Professor Vincent Geiger

Areas of expertise: Critical mathematical thinking promoting numeracy capability through inclusive teaching practices; Learning to use mathematics when solving real world problems; Mathematical modelling; The role of technology in learning/teaching; Principles of task design and implementation; Teacher professional learning; Socio-cultural theories of learning

ORCID ID: 0000-0002-0379-4753

Phone: +617 3623 7188

Email: vincent.geiger@acu.edu.au

Location: ACU Brisbane Campus

Vince Geiger is a professor of mathematics education within the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. His interdisciplinary research space focuses on the enabling and transformative role of mathematics within the STEM disciplines. His work is driven by awareness that the capacity to know and use mathematics confidently is important for an individual's career prospects and their empowerment as informed, critical and responsible citizens. He sees genuinely informed and engaged citizenship as essential for a socially and environmentally just world. Aligned with this aspiration, his research is focused on the areas of numeracy, mathematical modelling, STEM education, and the role of digital resources in promoting mathematics teaching and learning. This research has resulted in over 140 research publications.

Vince currently holds significant international positions in mathematics education including Editor-in-Chief of Mathematics Education Research Journal (Scopus Median 8%), President of the International Community of Teachers of Mathematical Modelling and Applications, and member of the Organising Committee for the International Commission of Mathematics Instruction's 27th Study on Mathematics Education and the Socio-Ecological. He was previously a member of the numeracy expert group for the Programme of International Assessment of Adult Competencies sponsored by the OECD.

Vince joined ACU in 2005 after a successful 22-year career as a secondary school teacher of mathematics and science. Over that time, he held national positions such as President of the Australian Association of Mathematics Teachers and Chair of the National Education Forum. He subsequently enrolled in a PhD at The University of Queensland, a qualification he completed in 2009. He progressed rapidly from the award of his PhD to the rank of full professor in 2016.

Vince's research has been supported by $7 million of external competitive funding, including leadership of three ARC Discovery projects and one DECRA. Other recent projects include: 2018-2020 - Principals as STEM Leaders (Department of Education and Training); 2018-2023 - Numeracy Expert Group for the implementation of the 2nd cycle of PIAAC (OECD); 2015-2017 - Opening Real Science (OLT); 2018-2020 - Review of the PIAAC numeracy assessment framework (OECD); and 2015-2016 - Building an evidence base for national best practice in mathematics education (Office of the Chief Scientist).

The excellence of his research was recognised by a Mathematics Education Research Group of Australasia Research Award in 2017. His work was further recognised by selection as the Giovanni Prodi Guest Professorship at Wurzburg University in 2018/2019.

Curriculum vitae

Select publications

Books

Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A. (2019). Numeracy across the curriculum: Research-based strategies for enhancing teaching and learning. Routledge. ISBN 9781760297886
Goos, M., Vale, C., Stillman, G., Makar, K., Herbert, S., & Geiger, V. (2017). Teaching secondary school mathematics: Research and practice for 21st century (2nd ed.). Routledge. https://doi.org/10.4324/9781003117810

Edited Books

Ikeda, T., Saeki. A., Geiger, V., & Kaiser, G. (in press). International horizons in mathematics modelling education. Springer.
H-S. Siller, G. Kaiser, & V. Geiger (Eds) (2024). Researching mathematical modelling education in disruptive times. Springer, Cham. https://doi.org/10.1007/978-3-031-53322-8

