Honorary Professor Merrilyn Goos
Honorary Professor

Merrilyn Goos

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Background

My research in mathematics education focuses on mathematical thinking, technology and mathematics learning, and mathematics teacher education.

Merrilyn Goos has worked in mathematics education for 25 years as a teacher, researcher, and teacher educator. She is a Professor in the School of Education, and from 2008-2012 was Director of the Teaching and Educational Development Institute at The University of Queensland. Previously she taught pre-service and postgraduate courses in mathematics education. Her research has been guided by sociocultural theories of learning in investigating metacognition and mathematical thinking, analysing pedagogical issues in introducing educational technologies into mathematics teaching and learning, and studying how communities of practice are established and maintained in secondary mathematics classrooms and teacher education contexts.

Availability

Honorary Professor Merrilyn Goos is:
Available for supervision
Media expert

Fields of research

Curriculum and pedagogy Education

Qualifications

  • Bachelor of Science, The University of Queensland
  • Postgraduate Diploma, Griffith University
  • Postgraduate Diploma in Education, The University of Queensland
  • Masters (Coursework) of Educational Studies (Adv), The University of Queensland
  • Doctor of Philosophy, The University of Queensland

Research interests

  • Mathematics and technology education

  • Teacher education

  • Sociocultural anlaysis of classroom discourse and interaction

  • Metacognition and mathematical thinking

Search Professor Merrilyn Goos’s works on UQ eSpace

274 works between 1994 and 2025
All (274) Journal Article (92) Book Chapter (43) Conference Publication (118) Book (9) Other Outputs (5) Edited Outputs (7)

21 - 40 of 274 works

2020

Book Chapter

Mathematics Crossing Borders: A Comparative Analysis of Models for Integrating Mathematics with Other Disciplines in Pre-service Teacher Education

Goos, Merrilyn (2020). Mathematics Crossing Borders: A Comparative Analysis of Models for Integrating Mathematics with Other Disciplines in Pre-service Teacher Education. Borders in Mathematics Pre-Service Teacher Education. (pp. 91-115) Cham, Switzerland: Springer. doi: 10.1007/978-3-030-44292-7_5

Mathematics Crossing Borders: A Comparative Analysis of Models for Integrating Mathematics with Other Disciplines in Pre-service Teacher Education

2020

Conference Publication

Crossing boundaries: fostering collaboration between mathematics educators and mathematicians in initial teacher education programmes

Goos, Merrilyn (2020). Crossing boundaries: fostering collaboration between mathematics educators and mathematicians in initial teacher education programmes. Jonathan M. Borwein Commemorative Conference, Newcastle, NSW, Australia, 25-29 September 2017. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-36568-4_9

Crossing boundaries: fostering collaboration between mathematics educators and mathematicians in initial teacher education programmes

2019

Journal Article

Understanding and promoting students’ mathematical thinking: a review of research published in ESM

Goos, Merrilyn and Kaya, Sila (2019). Understanding and promoting students’ mathematical thinking: a review of research published in ESM. Educational Studies in Mathematics, 103 (1), 7-25. doi: 10.1007/s10649-019-09921-7

Understanding and promoting students’ mathematical thinking: a review of research published in ESM

2019

Journal Article

The role of mathematics in interdisciplinary STEM education

Maass, Katja, Geiger, Vince, Ariza, Marta Romero and Goos, Merrilyn (2019). The role of mathematics in interdisciplinary STEM education. ZDM, 51 (6), 869-884. doi: 10.1007/s11858-019-01100-5

The role of mathematics in interdisciplinary STEM education

2019

Book Chapter

Publishing for International Impact in Mathematics Education Research Journals

Goos, Merrilyn (2019). Publishing for International Impact in Mathematics Education Research Journals. Designing, Conducting, and Publishing Quality Research in Mathematics Education. (pp. 213-225) Cham, Switzerland: Springer. doi: 10.1007/978-3-030-23505-5_15

Publishing for International Impact in Mathematics Education Research Journals

2019

Book Chapter

Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics

Goos, Merrilyn, Bennison, Anne, Quirke, Stephen, O’Meara, Niamh and Vale, Colleen (2019). Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics. International Handbook of Mathematics Teacher Education: Volume 1: Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development. (pp. 211-240) London, United Kingdom: Brill. doi: 10.1163/9789004418875_009

Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics

2019

Book Chapter

Educational Studies in Mathematics: Shaping the Field

Goos, Merrilyn (2019). Educational Studies in Mathematics: Shaping the Field. Compendium for Early Career Researchers in Mathematics Education . (pp. 377-391) Cham, Switzerland: Springer. doi: 10.1007/978-3-030-15636-7_18

Educational Studies in Mathematics: Shaping the Field

2018

Journal Article

A zone theory approach to analysing identity formation in mathematics education

Goos, Merrilyn and Bennison, Anne (2018). A zone theory approach to analysing identity formation in mathematics education. ZDM, 51 (3), 405-418. doi: 10.1007/s11858-018-1011-8

A zone theory approach to analysing identity formation in mathematics education

2018

Journal Article

Mathematics teacher educator knowledge: what do we know and where to from here?

