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)

261 - 274 of 274 works

1999

Journal Article

From the journals

Goos, M. E. (1999). From the journals. Teaching Mathematics, 24 (2), 14.

From the journals

1999

Conference Publication

Understanding mathematical text through peer explanations

Goos, M. (1999). Understanding mathematical text through peer explanations. MERGA 22, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.

Understanding mathematical text through peer explanations

1999

Journal Article

The glass slipper

Goos, M. E. (1999). The glass slipper. Teaching Mathematics, 24 (4), 12-14.

The glass slipper

1999

Journal Article

From the journals

Goos, M. E. (1999). From the journals. Teaching Mathematics, 24 (3), 4.

From the journals

1999

Book Chapter

Metacognitive self-knowledge (MSK) questionnaire and interview

Goos, M. E. (1999). Metacognitive self-knowledge (MSK) questionnaire and interview. Psychology in Education Portfolio. (pp. 39-54) edited by N. Frederickson and R. J. Cameron. Windsor, UK: NFER-Nelson.

Metacognitive self-knowledge (MSK) questionnaire and interview

1999

Journal Article

Scaffolds for learning: A sociocultural approach to reforming mathematics

Goos, Merrilyn (1999). Scaffolds for learning: A sociocultural approach to reforming mathematics. Mathematics Teacher Education and Development, 1, 4-21.

Scaffolds for learning: A sociocultural approach to reforming mathematics

1999

Conference Publication

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.

Technology, mathematics, and people: Interactions in a community of practice

1999

Book Chapter

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

Establishing a community of practice in a secondary mathematics classroom

1998

Journal Article

'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.

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.

'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.

1998

Conference Publication

"I don't know if I'm doing it right or I'm doing it wrong!" Unresolved uncertainty in the collaborative learning of mathematics

Goos, M. (1998). "I don't know if I'm doing it right or I'm doing it wrong!" Unresolved uncertainty in the collaborative learning of mathematics. The twenty first Annual Conference of the Mathematics Education Research Group of Australasia MERGA 21, Gold Coast, Australia, 5-8 July 1998. Brisbane, Australia: Mathematics Education Research Group of Australasia Publication.

"I don't know if I'm doing it right or I'm doing it wrong!" Unresolved uncertainty in the collaborative learning of mathematics

1998

Edited Outputs

Teaching Mathematics in New Times, Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Incorporated

C. Kanes, M. Goos and E. Warren eds. (1998). Teaching Mathematics in New Times, Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Incorporated. The twenty first Annual Conference of the Mathematics Education Research Group of Australasia MERGA 21, Gold Coast, Australia, 5-8 July 1998. Brisbane, Australia: Mathematics Education Research Group of Australasia.

Teaching Mathematics in New Times, Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Incorporated

1998

Conference Publication

Technology as a tool for transforming mathematical tasks

Goos, M. (1998). Technology as a tool for transforming mathematical tasks. Eighth International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA-8), Brisbane, Australia, August 1997. Chichester, England: Horwood Publishing.

Technology as a tool for transforming mathematical tasks

1996

Journal Article

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

Do it this way! metacognitive strategies in collaborative mathematical problem solving

1994

Journal Article

Metacognitive decision making and social interactions during paired problem solving

Goos, Merrilyn (1994). Metacognitive decision making and social interactions during paired problem solving. Mathematics Education Research Journal, 6 (2), 144-165. doi: 10.1007/BF03217269

Metacognitive decision making and social interactions during paired problem solving

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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