Book chapters

Digan, S., Puslednik, L., Naylor, W., Geiger, V. (2024): Developing evidentiary practices in initial teacher education students' scientific reasoning. In: White, P., Tytler, R., Furguson, J. (Eds.),Methodological Approaches to STEM Education Research (pp 265-290). Cambridge University Press.
Unshelm, N., Digan, S., Geiger, V., Siller, H-S., & Greubel, A. (accepted for publication, Feb 2025).Empowering students to evaluate media claims with big data. In T. Ikeda, A.Saeki, V. Geiger & G. Kaiser (Eds.), International Horizons in Mathematics Modelling Education. Springer.
Siller, HS., Günster, S.M., Geiger, V. (2024). Mathematics as a Central Focus in STEM - Theoretical and Practical Insights from a Special Study Program Within Pre-service (Prospective) Teacher Education. In Y. Li, Z. Zeng & Song, N. (Eds.), Disciplinary and Interdisciplinary Education in STEM (pp. 317-343). Advances in STEM Education. Springer, Cham. https://doi.org/10.1007/978-3-031-52924-5_15
H-S. Siller, G. Kaiser, & V. Geiger (2024). Researching Mathematical Modelling Education in Disruptive Times-An Introduction. In H-S. Siller, G. Kaiser, & V. Geiger (Eds.), Researching mathematical modelling education in disruptive/challenging times (pp. 3-10). Springer, Cham. https://doi.org/10.1007/978-3-031-53322-8_1
Geiger, V. (2024). The need for critical approaches to mathematical modelling in the time of disruptive events. In H-S. Siller, G. Kaiser, & V. Geiger (Eds.), Researching mathematical modelling education in disruptive/challenging times (pp. 15-34). Springer, Cham. https://doi.org/10.1007/978-3-031-53322-8_2
Rezat, S., Geiger, V. (2024). The Role of Digital Technologies in Transforming Student Learning Landscapes. In: Pepin, B., Gueudet, G., Choppin, J. (Eds.) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_21-1
Geiger, V., Bennison, A., Abidin, Z. (2023). Enhancing Learner Communication and Collaboration Through Digital Resources: Affordances, Constraints, and Possibilities. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_24-1
Siller, H-S., Geiger, V., Greefrath, G. (2023). The Role of Digital Resources in Mathematical Modelling in Extending Mathematical Capability. In: Pepin, B., Gueudet, G., Choppin, J. (Eds.) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_18-1
Maass, K., Artigue, M., Burkhardt, H., Doorman, M., English, L. D., Geiger, V., Krainer, K., Potari, D., & Schoenfeld, A. (2022). Mathematical modelling-a key to citizenship education. In Initiationen mathematikdidaktischer Forschung (pp. 31-50). Springer Spektrum, Wiesbaden. https://doi.org/10.1007/978-3-658-36766-4_2
Tout, D., Dermonty, I., Diez-Palomar, J., Geiger, V., Hoogland, K., &Maguire, T. (2021). PIAAC Cycle 2 assessment framework: Numeracy. In The Assessment Frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies (pp. 64-154). OECD Publishing, Paris, https://doi.org/10.1787/c4221062-en
Geiger, V., Galbraith, P., & Niss, M. (2021) Generating a design and implementation framework for mathematical modelling tasks through researcher-teacher collaboration. In F. K. S. Leung, G. A. Stillman, G. Kaiser, & K. L. Wong (Eds.), Mathematical modelling education in east and west. International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 129-139). Springer. https://doi.org/10.1007/978-3-030-66996-6_11
Bennison, A., & Geiger, V. (2020). Numeracy across the curriculum as a model of integrating mathematics and science. In J. Anderson & Y. Li (Eds.), Integrated approaches to STEM education (pp. 117-136). Springer. https://doi.org/10.1007/978-3-030-52229-2_7
Geiger, V., Yasukawa, K., Bennison, A., Fielding-Wells, J., & Sawatzki, C. (2020). Facets of numeracy: Teaching, learning and practices. In J. Way, J. Anderson, J. Bobis, H. McMaster, K. Cartwright, & C. Attard (Eds.), Research in mathematics education in Australasia: 2016-2019 (pp. 59-89). Springer. https://doi.org/10.1007/978-981-15-4269-5_4

