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: 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
Book Chapter: 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
Journal Article: 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
(2017–2020) 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
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
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
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.
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
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.
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.
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
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
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. 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
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.
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
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
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
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
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.
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.
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.
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.
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.
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.
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.
(2017–2020) 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: Emeritus Professor Peter Galbraith is not currently available to take on new students.
(2012) Doctor Philosophy — Principal Advisor
Other advisors:
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
Other advisors:
FUTURES OF EDUCATION: FEMINIST PERSPECTIVES AND CULTURAL PLURALISM
(2003) Doctor Philosophy — Associate Advisor