Vince Geiger is a professor of mathematics education within the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. He is the Leader of the STEM Education: Design and Growth Across the Disciplines program within ILSTE &ndash an interdisciplinary research space focused on the enabling and transformative role of mathematics within the STEM disciplines and other areas of human endeavour. His work is driven by awareness that the capacity to know and use mathematics confidently is important for an individual's career prospects and their empowerment as informed citizens. This awareness has inspired over 100 peer reviewed research publications that address the interests of both research and professional audiences.
Vince joined ACU in 2005 after a successful 22 year career as a secondary school teacher of mathematics and science. Over that time he held national positions such as President of the Australian Association of Mathematics Teachers and Chair of the National Education Forum. It was in these roles that he became aware of the &ldquobig&rdquo problems in mathematics education that needed to be addressed through research. His research interests have developed from this point to include: the teaching and learning of mathematics and its applications &ndash numeracy and mathematical modeling the use of digital tools as enablers of mathematical understanding STEM literacy and capability and teacher professional learning. The approach he takes to research is underpinned by socio-cultural principles of learning/teaching, usually realized through mixed methods designs.
Vince's research has been supported by $4 million of external competitive funding, including leadership of two ARC Discovery projects and one DECRA. Other recent projects include:  2018-2020 &ndash Principals as STEM Leaders (Department of Education and Training) 2018-2023 - Numeracy Expert Group for the implementation of the 2nd cycle of PIAAC (OECD) 2015-2017 &ndash Opening Real Science (OLT) 2018-2020 &ndash Review of the PIAAC numeracy assessment framework (OECD) and 2015-2016 &ndash Building an evidence base for national best practice in mathematics education (Office of the Chief Scientist). He is a past Associate Editor of the Mathematics Education Research Journal, a current member of the Editorial Board for International Journal of Science and Mathematics Education and a member of the Executive Committee of the International Community of Teachers of Mathematical Modeling and Applications.
The excellence of his research was recognised by a Mathematics Education Research Group of Australasia Research Award in 2017. His work was further recognised by selection as the Giovanni Prodi Guest Professorship at Wurzburg University in 2018/2019. While his focus is now on research, Vince has always maintained a close link with the mathematics teaching profession His tertiary teaching expertise has been recognised through an ALTC Citation for Outstanding Contributions to Student Learning in 2009.
Vince supervises higher degree research students in science and mathematics education.
2017:  Mathematics Education Research Group of Australasia Research Award (MERGA) - for a significant recent contribution to mathematics education research
2015: Research Excellence Award - ACU Faculty of Education and Arts
2009: ALTC Citation for Outstanding Contributions to Student Learning
1995:  Practical Implications Award - Sponsored by Curtin University and the Mathematics Education Research Group of Australasia. Awarded for a research paper with the potential for direct application in school classrooms.
Vince is in demand as a speaker at local, national and international conferences. A selection of invited preseantions apprears below.
Geiger, V. (2017, July). Response to keynote: Jarmila Novotna, Problem solving through heuristic strategies as away to make all pupils engaged at The 41st Conference of the International Group for the Psychology of Mathematics Education, Singapore
Geiger, V. (2017, July). Response to keynote: Cyril Julie, The deployment of Mathematics in areas other than those normally associated with mathematical modelling and the applications of mathematics at the International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA-18)
Geiger, V., Goos, M. & Forgasz, H. (2016, July). Mathematical Literacy from and International Perspective. Plenary presented within the Topic Study Group Mathematical Literacy at the Thirteenth Congress on Mathematics Education. Hamburg: ICME.
Geiger, V. (2015, September). Enhancing the Opportunities of Curriculum Change: Introducing Numeracy across the Curriculum. Keynote presentation at the Action Learning Research in Literacy and Numeracy Conference. Brisbane: Brisbane Catholic Education.
Geiger, V., (2015, July). Modelling in curricula across the world. Invited plenary panel presentation (with H. Doerr, A Dominguez, P Vos, H. Wessels & W. Blum) at Modelling perspectives: Looking in and across boundaries (17th International Conference on the Teaching of Mathematical Modelling and Applications). Nottingham, United Kingdom: ICTMA
Geiger, V. (2015, July). Publishing in international mathematics education journals. Presentation and workshop for early career researchers at the 39th conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia: PME.
Geiger, V. (2015, June). Co-constructing a shared numeracy philosophy in initial teacher education. Plenary panel presentation (with P. Grootenboer & S. Dole) at the Queensland Numeracy Summit 2015: Initial Teacher Education. Brisbane: Brisbane Catholic Education.