Beswick, Kim and Goos, Merrilyn (2018). Mathematics teacher educator knowledge: what do we know and where to from here?. Journal of Mathematics Teacher Education, 21 (5), 417-427. doi: 10.1007/s10857-018-9416-4

Mathematics teacher educator knowledge: what do we know and where to from here?

2018

Journal Article

Boundary crossing and brokering between disciplines in pre-service mathematics teacher education

Goos, Merrilyn and Bennison, Anne (2018). Boundary crossing and brokering between disciplines in pre-service mathematics teacher education. Mathematics Education Research Journal, 30 (3), 255-275. doi: 10.1007/s13394-017-0232-4

Boundary crossing and brokering between disciplines in pre-service mathematics teacher education

2018

Journal Article

Cost, price and profit: what influences students' decisions about fundraising?

Sawatzki, Carly and Goos, Merrilyn (2018). Cost, price and profit: what influences students' decisions about fundraising?. Mathematics Education Research Journal, 30 (4), 525-544. doi: 10.1007/s13394-018-0241-y

Cost, price and profit: what influences students' decisions about fundraising?

2018

Journal Article

Editorial

Goos, Merrilyn (2018). Editorial. Educational Studies in Mathematics, 97 (1), 1-3. doi: 10.1007/s10649-017-9800-5

Editorial

2017

Journal Article

Theoretical foundations of engagement in mathematics

Watt, Helen M. G. and Goos, Merrilyn (2017). Theoretical foundations of engagement in mathematics. Mathematics Education Research Journal, 29 (2), 133-142. doi: 10.1007/s13394-017-0206-6

Theoretical foundations of engagement in mathematics

2017

Journal Article

Factors influencing social processes of statistics learning within an IT environment

Li, Ken W. and Goos, Merrilyn (2017). Factors influencing social processes of statistics learning within an IT environment. International Journal of Science, Mathematics and Technology Learning, 24 (2), 21-33. doi: 10.18848/2327-7971/CGP/v24i02/21-33

Factors influencing social processes of statistics learning within an IT environment

2017

Conference Publication

Issues in the transition from secondary tertiary mathematics

Jennings, Michael, Goos, Merrilyn and Adams, Peter (2017). Issues in the transition from secondary tertiary mathematics. 13th International Congress on Mathematical Education ICME-13, Hamburg, Germany, 24-31 July 2016. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-62597-3_29

Issues in the transition from secondary tertiary mathematics

2017

Conference Publication

Mathematics Teachers Working and Learning Through Collaboration

Jaworski, Barbara, Chapman, Olive, Clark-Wilson, Alison, Cusi, Annalisa, Esteley, Cristina, Goos, Merrilyn, Isoda, Masami, Joubert, Marie and Robutti, Ornella (2017). Mathematics Teachers Working and Learning Through Collaboration. 13th International Congress on Mathematical Education ICME-13, Hamburg, Germany, 24-31 July 2016. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-62597-3_17

Mathematics Teachers Working and Learning Through Collaboration

2017

Book Chapter

The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action now: classroom ready teachers

Mills, Martin and Goos, Merrilyn (2017). The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action now: classroom ready teachers. A companion to research in teacher education. (pp. 637-650) edited by Michael A. Peter, Bronwen Cowie and Ian Menter. Singapore, Singapore: Springer Nature. doi: 10.1007/978-981-10-4075-7

The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action now: classroom ready teachers

2017

Journal Article

Editorial

Goos, Merrilyn (2017). Editorial. Educational Studies in Mathematics, 94 (1), 1-3. doi: 10.1007/s10649-016-9739-y

Editorial

2016

Journal Article

Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

Buckley, Sarah, Reid, Kate, Goos, Merrilyn, Lipp, Ottmar V. and Thomson, Sue (2016). Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience. Australian Journal of Education, 60 (2), 157-170. doi: 10.1177/0004944116653000

Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience

2016

Journal Article

ICME international survey on teachers working and learning through collaboration: June 2016

