We welcome you to the March discussion held online on 18th March, 1.30pm-3pm.
Discussion 1: Self-determination theory and problem solving approaches to learning Mathematics – Jane Hubbard
In this session Jane will explore how Self-determination Theory provides an effective lens to recognise the holistic benefits of learning mathematics through problem-solving approaches. She will present a conceptual model that demonstrates how the cognitive and affective domains can be integrated in order to support student flourishing. Though presenting her research was undertaken within a mathematics context, the resulting model can be adapted to a broad range of learning areas including science. The session will be interactive with lots of opportunities for questions, reflection and discussion.
Jane Hubbard is a mathematics educator who has recently commenced a role as a lecturer at Deakin University, following the completion of her PhD in 2024. Her research investigated the experiences of Year 2 students as they engaged in problem-solving approaches to mathematics through sequences of challenging tasks. Her findings revealed that when given the opportunity, students can significantly improve their mathematical competence learning through problem-solving approaches and enjoy the experience of being challenged. Through adopting Self-Determination Theory as her lens, Jane’s thesis emphasised the importance of holistically evaluating student progress and incorporating this knowledge into teacher assessment practices. Jane has over 20 years’ experience in primary education and 15 years in leading school wide improvement in mathematics. As often as possible, she likes to get into classrooms to work alongside teachers and help them to develop stronger mathematical knowledge for teaching.
Discussion 2: Arguing for a rich tapestry of evidence and theory informing educational policy – Russell Tytler, Joseph Ferguson, and Peta White
Currently, policy prescriptions around pedagogy in Australia are prescribing RCTs and systematic reviews as the only source of evidence for policy framing. This has, in our view, led to an equally narrow set of prescriptions for pedagogy that ignores a long history of theory and practice development in educational research. In this session we will draw on our experience across two Australian Research Council projects (Interdisciplinary Maths and Science and Enacting Climate Change Education) to unpack the distinctive nature of evidence from the Design Based Research Methodology including the theoretical warrants for these. We argue the strengths (and limitations) of such evidence alongside a consideration of their relationship to experimental designs in general and large scale RCTs in particular.
Russell Tytler is a Deakin Distinguished Professor and Chair in Science Education at Deakin University, Melbourne. He has researched and written extensively on student learning and reasoning in science. His interest in the role of representation as a multimodal language for reasoning in science extends to pedagogy and teacher learning. He researches and writes on student engagement with science and mathematics, aesthetics and identity in learning, school-community partnerships, and STEM curriculum policy and practice. He is widely published and has been chief investigator on a range of Australian Research Council and other research projects.
Joseph Paul Ferguson is an educational researcher and teacher educator interested in investigating the various manifestations of reasoning in the science classroom, in particular creative reasoning. Through an exploration of the philosophies and theories that underpin inquiry practices and the associated methodologies that enable this research, Joseph seeks to add to efforts to clarify what it means for teachers and students to enact inquiry in the classroom. Joseph is particularly interested in the affordances of video-based methodologies, informed by film theory and philosophy, to maximise the potential of such research to support teachers and students in their teaching and learning of science.
Peta White is an Associate Professor in science and environmental education at Deakin University. Peta’s current research follows three narratives: science and biology education; sustainability, environmental, and climate change education; and collaborative/activist methodology and research.
Posted Aug 10, 2026
Online