Goos, M., Geiger, V., & Dole, S. (2015, June). Research on embedding numeracy across the curriculum. Keynote presentation at the Queensland College of Teachers Numeracy Forum. Brisbane: Queensland College of TeachersGeiger, V. (2012, September). A model for numeracy translated into practical ideas and activities. Keynote presented at the Archdiocesan CTP action learning conference. Brisbane: Brisbane Catholic Education.
Geiger, V. (2012, September). A model for numeracy translated into practical ideas and activities. Keynote presented at the Archdiocesan CTP action learning conference. Brisbane: Brisbane Catholic Education.
Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A., (under contract). Enhancing numeracy teaching and learning across the curriculum. Crows Nest, NSW: Allen & Unwin.
Goos, M., Vale, C., Stillman, G., with Makar, K., Herbert, S., & Geiger, V. (2017). Teaching secondary school mathematics: Research and practice for 21st century (2nd edition). Crows Nest, NSW: Allen & Unwin
Frejd, P., & Geiger, V. (2017). Exploring the notion of mathematical literacy in curricula documents. In G. Stillman, G. Kaiser & W. Blum. (Eds.), Mathematical modelling and applications: Crossing and researching boundaries in mathematics education (pp. 255-264). Cham: Springer. DOI: https://doi.org/10.1007/978-3-319-62968-1_22
Geiger, V. (2017). Designing for mathematical applications and modelling tasks in technology rich environments. In A. Leung & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks - Potential and pitfalls. (285-302). Dordrecht: Springer.
Geiger, V., Calder, N., Tan, H., Loong, E., Miller, J., & Larkin, K. (2016). Transformations of teaching and learning through digital technologies. In K. Makar, S. Dole, J. Visnovska, M., Goos, A. Bennison & K. Fry (Eds.), Research in mathematics education in Australasia 2012-2015 (pp. 255-280). Singapore: Springer. DOI 10.1007/978-981-10-1419-2
Geiger, V., Arleback, J., & Frejd, P. (2016). Interpreting curricula to find opportunities for modeling: Case studies from Australia and Sweden. In C. Hirsch & A. Roth McDuffie (Eds.), Annual perspectives in mathematics education 2016: Mathematical modeling and modeling mathematics (pp. 207-215). NCTM.Geiger, V, & Frejd, P. (2015). A reflection on mathematical modelling and applications as a field of research: Theoretical orientation and diversity. In G. Stillman, G. Kaiser & W. Blum (Eds.), Mathematical modelling in educational research and practice: Cultural, social and cognitive influences (pp. 161-172). Dordrecht: Springer. DOI 10.1007/978-3-319-18272-8
Stillman, G., Brown, J., & Geiger, V. (2015). Facilitating mathematisation in modelling by beginning modellers in secondary school. In G. Stillman, G. Kaiser & W. Blum (Eds.), Mathematical modelling in educational research and practice: Cultural, social and cognitive influences (pp. 93-104). Dordrecht: Springer. DOI 10.1007/978-3-319-18272-8
Geiger, V. (2015). Mathematical modelling in Australia. In N. H. Lee & D. Ng (Eds.), Mathematical modelling: From theory to practice (73-82). Singapore: World Scientific. DOI: 10.1142/9789814546928_000
Geiger, V., Goos, M., & Dole, S. (2014). Curriculum intent, teacher professional development and student learning in numeracy. In Y. Li, & G. Lappan (Eds.) Mathematics curriculum in school education (pp. 473-492). New York: Springer.
Geiger, V. (2014). The role of digital technologies in transforming mathematical activity: Tools, tasks, individuals and learning communities. In S. Rezat, M. Hatterman & A. Peter-Koop (Eds.), Transformation &ndash A fundamental idea of mathematics education (pp. 203-222). New York: Springer.
Goos, M., Geiger, V., & Dole, S. (2014). Transforming professional practice in numeracy teaching. In Y. Li, E. Silver & S. Li (Eds.), Transforming mathematics instruction: Multiple approaches and practices (pp. 81-102). New York: Springer.
Geiger, V. (2013). Strässer&rsquos didactic tetrahedron as a basis for theorising mathematical modelling activity within social contexts. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 107-116). Dordrecht: Springer.
Geiger, V. (2013). Teacher professional development on mathematical modelling: Initial perspectives from Singapore. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 437-442). Dordrecht: Springer.
