association of Victoria, Melbourne, 2-3 Dec 1999. Melbourne: Mathematical Association of Victoria.

Important issues in applications and modelling

Galbraith, P. L. (1999). Important issues in applications and modelling. AAMT Virtual Conference 1999, Web-based, 20 Aug - 24 Sept 1999. Adelaide: Aust. Association of Mathematics Teachers.

Prioritising mathematical skill for an educated workforce

Galbraith, P. L., Haines, C. and Leigh, C. (1999). Prioritising mathematical skill for an educated workforce. CIEAEM 51, Chichester, UK, 21-26 July 1999. Chichester, UK: Int. Commission for the Study and Improvement of Mathematics.

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. MERGA 22, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.

Universities as learning organisations--or not!

Galbraith, P. L. (1999). Universities as learning organisations--or not!. 17th International Conference of the System Dynamics Society, Wellington, New Zealand, 20-23 July, 1999. Albany, New York: System Dynamics Society.