Articles

Unshelm, N., Siller, H. S., Digan, S., & Geiger, V. (2025). Umgang mit großen Datensätzen zur Untersuchung von Medienaussagen: Vorstellung einer Typologie wesentlicher Praktiken [Dealing with large data sets when evaluating media claims: Presentation of a typology of essential practices]. Mathematica Didactica, 48(2).
Beswick, K., Geiger, V., Fraser, S. (2025). Principal's leadership content knowledge in STEM contexts. British Educational Research Journal. https://doi.org/10.1002/berj.70010
Krawitz, J., Schukajlow, S., Yang, X., & Geiger, V. (2025). A systematic review of international perspectives on mathematical modelling: Modelling goals and task characteristics. ZDM Mathematics Education. Springer.
Geiger, V., Galbriath, P., Niss, M., & Schmid, M. (2025). Identifying and describing generic, specific, and catalytic enablers of mathematical modelling. ZDM Mathematics Education, 57(2/3). Springer. https://doi.org/10.1007/s11858-025-01653-8 (pages to be assigned)
Geiger, V. & Schmid, M. (2024). A critical turn in numeracy education and practice. Frontiers in Education, 9(1363566). https://doi.org/10.3389/feduc.2024.1363566
Jones, M., Geiger, V., Falloon, G., Fraser, S., Beswick, K., Holland-Twining, B., & Hatisaru, V. (2024). Learning contexts and visions for STEM in schools. International Journal of Science Education, 1-21. https://doi.org/10.1080/09500693.2024.2323032
Geiger, V., Beswick, K., Fraser, S., & Twining, B. (2023). A model for principals' STEM leadership capability. British Education Research Journal, 49(5), 900-2024. https://doi.org/10.1002/berj.3873
Geiger, V., Gal, I., & Graven, M. (2023). The Connections Between Mathematics Education and Citizenship Education. ZDM Mathematics Education, 55, 923-940. https://doi.org/10.1007/s11858-023-01521-3
Beswick, K., Watt, H., Granziera, H., Geiger, V. & Fraser, S. (2023). Boys' motivation profiles in mathematics: Relations with contextual factors, well-being and engagement in a boys-only school. ZDM- Mathematics Education, 55, 315-329. https://doi.org/10.1007/s11858-022-01464-1
Geiger, V., Delzoppo, C., & Straesser, R. (2022). Supporting English non-dominant language authors' efforts to publish: perspectives from the editors-in-chief of highly recognised journals in Mathematics Education. Educational Studies in Mathematics, 111(3), 543-565. https://doi.org/10.1007/s10649-022-10174-0
Gal, I., & Geiger, V. (2022). Welcome to the era of vague news: Mathematics, statistics, evidence literacy, and the Coronavirus pandemic media. Educational Studies in Mathematics, 111 (1), 5-28. https://doi.org/10.1007/s10649-022-10151-7
Fielding, J., Geiger, V., Miller, J., Bruder, R., Roder, U., & Ratnayake, I. (2022). Developing challenging mathematical tasks for initial teacher education: motivational task considerations. Teaching and Teacher Education, 113. https://doi.org/10.1016/j.tate.2022.103663
Geiger, V., Galbraith, P., Niss, M., & Delzoppo, C. (2022). Developing a task design and implementation framework for fostering mathematical modelling competencies. Educational Studies in Mathematics, 109, 313-336. https://doi.org/10.1007/s10649-021-10039-y
Falloon, G., Stevenson, M., Beswick, K., Fraser, S., & Geiger, V. (2021). Building STEM in schools: an Australian cross-case analysis. Educational Technology and Society, 24(4),110-122. https://doi.org/10.30191/ETS.202110_24(4).0009
Bennison, A., Goos, M., & Geiger, V. (2020). Utilising a research-informed instructional design approach to develop an online resource to support teacher professional learning on embedding numeracy across the curriculum. ZDM Mathematics Education, 52(5), 1017-1031. https://doi.org//10.1007/s11858-020-01140-2
Geiger, V. (2019). Using mathematics as evidence supporting critical reasoning and enquiry in primary science classrooms. ZDM - Mathematics Education, 51(7), 929-940. https://doi.org/10.1007/s11858-019-01068-2
Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM - Mathematics Education, 51(7), 869-884. https://doi.org/10.1007/s11858-019-01100-5
Geiger, V., Margolinas, C., & Straesser, R. (2018). Le défi de la publication en contexte anglophone de didactiens des mathématiques dont la langue Dominante n'est pas l'anglais. Recherches en Didactique des Mathématiques, 38(1), 15-42. https://revue-rdm.com/2018/le-defi-de-la-publication-en/
Geiger, V., Mulligan, J., Date-Huxtable, L., Ahlip, R., Jones, D. H., May, E. J., Rylands, L., & Wright, I. (2018). An interdisciplinary approach to designing online learning: Fostering pre-service mathematics teachers' capabilities in mathematical modelling. ZDM - Mathematics Education, 50(1-2), 217-232. https://doi.org/10.1007/s11858-018-0920-x
Geiger, V., Stillman, G., Brown, J., Galbraith, P., & Niss, M. (2018). Using mathematics to solve real world problems: The role of enablers. Mathematics Education Research Journal, 30(1), 7-19. https://doi.org/10.1007/s13394-017-0217-3
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children's cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502. https://doi.org/10.1080/10888438.2018.1482901
Geiger, V., Muir, T., & Lamb, J. (2016). Video-stimulated recall as a catalyst for teacher professional learning. Journal of Mathematics Teacher Education, 19(5), 457-475. https://doi.org/10.1007/s10857-015-9306-y
Muir, T., & Geiger, V. (2016). The affordances of using a flipped classroom approach in the teaching of mathematics: A case study of a grade 10 mathematics class. Mathematics Education Research Journal, 28(1), 149-171. https://doi.org/10.1007/s13394-015-0165-8
Geiger, V., Forgasz, H., & Goos, M. (2015). A critical orientation to numeracy across the curriculum. ZDM - Mathematics Education, 47(4), 611-624. https://doi.org/10.1007/s11858-014-0648-1
Geiger, V., Goos, M., & Dole, S. (2015). The role of digital technologies in numeracy teaching and learning. International Journal of Science and Mathematics Education, 13(5), 1115-1137. https://doi.org/10.1007/s10763- 014-9530-4
Geiger, V., Goos, M., & Forgasz, H. (2015). A rich interpretation of numeracy for the 21st Century: A survey of the state of the field. ZDM - Mathematics Education, 47(4), 531-548. https://doi.org/10.1007/s11858-015-0708-1