Geiger, V., Goos, M. & Dole, S. (2013). Taking advantage of incidental school events to engage with the applications of mathematics: The case of surviving the reconstruction. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 175-184). Dordrecht: Springer.
Stillman, G., Brown, J., Faragher, R., Geiger, V., & Galbraith, P. (2013). The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 361-371). Dordrecht: Springer.
Geiger, V. (2013). Mathematical applications, modelling and technology as windows into industry based mathematical practice. In A. Damlamian, J. F. Rodrigues, & R. Straesser (Eds.) Educational interfaces between mathematics and industry (20th ICMI Study) (pp. 271-278). New York: Springer.
Geiger, V., Forgasz, H., Calder, N., Tan, H. & Hill, J. (2012). Technology in mathematics education. In R. Perry and T. Lowry (Eds.), Research in mathematics education in Australasia 2008-2011 (pp. 111-142). Rotterdam: Sense.
Lamb, J., & Geiger, V. (2012). Teaching experiments and professional learning.  In N. Steel, (Ed.), Encyclopedia of the sciences of learning, (Part 20, pp. 3276-3277). New York: Springer. DOI: 10.1007/978-1-4419-1428-6_1017
Geiger, V. (2011). Factors affecting teachers&rsquo adoption of innovative practices with technology and mathematical modelling. In G. Kaiser, W. Blum, R. Borromeo Ferri & G. Stillman (Eds.), Trends in the teaching and learning of mathematical modeling (pp. 305-314). New York: Springer.
Beatty, R., & Geiger, V. (2010). Technology, communication and collaboration: Re-thinking communities of inquiry, learning and practice. In C. Hoyles, & J-B. Lagrange (Eds.), Mathematics education and technology &ndash Rethinking the terrain (pp. 251-284). New York: Springer.
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A., & Harrison, L. (inpress, accepted May 2018). Early shared reading, socioeconomic status, and children&rsquos cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading.
Geiger, V., Mulligan, J., Data-Huxtable, L., Ahlip, R., Jones, D. H., May, E. J., Rylands, L., & Wright, I. (2018). An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers&rsquo capabilities in mathematical modelling. ZDM&ndashMathematics Education, 50(1-2), 217-232.
Geiger, V., Stillman, G., Brown, J., Galbraith, P., & Niss, M. (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
Geiger, V., Margolinas, C., & Straesser, R. (2017). On the challenges of multi-linguisme in mathematics education research. For The Learning of Mathematics, 37(2), 16-18.
Geiger, V., & Mulligan, J. (under review). Designing online learning for developing pre-service mathematics teachers&rsquo capabilities in mathematical modelling and applications. ZDM - Mathematics Education.
Bilgin, A., Date-Huxtable, E., Coady, C., Geiger, V., Cavanagh, M., Mulligan, J., & Petocz, P. (2017). Opening real science: Evaluation of an online module on statistical literacy for pre-service primary teachers. Statistics Education Research Journal, 16(1), 120-138.
Geiger, V., Anderson, J., & Hurrel, D. (2017). A case study of effective practice in mathematics teaching and learning informed by Valsiner&rsquos Zone Theory. Mathematics Education Research Journal, 29(2), 143-161. DOI:10.1007/s13394-017-0191-9
Geiger, V., Muir, T., & Lamb, J. (2016). Video stimulated recall as a catalyst for teacher professional learning. Journal of Mathematics Teacher Education. 19, 457-475. DOI: 10.1007/s10857-015-9306-y
Muir, T., & Geiger, V. (2016). The affordances of using a flipped classroom approach in the teaching of mathematics: A case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149-171.
Geiger, V., & Straesser, R. (2015). The challenge of publication for English non-dominant-language authors in mathematics education. For The Learning of Mathematics, 35(3), 35-41.
Geiger, V., Goos, M., & Forgasz, H. (2015). A rich interpretation of numeracy for the 21st Century: A survey of the state of the field. ZDM - Mathematics Education, 47(4), 531-548. 10.1007/s11858-015-0708-1
Geiger, V., Forgasz, H., & Goos, M. (2015). A critical orientation to numeracy across the curriculum. ZDM - Mathematics Education, 47(4), 611-624. doi: 10.1007/s11858-014-0648-1
Geiger, V., Goos, M., & Dole, S. (2015). The role of digital technologies in numeracy teaching and learning. International Journal of Science and Mathematics Education, 13(5), 1115-1137. doi: 10.1007/s10763-014-9530-4
Goos, M. & Geiger, V. (2012). Connecting social perspectives on mathematics teacher education in online environments. ZDM - International Journal in Mathematics Education), 44(6), 705-715. DOI: 10.1007/s11858-012-0441-y
Goos, M., Geiger, V., & Dole, S. (2012). Auditing the numeracy demands of the middle years curriculum. PNA, 6(4), 147-158.
