Professor Tracey Muir

Professor Tracey Muir is a Professor of Education at the Australian Catholic University. Prior to joining ACU, she was an Associate Professor in Mathematics Education and Director of Initial Teacher Education at the University of Tasmania. Her research interests and expertise include student engagement with mathematics, effecive teaching of numeracy, online learning and engagement, flipped classroom, parental involvement, teacher pedagogical content knowledge and the Scholarship of Teaching and Learning. Her teaching expertise has been recognised through several Teaching Merit Certificates, VC awards for Teaching Excellence, an OLT team award for teaching excellence and a National Citation for Outstanding Contribution to Student Learning. She has published extensively in academic journals and attracted over 3.2M in grant funding. She regularly conducts professional learning with in-service teachers and has delivered many keynote addresses and workshop presentations at international, national and local conferences. 

Professor Muir has published extensively in international and Australasian education journals and conference proceedings. Her work  includes pre-service teacher knowledge, effective teaching of numeracy, parental perspectives and involvement in mathematics education, online engagement, students' use of online resources, flipped learning, pedagogical content knowledge and the Scholarship of Teaching and Learning. She has also published teaching resource books, including Engaging in Mathematics through Children's Literature. She is on the editorial boards of the International Journal for Mathematics Teaching and Learning and Australian Primary Mathematics Classroom. She is a past chief-editor of Mathematics Teacher Education and Development. Selected and recent publications include:

Muir, T. (2022). The influences of social, cognitive, and teaching presence on pre-service teachers&rsquo online engagement in productive mathematical discourse. International Journal of Mathematical Education in Science and Technology [online first], 1-18.

Maher, N., Muir, T., & Chick, H. (2022). Analysing senior secondary teaching using the Knowledge Quartet. Educational Studies in Mathematics, 110(2), 233-249.

Maher, N., Chick, H., & Muir, T. (2022). Horizon knowledge and the complexities of contingency: A scenario from a senior secondary mathematics classroom. For the Learning of Mathematics, 41(1), 15-17.

Beasy, K., Murphy, C., Hicks, D., & Muir, T. (2021). Learning from home learning: Crossing boundaries of place and identity. Geographical Research, 59(3), 341-348.

Prain, V., Emery, S., Thomas, D.P., &hellip Muir, T. et al. (2021). Team teaching in large spaces: Three case studies framed by relational agency. Teaching Education, [online], 1-15.

Swabey, K., Muir, T., Thomas, D., Emery, S., & Edwards, M. (2021). University and school research partnerships as a source of professional growth in regional communities. Australian Educational Researcher [online first], 1-17.

Muir, T. (2020). Self-determination theory and the flipped classroom: A case study of a senior mathematics class. Mathematics Education Research Journal, 33(3), 569-587.

Muir, T., Livy, S., Herbert, S., & Callingham, R. (2018). School leaders&rsquo identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes, Australian Educational Researcher [online first], 1-17.

Prain, V., Blake, D., Deed, C., Emery, S., &hellip Muir, T. et al. (2018). A framework to support personalising prescribed school curricula. British Educational Research Journal, 44(6), 1101-1119.

Carmichael, C., Muir, T., & Callingham, R. (2017). The impact of within-school autonomy on students&rsquo goal orientations and engagement with mathematics. Mathematics Education Research Journal, 29 (2), 219-236.

Livy, S., Downton, A., & Muir, T. (2017). Developing pre-service teachers&rsquo knowledge for teaching in the early years: Selecting and sequencing. Mathematics Teacher Education and Development, 19(3), 17-35.

Muir, T., & Watson, J. (2017). Teachable moments: Anticipating and capitalising on mathematical opportunities. Australian Primary Mathematics Classroom, 22(4), 29-32.

Muir, T. (2016). Out of the Classroom, into the Home. Teaching Children Mathematics, 22(8), 496-504.

Geiger, V., Muir, T., & Lamb, J. (2015). Video-stimulated recall as a catalyst for teacher professional learning. Journal of Mathematics Teacher Education, 16(5), 457-475.

Professor Muir's primary research focus is centred on effective teaching of mathematics and numeracy and the impact this has on student engagement. She is currently co-chief investigator on an ARC funded project, "Talking maths: Bridging the gap through talk in early years mathematics ($347 024, ARC discovery, 2022-2024). Other collaborative major research funding includes:

Improving regional low SES Students&rsquo Learning and Wellbeing  ($571 174, ARC Linkage 2015 -2019)

Birth to level 10 Numeracy Guide  ($180 000, Department of Education and Training 2018)

Towards Educating of Mathematics Professionals Encompassing Science and Technology (TEMPEST) ($553 282, Department of Industry, Science, Energy and Resources 2015-2016)

Building an Evidence Base for National Best Practice in Mathematics Education&rdquo  ($492 964, Department of Industry and Science 2015)

She has also attracted almost $300 000 in contract and consultancy funding.

Professor Muir taught in primary classrooms for 15 years, and has been employed in the higher education sector for 18 years. While employed at the University of Tasmania (2005-March, 2023) she held a number of administrative and leadership positions including Director of Initial Teacher Education, Deputy Head of School, Director of Professional Experience and Graduate Research Co-ordinator. She has served on university committees, including the School of Education engagement committee, senior leadership team, faculty workload committee, course advisory committee, student complaints panel, student discipline panel, university learning and teaching committee, and the Faculty Research Committee. 

Professor Muir is the immediate past lead editor of Mathematics Teacher Education and Development journal, and a long-serving member of the Mathematics Association of Tasmania. She was the VP (Development) for the Mathematics Education Research Group of Australasia (MERGA) from 2011-2015.

She is an experienced pre-service teacher educator and her teaching expertise and excellence has been recognised through a number of awards and citations. She is particularly experienced in early childhood and primary mathematics pedagogy, and has taught in undergraduate, associate, and post-graduate degree courses, through various modes of delivery.

Professor Muir is also an experienced supervisor of Higher Degree by Research students. She has had 5 PhD and 3 Masters completions and regularly examines theses for other institutions.