The September discussion was held on 19th September, 4.30pm-6pm. The abstract and presenter bio of each discussion is outlined below.
Discussion 1: Teacher Expectations of Student Strategies for Algebra Problems – Vesife Hatisaru
This study investigates the expectations that a group of preservice secondary mathematics teachers had for how students would approach four particular algebra problems. Their responses to a set of open-ended items were content analysed. Findings show that the teachers ranged in the expectations that they held for their students. Some teachers expected their students would approach the problems with more sophisticated problem-solving strategies, but many of the teachers expected that the students would only use less desirable “guess-and-check” strategies. Teachers’ expectations for student strategies for problem-solving is a topic that warrants further investigation.
Vesife Hatisaru has been leading Mathematics Education research in the School of Education at Edith Cowan University since January 2021. She was educated at Dicle, Baskent and Middle East Technical Universities, where she completed a Bachelor, Masters, and eventually PhD degrees, all three are in Mathematics Education. After ten years teaching mathematics in secondary comprehensive schools in Mardin and Ankara, she became a teacher educator and researcher. Vesife’s main research themes include mathematical knowledge for teaching and its impact on student learning outcomes, with a specific focus on algebra, and individuals’ perceptions of mathematics and its teaching and learning.
Discussion 2: Towards an Equity-oriented Approach to Early Years STEM Education: The STEMeez project – Lihua Xu
Equity in STEM education has been a persistent global issue for decades, particularly concerning the communities that continue to be underrepresented in the STEM fields. Current approaches to promote equitable participation in STEM education tend to focus on formal schooling and higher education settings. However, there is a growing recognition that addressing disparities in STEM participation should begin in early childhood, as issues related to access, engagement and participation in STEM emerge early on and continue throughout education and career pathways. This session will explore the needs, challenges and issues perceived by parents and educators as significant in engaging young children in STEM learning. Informed by an analysis of survey and interview data from parents and educators, we will discuss a proposed conceptual framework for guiding curriculum design and development that aims to foster equity and inclusivity in early years STEM education.
Lihua Xu is a Senior Lecturer in the School of Education at Deakin University. She has extensive experience working with teachers and schools in professional learning and curriculum design in the areas of science, mathematics, and interdisciplinary STEM. Over the last 15 years, she has been involved in and led a number of large-scale projects that investigated curriculum and instructional practices in primary and secondary schools. Her current research explores innovative ways to improve interdisciplinary STEM learning across the education pathways and facilitate changes in STEM education.
Posted Aug 10, 2026
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