Professor Geiger is an active researcher and is currently involved in projects related to development of students&rsquo numeracy capabilities across all learning areas, the use of technology to enhance learning in mathematics, mathematical modelling and applications, and the role of standards and criteria in informing pre-service education students of expectations of performance within assessment.
Selected Research Grants
2018-2020      Principals as STEM Leaders (with Prof Kim Beswick and Assoc/Prof Sharon Fraser (lead) UTAS, $2.6 million)
2017-2019      Using mathematics to solve real world problems: The role of enablers. ARC Discovery (ARC: $446 000)
2017-2018      Designing challenging online mathematical tasks (DCOMT): Strengthening mathematical knowledge in pre-service teach                                         education. Australian Universities-German DAAD Joint Research Cooperation Scheme (with Prof Regina Roder, Dr Jodie Miller                               and Ulrike Roder, $50 000)
2016              Review of the Programme of International Assessment of Adult Competencies (PIAAC) numeracy assessment framework (OECD,                          $20 000)
2015-2017      Designing and implementing cross-curricular numeracy tasks for effective teaching and learning. ARC DECRA (ARC: $368 000)
2015-2016      Building an evidence base for national best practice in mathematics education (with Assoc/Prof Rosemary Callingham [lead] UTAS,                         Office of the Chief Scientist, $542 260)
2012-2014      Sustaining Numeracy Curriculum Leadership: A Whole School Approach. ARC Discovery. (with Prof Merrilyn Goos and Dr Shelley                           Dole, UQ Prof Helen Forgasz, Monash)(ARC: $210 000)
2013-2015    Opening Real Science: Authentic Mathematics and Science Education for Australia (with Prof Joanne Mulligan (lead) Macquarie                              University [OLT: $102 000])
2014             Numeracy teaching across the curriculum in Queensland: resources for teachers (with Prof Merrilyn Goos & Anne Bennison, UQ)                           (Queensland College of Teachers: $40 000)
2014                 Education for Sustainability (with Prof Jim Gleeson & Dr Gerard Effeney, ACU) (Brisbane Catholic Education : $10 000)
2012            Sustaining Numeracy Curriculum Leadership: A Whole School Approach (with Prof Merrilyn Goos and Dr Shelley Dole, UQ)(                                    Brisbane Catholic Education: $88 990)
2011                   Models of Leading Curriculum Reform in Numeracy (with Dr Janeen Lamb) ($10 000)
2010-2011      Leading Numeracy Learning for Brisbane Catholic Education (with Prof Merrilyn Goos and Dr Shelley Dole, UQ). ($108 000)
2010-2012       Make It Count: Numeracy, Mathematics and Indigenous Learners for the Australian Association of Mathematics Teachers (with                                Prof Merrilyn Goos, UQ). ($32 000)
2009-2010      Collaboration on Assessment Criteria and Standards Scheme, the Learning and Teaching Citations and Grants Committee, (with                             A/P Judith Mulholland, Janeen Lamb and Rachael Jacobs). ($19 700).
2009             Numeracy in the Learning Areas (NiLA) for the South Australian Department of Education and Children&rsquos Services (with Prof                         Merrilyn Goos and Dr Shelley Dole, UQ). ($62 000)
2009             NAPLAN Research Initiative: Teaching and Learning Decimal Fractions, ACU Mathematics and Numeracy Flagship (with Janeen                             Lamb, ACU). ($6 000)
2007-2009      Modelling the Future with Mathematics and Technology, sponsored by Texas Instruments (with Dr. R Faragher, ACU & Prof M Goos                         UQ). ($13 000)
Vince's particular research and teaching interests are: using technology to enhance the teaching of mathematics; enahncing numeracy teaching practice , problem solving, mathematical modelling and approaches to collaborative learning.
Vince is also a cricket tragic and an enthusiastic (but slow) cyclist.
Vince is regularly invited to work with schools, professional bodies and education as a consultant at a local, national and international level. A list of recent consultancies appears below:
Vince has been an active members of relevant professional associations including:
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