Projects

Selected studies with ARC funding

2022-2024, Australian Research Council, Discovery Scheme: Geiger, V., Beswick, K., Fielding-Wells, J., Scheiner, T., Kaiser, G., Goos, M., Enabling students' critical mathematical thinking. $382,715.
2017-2019, Australian Research Council, Discovery Scheme: Geiger, V., Stillman, G., Brown, J., Galbraith, P., & Niss, M., Using mathematics to solve real world problems: The role of enablers. $446,000.
2015-2017, Australian Research Council, Discovery Early Career Researcher Award: Geiger, V., Designing and implementing cross-curricular numeracy tasks for effective teaching and learning. $361,876.
2012-2014, Australian Research Council, Discovery Scheme: Geiger, V., Goos, M., Dole, S., Forgasz, H., Enhancing numeracy learning and teaching across the curriculum. $210,000.

Selected industry funded studies

2018-2020, Department of Education and Training (Federal): Beswick, K., Fraser, S., & Geiger, V., Principals as STEM Leaders. $2,600,000.
2017-2018, Australian Universities-German DAAD Joint Research Cooperation Scheme: Geiger, V., Miller, J., Wells, J., Bruder, R., & Roder, U., Designing challenging online mathematical tasks (DCOMT): Strengthening mathematical knowledge in pre-service teacher education. $50,000.
2015-2016, Office of the Chief Scientist: Callingham, R., Beswick, K., Goos, M., Geiger, V. et al., Building an evidence base for national best practice in mathematics education. $542,260.
2013-2016, DIICSRTE-OLT: Mulligan, J., Geiger, V. et al., Opening real science: Authentic mathematics and science learning for Australia. $2,300,000.

