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)

221 - 240 of 274 works

2003

Book Chapter

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

Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling

2003

Book Chapter

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

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

2003

Conference Publication

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.

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

2003

Book Chapter

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.

Technology-enriched classrooms: Some implications for teaching applications and modelling

2003

Conference Publication

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.

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

2003

Journal Article

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

Perspectives on technology mediated learning in secondary school mathematics classrooms

2003

Conference Publication

Learning to teach mathematics with technology: A study of beliefs in-context

Goos, M. E. (2003). Learning to teach mathematics with technology: A study of beliefs in-context. 26th Annual Conf Mathematics Educat Res Group Australasia, Deakin University, Geelong, 6-10 July, 2003. Melbourne: Deakin University.

Learning to teach mathematics with technology: A study of beliefs in-context

2003

Conference Publication

Numeracy and curriculum integration: The case of mathematics and history

Goos, M. E. (2003). Numeracy and curriculum integration: The case of mathematics and history. Australian Association of Mathematics 2001 Virtual Conference, Canberra, January, 2001. Sydney: Australian Association of Mathematics Teachers.

Numeracy and curriculum integration: The case of mathematics and history

2003

Book Chapter

Metacognition

van Kraayenoord, C. E. and Goos, M. E. (2003). Metacognition. International Handbook of Educational Research in the Asia-Pacific Region. (pp. 477-494) edited by John P. Keeves and Ryo Watanabe. Dordrecht The Netherlands: Kluwer Academic Publishers. doi: 10.1007/978-94-017-3368-7_33

Metacognition

2003

Journal Article

A middle years maths trail

Goos, M. E., Baigrie, S., Gray, T., Keller, T., Webb, O. and Chang, K.C. (2003). A middle years maths trail. Teaching Mathematics, 29 (1), 6-10.

A middle years maths trail

2002

Conference Publication

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.

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

2002

Journal Article

Understanding Metacognitive Failure

Goos, Merrilyn (2002). Understanding Metacognitive Failure. Journal of Mathematical Behavior, 21 (3), 283-302. doi: 10.1016/S0732-3123(02)00130-X

Understanding Metacognitive Failure

2002

Conference Publication

New technologies, new pedagogies: The mathematics classroom as a learning community

Goos, M. (2002). New technologies, new pedagogies: The mathematics classroom as a learning community. Thirty-Nineth Annual Conference, Melbourne, 5-6 December 2002. Brunswick, Victoria: Mathematical Association of Victoria.

New technologies, new pedagogies: The mathematics classroom as a learning community

2002

Conference Publication

Building learning communities to support beginning teachers use of technology

Goos, M. and Bennison, A. (2002). Building learning communities to support beginning teachers use of technology. AARE 2002 International Education Research Conference, Brisbane, 1-5 December, 2002. Coldstream, Victoria: Australian Association for Research in Education.

Building learning communities to support beginning teachers use of technology

2002

Journal Article

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

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

2002

Edited Outputs

Mathematics -- Making Waves: Proceedings of the Nineteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc.

M. Goos and T. Spencer eds. (2002). Mathematics -- Making Waves: Proceedings of the Nineteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc.. 19th Biennial Conference of the Australian Association of Mathematics Teachers, Brisbane, Australia, 13-17 January 2003. Adelaide, Australia: Australian Association of Mathematics Teachers.

Mathematics -- Making Waves: Proceedings of the Nineteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc.

2002

Conference Publication

Beginning teachers and technology: Developing identities as teachers

Goos, M. (2002). Beginning teachers and technology: Developing identities as teachers. 25th Annual Conference of MERGA, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.

Beginning teachers and technology: Developing identities as teachers

2002

Conference Publication

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.

Learning to teach mathematics with technology: A sociocultural analysis

2002

Book

Techno maths: technology enriched activities for the mathematics classroom

M. E. Goos ed. (2002). Techno maths: technology enriched activities for the mathematics classroom. Flaxton, QLD, Australia: Post Pressed.

Techno maths: technology enriched activities for the mathematics classroom

2002

Conference Publication

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.

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

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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