Overview
Background
Professor Peter Galbraith has an outstanding profile in mathematics education. In research, Peter’s major contribution has been in the field of mathematical modelling and the teaching of modelling to secondary school students. Peter is widely recognised for his international leadership in mathematics education. He has served on the editorial board of Educational Studies in Mathematics since 1999.
Availability
- Emeritus Professor Peter Galbraith is:
- Not available for supervision
Works
Search Professor Peter Galbraith’s works on UQ eSpace
2007
Book Chapter
Beyond the low hanging fruit
Galbraith, Peter L. (2007). Beyond the low hanging fruit. Modelling and Applications in Mathematics Education: The 14th ICMI Study. (pp. 79-88) edited by Blum, W., Galbraith, P. L., Henn, H. W. and Niss, M.. New York: Springer.
2007
Book Chapter
Beyond the Low Hanging Fruit
Galbraith, Peter (2007). Beyond the Low Hanging Fruit. Modelling and Applications in Mathematics Education. (pp. 79-88) Boston, MA: Springer. doi: 10.1007/978-0-387-29822-1_6
2007
Conference Publication
Dreaming a ‘possible dream’: More windmills to conquer
Galbraith, Peter (2007). Dreaming a ‘possible dream’: More windmills to conquer. 12th International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA 12), City University, London, UK, 10-14 July 2005. Chichester, UK: Horwood Publishing.
2007
Book
Mathematical modelling: Education, engineering and economics - ICTMA 12
Haines, Christopher, Galbraith, Peter, Blum, Werner and Khan, Sanowar (2007). Mathematical modelling: Education, engineering and economics - ICTMA 12. Burlington, MA United States: Elsevier Science. doi: 10.1533/9780857099419
2007
Book Chapter
Authenticity and Goals — Overview
Galbraith, Peter (2007). Authenticity and Goals — Overview. Modelling and Applications in Mathematics Education. (pp. 181-184) Boston, MA: Springer. doi: 10.1007/978-0-387-29822-1_17
2006
Journal Article
A framework for identifying student blockages during transitions in the modelling process
Galbraith, Peter and Stillman, Gloria (2006). A framework for identifying student blockages during transitions in the modelling process. ZDM - International Journal on Mathematics Education, 38 (2), 143-162. doi: 10.1007/BF02655886
2006
Journal Article
Students, mathematics, and technology: Assessing the present - Challenging the future
Galbraith P. (2006). Students, mathematics, and technology: Assessing the present - Challenging the future. International Journal of Mathematical Education in Science and Technology, 37 (3), 277-290. doi: 10.1080/00207390500321936
2005
Book Chapter
Mathematical modelling in education: No end to the challenge
Galbraith, P. L. (2005). Mathematical modelling in education: No end to the challenge. Mathematikunterricht im Spannungsfeld von Evolution und Evaluation. (pp. 41-53) edited by H.W. Henn and G. Kaiser. Berlin: Verlag Franzbecker.
2005
Conference Publication
Applications and mathematical modeling: Meeting the challenge
Galbraith, P. L. (2005). Applications and mathematical modeling: Meeting the challenge. Eleventh National Congress of the Association for Mathematics Education of South Africa, South Africa, 27-30 June 2005. Johannesburg: Association for Mathematics Education of South Africa.
2005
Conference Publication
Mathematics for teaching: Some issues, some reflections
Galbraith, P. L. (2005). Mathematics for teaching: Some issues, some reflections. 5th Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning: Kingfisher Delta '05, Fraser Island, QLD, Australia, 22-26 November 2005. Philadelphia, PA, United States: Taylor & Francis.
2004
Book
Home, school and community partnerships to support children's numeracy
Goos, M. E., Lincoln, D., Coco, A., Frid, S., Galbraith, P., Horne, M., Jolly, L., Kostogriz, A., Lowrie, T., Short, P. M. and Gholam, M. (2004). Home, school and community partnerships to support children's numeracy. Canberra, ACT Australia: Department of Education, Science and Training.
2004
Book Chapter
Interpreting commonalities and differences in technology aided learning: A contribution from zone theory
Galbraith, P. L. and Goos, M. E. (2004). Interpreting commonalities and differences in technology aided learning: A contribution from zone theory. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 310-317) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.
2004
Journal Article
Organisational leadership and chaos theory: Let's be careful
Galbraith, P. L. (2004). Organisational leadership and chaos theory: Let's be careful. Journal of Educational Administration, 42 (1), 9-28. doi: 10.1108/09578230410517440
2004
Book Chapter
Learning to teach mathematics with technology: A sociocultural analysis
Goos, M. E. and Galbraith, P. L. (2004). Learning to teach mathematics with technology: A sociocultural analysis. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 282-287) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.
2003
Book Chapter
Defending the Faith: Modelling to Increase the Accountability of Organisational Leadership
Galbraith, Peter (2003). Defending the Faith: Modelling to Increase the Accountability of Organisational Leadership. Mathematical Modelling: A Way of Life. (pp. 143-151) Elsevier Inc.. doi: 10.1533/9780857099549.3.143
2003
Book Chapter
Towards constructing a measure of the complexity of application tasks
Stillman, Gloria and Galbraith, Peter (2003). Towards constructing a measure of the complexity of application tasks. Mathematical Modelling: A Way of Life - ICTMA 11. (pp. 179-188) Horwood.
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
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
2003
Book Chapter
Defending the faith: Modelling to increase the accountability of organisational leadership
Galbraith, P. L. (2003). Defending the faith: Modelling to increase the accountability of organisational leadership. Mathematical Modelling: A Way of Life ICTMA 11. (pp. 143-151) edited by Susan J. Lamon, Willard A. Parker and Ken Houston. Chichester England: Horwood Publishing.
2003
Journal Article
A most unlikely hyperbola
Galbraith, P. L. (2003). A most unlikely hyperbola. Australian Senior Mathematics Journal, 17 (1), 62-64.
Funding
Past funding
Supervision
Availability
- Emeritus Professor Peter Galbraith is:
- Not available for supervision
Supervision history
Completed supervision
-
2012
Doctor Philosophy
Students Engaging With Professional Mathematical Software: A Study of First-Year University Mathematics Learning with Matlab
Principal Advisor
Other advisors: Honorary Professor Merrilyn Goos
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2003
Doctor Philosophy
THE NEIGHBOURHOOD OF UNCERTAINTY; POSTSTRUCTURALISMS AND ENVIRONMENTAL EDUCATION
Principal Advisor
-
2002
Doctor Philosophy
ASSESSING HIGHER ORDER MATHEMATICAL THINKING THROUGH APPLICATIONS
Principal Advisor
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2009
Doctor Philosophy
Learning Mathematics with Technology from a Social Perspective: A Study of Secondary Students' Iindividual and Collaborative Practices in a Technologically Rich Mathematics Classroom
Associate Advisor
Other advisors: Honorary Professor Merrilyn Goos
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2003
Doctor Philosophy
FUTURES OF EDUCATION: FEMINIST PERSPECTIVES AND CULTURAL PLURALISM
Associate Advisor
Media
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