Accolades and awards

President of the International Community of Teachers of Mathematical Modelling and Applications
Member of the Organising Committee for the International Commission of Mathematics Instruction's 27th Study on Mathematics Education and the Socio-Ecological (2024-2026)
Giovani Prodi Guest Professorship, Wurzburg University, Germany, 2018-2019
Mathematics Education Research Group of Australasia, Research Award, 2017
Discovery Early Career Research Award, Australian Research Council, 2015-2017
Research Excellence Award, Australian Catholic University, Faculty of Education and Arts, 2015
Australian Learning and Teaching Council Citation, 2009
Mathematics Education Research Group of Australasia, Practical Implications Award, 1995

Appointments and affiliations

Appointments

Professor of Mathematics Education, Institute for Learning Sciences and Teacher Education, Australian Catholic University (ACU), 2018
Professor of Mathematics Education and Research Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University (ACU), 2017
Associate Professor and Research Fellow, Learning Sciences Institute Australia (ACU), 2015-2016
Deputy Director, ACU Mathematics Teaching and Learning Research Centre, 2012-2013
Assistant/Deputy Head of School (Research), School of Education, Australian Catholic University (Brisbane Campus), 2012-2013
Senior Lecturer, School of Education, ACU (Brisbane Campus), 2010
Senior Lecturer: Secondary Programs Coordinator and Professional Experience Coordinator (DipEd, MTeach, BT/BA), Australian Catholic University (Brisbane Campus), 2007-2010

Committees and panels

ACU Academic Promotions Panel (2024)
Member, ACU Faculty Research Standing Committee, 2010-2013
Chair, ACU School of Education (Qld) Research Committee, 2011-2013
Leader, ACU Research Support Team (Qld), 2010-2012
Member, ACU Queensland School Executive Committee, 2007-2013
Member, ACU Faculty Advisory Committee (Qld), 2007-2013
Member, National Secondary Programs Review Committee, 2007-2010
Member, School Professional Experience Committee, 2007-2010

Editorial roles

Editor-in-Chief, Mathematics Education Research Journal, Springer, 2022 - present.
Joint Editor, International Horizons in Mathematics Modelling Education, Springer, 2024 - 2025
Joint Editor, Researching mathematical modelling education in disruptive times, Springer, 2023 - 2024.
Section Editor, Handbook of Digital Resources in Mathematics Education. Springer, 2023 - 2024.
Guest Editor, ZDM Mathematics Education (International Perspectives on Mathematical Modelling), 2024 - 2025
Guest Editor, ZDM Mathematics Education (Mathematics and Citizenship), 2021-2023
Guest Editor, ZDM Mathematics Education (Mathematics and STEM Education), 2018 - 2019
Associate Editor, Mathematics Education Research Journal, 2013 - 2018
Editor, Conference proceedings for the 38th annual conference of the Mathematics Education Research Group of Australasia, 2015
Guest Editor, ZDM Mathematics Education (Numeracy), 2014 - 2015
Guest Editor, Journal of Mathematics Teacher Education (Special issue - Mathematics Teacher Change), 2009 - 2010

International journal review panel

Editorial Board Member, The International Journal of Science and Mathematics Education, 2019

Invited Reviewer

Educational Studies in Mathematics
Journal of Mathematics Teacher Education
Mathematical Thinking and Learning
International Journal of Science and Mathematics Education
ZDM - The International Journal on Mathematics Education
Mathematics Education Research Journal
Mathematics Teacher Education and Development

Grant agency review panel

Assessor for the Australian Research Council, 2013
Assessor for the Israeli Science Foundation, 2021
Assessor for South African National Research Foundation, 2020
Member, ACU ERA Expert Panel, 2014

Public engagement

Media

Education Daily Live (30-5-2024. Risk-averse approach to STEM education must shift away from robotics and coding. https://educationdaily.au/teachers/stem/risk-averse-approach-to-stem-education-must-shift-away-from-robotics-and-coding/
Herald Sun (30-5-2024). 'Science curriculum is sanitised': New research reveals why STEM in schools needs to change. https://transition.meltwater.com/paywall/redirect/mkPW9kTqdnzjddlsLq7mwtSSVYs?cid=5a7be78e-5e18-411b-93ba-0e46f80894df&productType=explore-dataservice
The Educator (4-8-2024). STEM education must go beyond focus on robotics and coding STEM education must go beyond focus on robotics and coding | The Educator K/12 (theeducatoronline.com)
2SM group (1-6-2024). The role of STEM in preparing future citzens. 2HC - 01 Jun 2024 16:01:36 (meltwater.com)

