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
2003
Journal Article
Mathematics, computers, and umbilical cords
Cretchley, P. and Galbraith, P. L. (2003). Mathematics, computers, and umbilical cords. New Zealand Journal of Mathematics, 32 (Supplementary), 37-45.
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
2003
Book Chapter
Towards constructing a measure of the complexity of application tasks
Stillman, G. and Galbraith, P. L. (2003). Towards constructing a measure of the complexity of application tasks. Mathematical Modelling: A Way of Life ICTMA 11. (pp. 179-188) edited by Susan J. Lamon, Willard A. Parker and Ken Houston. Chichester England: Horwood Publishing.
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.
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.
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.
2002
Conference Publication
Mathematics or computers? Confidence or motivation? How do these relate to achievement?
Cretchley, P. and Galbraith, P. (2002). Mathematics or computers? Confidence or motivation? How do these relate to achievement?. 2nd International Conference on the Teaching of Mathematics, Hersonissos, Crete, Greece, 1-6 July 2002. London: John Wiley.
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
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.
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.
2002
Conference Publication
Metaphor or model? Muddying the terrain of learning organisations
Galbraith, P. (2002). Metaphor or model? Muddying the terrain of learning organisations. 8th Australian and New Zealand Systems Conference, Mooloolaba, Qld, 10-12 December 2002. Maroochydore, Qld: Faculty of Business, University of the Sunshine Coast.
2002
Conference Publication
Convergence or divergence? Students, maple, and mathematics learning
Galbraith, P. and Pemberton, M. (2002). Convergence or divergence? Students, maple, and mathematics learning. 25th Annual Conference of MERGA, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.
2002
Conference Publication
'Life wasn't meant to be easy': Separating wheat from chaff in technology aided learning
Galbraith, P. (2002). 'Life wasn't meant to be easy': Separating wheat from chaff in technology aided learning. 2nd International Conference on the Teaching of Mathematics, Hersonissos, Crete, Greece, 1-6 July 2002. London: John Wiley.
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.
2001
Conference Publication
Integrating technology in mathematics learning: What some students say
Galbraith, P.L., Goos, M. E., Renshaw, P. and Geiger, V. (2001). Integrating technology in mathematics learning: What some students say. 24th Annual Conference MERGA, Sydney, 30 June - 4 July 2001. Sydney: Mathematics Education Research Group of Australasia.
2001
Conference Publication
Teaching applications in technology enriched mathematics classrooms
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2001). Teaching applications in technology enriched mathematics classrooms. ICTMA 10, Beijing, 29 July - 2 August 2001. Beijing: China Society for Industrial and Applied Mathematics.
2001
Conference Publication
Mathematical modelling as pedagogy: Impact of an immersion program
Dunne, T. and Galbraith, P. L. (2001). Mathematical modelling as pedagogy: Impact of an immersion program. ICTMA 10, Beijing, 29 July - 2 August 2001. Beijing: China Society for Industrial and Applied Mathematics.
2001
Journal Article
Systems thinking: A lens and scalpel for organizational learning
Galbraith, P. L. (2001). Systems thinking: A lens and scalpel for organizational learning. ERIC Document Reproduction Service, ED453186, 1-15.
2001
Book Chapter
Assumptions and context: Pursuing their role in modelling activity
Galbraith, P.L. and Stillman, G. (2001). Assumptions and context: Pursuing their role in modelling activity. Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology. (pp. 300-310) edited by J.F. Matos, W. Blum, K. Houston and S.P. Carreira. Chicester, UK: Horwood. doi: 10.1533/9780857099655.5.300
Funding
Past funding
Supervision
Availability
- Emeritus Professor Peter Galbraith is:
- Not available for supervision
Supervision history
Completed supervision
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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
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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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