Robutti, Ornella, Cusi, Annalisa, Clark-Wilson, Alison, Jaworski, Barbara, Chapman, Olive, Esteley, Cristina, Goos, Merrilyn, Isoda, Masami and Joubert, Marie (2016). ICME international survey on teachers working and learning through collaboration: June 2016. ZDM The International Journal on Mathematics Education, 48 (5), 651-690. doi: 10.1007/s11858-016-0797-5

ICME international survey on teachers working and learning through collaboration: June 2016

Past funding

  • 2015 - 2016
    Building an evidence base for best practice in mathematics education
    University of Tasmania
    Open grant
  • 2014 - 2015
    Numeracy teaching across the curriculum in Queensland: Resources for teachers
    Queensland College of Teachers
    Open grant
  • 2014 - 2017
    Inspiring mathematics and science in teacher education
    OLT Enhancing the Training of Mathematics and Science Teachers Program (ETMST)
    Open grant
  • 2014
    The application of standards-based assessment across school subjects and underlying learning objectives in the senior years of schooling
    Queensland Department of Education, Training and Employment
    Open grant
  • 2014 - 2017
    Is Maths for me? Understanding and promoting disadvantaged students' academic aspirations for Mathematics (ARC Discovery Project led by the Australian Catholic University)
    Australian Catholic University
    Open grant
  • 2013 - 2019
    The Science of Learning Research Centre
    ARC Special Research Initiative for a Science of Learning Research Centre
    Open grant
  • 2013
    Teachers using classroom data well: Identifying key features of effective practices
    Queensland College of Teachers
    Open grant
  • 2012 - 2013
    Practice to academy transition
    OLT Seed Projects
    Open grant
  • 2012
    Sustaining numeracy curriculum leadership: A whole school approach
    Archdiocese of Brisbane Catholic Education
    Open grant
  • 2012 - 2014
    Enhancing numeracy learning and teaching across the curriculum
    ARC Discovery Projects
    Open grant
  • 2011 - 2014
    Enhancing proportional reasoning, a fundamental but elusive cornerstone of numeracy, through educational technology applications
    ARC Linkage Projects
    Open grant
  • 2010 - 2011
    Building the culture of evidence-based practice in teacher preparation for mathematics teaching
    ALTC Competitive Grants
    Open grant
  • 2010 - 2011
    Leading numeracy learning
    Archdiocese of Brisbane Catholic Education
    Open grant
  • 2009 - 2012
    Queensland Curriculum, Assessment and Reporting Framework (QCAR) Phase 2 Evaluation
    Education Queensland
    Open grant
  • 2009 - 2010
    Proportional Reasoning as a Key for Numeracy: Enhancing Middle School Students' Numeracy Outcomes through Technology-Mediated Cross-Curricular Learning Activities
    UQ FirstLink Scheme
    Open grant
  • 2009
    Numeracy in the Learning Areas (Middle Years)
    Department of Education and Children's Services South Australia
    Open grant
  • 2008 - 2009
    Assessment policy and impact on practice: sharpening the policy review process in Australian universities
    ALTC Priority Projects
    Open grant
  • 2006 - 2008
    Longitudinal Study of Teaching and Learning in Queensland State Schools (Initial Phase): Observation of Classroom Practice and its Relationship to Student Outcome at Baseline
    Department of Education and the Arts
    Open grant
  • 2006 - 2008
    Building capacity for asessment leadership via professional development and mentoring of course coordinators
    Carrick Associate Fellowship
    Open grant
  • 2006 - 2008
    Designing Technology-Enriched Pedagogy In Secondary Mathematics Education
    ARC Discovery Projects
    Open grant
  • 2002 - 2003
    Home, School and Community Partnerships to Support Children's Numeracy
    Department of Education, Science, and Training
    Open grant
  • 2002 - 2004
    The role of technology-enriched, technology-mediated learning communities in reforming mathematics teacher education
    ARC Discovery Projects
    Open grant
  • 2000 - 2001
    Technology enriched teaching and learning of secondary school mathematics: Issues in the professionalisation of beginning teachers
    UQ New Staff Research Start-Up Fund
    Open grant

Availability

Honorary Professor Merrilyn Goos is:
Available for supervision

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Supervision history

Completed supervision

Enquiries

Contact Honorary Professor Merrilyn Goos directly for media enquiries about:

  • Collaborative learning
  • Education - mathematics
  • Education - teachers
  • Education and technology
  • Mathematics education
  • Teacher education
  • Teaching maths
  • Technology and teaching maths
  • Technology in teaching
  • University teaching

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