Keynotes, Plenaries, Invited Addresses

Geiger, V., Maker, K., & Goos, M. (April 2024). Mathematics Education and Citizenship, Presentation informing the OECD's Learning Compass for Mathematics.
Geiger, V. (2022, Sept). The essential role of mathematical modelling and applications in the time of disruptive events. Keynote presented at the biannual conference of the International Community of Teachers of Mathematics and its Applications. ICTMA: Wurzburg Germany.
Geiger, V. (2022, April). The role of a task design and implementation framework in fostering mathematical modelling competencies. Invited presentation presented as part of the SNU Mathematics Webinar Series organised by the Korean Centre for Research in Mathematics Education.
Geiger, V. (2021, November). Using mathematics to solve real problems: The role of enablers. Keynote presented at SiManTap. Medan, Indonesia.
Geiger, V. (2021, July). "Becoming" a researcher in mathematics education. Keynote presented at the 43rd annual conference of the Mathematics Education Research Group of Australasia: Excellence in mathematics education - foundations and pathways (pp. 29-46). MERGA. Singapore
Geiger, V. (2019, March). Numeracy tasks that count. Keynote presented at the Numerate futures conference sponsored by the Contemporary Learning Hub. Sunshine Coast, Australia.
Geiger, V. (2019, March). Developing effective numeracy tasks. Keynote presented at the Numerate futures leadership summit sponsored by the Contemporary Learning Hub. Sunshine Coast, Australia.
Geiger, V. (2018, November). Designing tasks for students across the curriculum, adults' mathematical literacy and generating STEM capability sets, The Giovanni Prodi Lecture, Wurzburg University, Germany.
Geiger, V. (2018, November). Being literate is being critical. Invited invitation at Numeracy as a part of adult (basic) education: International and comparative perspectives. Hamburg, Germany.
Geiger, V. (2018, July). Making mathematics useful: Exploring numeracy across the curriculum. Keynote presented at the NuMa Professional Learning Conference, sponsored by Brisbane Catholic Education. Brisbane, Australia.
Geiger, V. (2017, July). Response to keynote: Jarmila Novotna, Problem solving through heuristic strategies as a way to make all pupils engaged, 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore.
Geiger, V. (2017, July). Response to keynote: Cyril Julie, The deployment of Mathematics in areas other than those normally associated with mathematical modelling and the applications of mathematics, International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA-18). Cape Town South Africa
Geiger, V., Goos, M. & Forgasz, H. (2016, July). Mathematical Literacy from and International Perspective. Plenary presented within the ICME Topic Study Group Mathematical Literacy at the Thirteenth Congress on Mathematics Education. Hamburg, Germany.
Geiger, V., Goos, M. & Miller, J. (2016, July). Establishing and developing a research career. Invited presentation at the Mathematics Education Research Group of Australasia annual conference. Adelaide, Australia.
Geiger, V. (2016, July). Publishing in international mathematics education journals. Invited presentation and workshop for early career researchers at the Thirteenth International Congress on Mathematics Education. Hamburg, Germany.
Geiger, V. (2015, September). Enhancing the Opportunities of Curriculum Change: Introducing Numeracy across the Curriculum. Keynote presentation at the Action Learning Research in Literacy and Numeracy Conference sponsored by Brisbane Catholic Education. Brisbane, Australia.
Geiger, V., (2015, July). Modelling in curricula across the world. Invited plenary panel presentation (with H. Doerr, A Dominguez, P Vos, H. Wessels & W. Blum) at Modelling perspectives: Looking in and across boundaries (17th International Conference on the Teaching of Mathematical Modelling and Applications). Nottingham, United Kingdom.
Geiger, V. & Muir, T. (2015, July). Publishing in international mathematics education journals. Invited presentation and workshop for early career researchers at the 39th conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia.
Geiger, V. (2015, June). Co-constructing a shared numeracy philosophy in initial teacher education. Plenary panel presentation (with P. Grootenboer & S. Dole) at the Queensland Numeracy Summit 2015: Initial Teacher Education. Brisbane, Australia.
Goos, M., Geiger, V., & Dole, S. (2015, June). Research on embedding numeracy across the curriculum. Keynote presentation at the Queensland College of Teachers Numeracy Forum. Brisbane, Australia.

ACU Researcher