Kaye Stacey is Emeritus Professor of Mathematics Education at the University of Melbourne, having held the foundation chair there for 20 years. She has worked as a researcher, primary and secondary teacher educator, supervisor of graduate research and as an adviser to governments. She has written many practically-oriented books and articles for mathematics teachers as well as producing a large set of research articles. Professor Stacey's research interests centre on mathematical thinking and problem solving and the mathematics curriculum, particularly the challenges which are faced in adapting to the new technological environment. Her research work is renowned for its high engagement with schools. Her doctoral thesis from the University of Oxford, UK, is in number theory. She was the Chair of the Mathematics Expert Group for the OECD's 2012 PISA survey. Kaye Stacey was awarded a Centenary Medal from the Australian government for outstanding services to mathematical education.
Mathematics Curriculum, Assessment and Teaching for Living in the Digital World
Digital technology provides education systems with a computational infrastructure and a communications infrastructure. For the last decade, many teachers of all subjects have embraced the new opportunities arising from digital technology as communications infrastructure. These include presenting students with lesson materials and assessment items online, having students conduct internet research, and enhancing classroom communication. However, changes in mathematics curriculum and assessment where students use digital technology as a computational infrastructure seem to have stalled, after earlier strong progress. This is not because mathematics curriculum and standards are now well in tune with mathematical approaches common in the workplace. On the contrary, the gap may be growing, and continued efforts to adjust curriculum, assessment and teaching to the digital era are warranted. I will discuss this situation, including examples from Australia and from PISA 2012, and make some recommendations.