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Professor Vince Geiger

Mathematics Education

Vince Geiger is a professor of mathematics education within the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. He is the Director of the STEM Education: Design and Growth Across the Disciplines program within ILSTE – an interdisciplinary research space focused on the enabling and transformative role of mathematics within the STEM disciplines and other areas of human endeavour. 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 citizens. This awareness has inspired over 100 research publications.

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. It was in these roles that he first became aware that the “big” problems in mathematics education required thorough research.  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 $4 million of external competitive funding, including leadership of two 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. 
 

P +617 3623 7188

E vincent.geiger@acu.edu.au

L Level 4, 229 Elizabeth St, Brisbane QLD 4000, Australia


Research interests

  • inclusive teaching practices that promote numeracy capability 
  • how students learn to use mathematics when solving real world problems 
  • the role of technology in learning/teaching
  • STEM learning, teaching and leadership
  • The principles of task design and implementation
  • initial teacher education and teacher professional learning
  • socio-cultural theories of learning

Research consultancy projects

2018-2020 Department of Education, Australian Government: Fraser, S., Beswick, K., & Geiger, V., Principals as STEM Leaders

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.

2015-2017 Australian Research Council, Discovery Early Career Researcher Award: Geiger, V., Designing and implementing cross-curricular numeracy tasks for the effective teaching and learning.

2012-2014 Australian Research Council, Discovery Scheme: Goos, M., Dole, S., Geiger, V., & Forgasz, H., Enhancing numeracy learning and teaching across the curriculum.

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.

2013-2016 DIICSRTE-OLT: Mulligan, J., Geiger, V. et al., Opening real science: Authentic mathematics and science learning for Australia.

Research consultancy projects

2017-2023 Organisation for Economic Co-operation and Development (OECD): Tout, D., Geiger, V., Maguire, T., Hoogland, K., Demonty, I., & Diaz-Palomar, J., Programme of International Assessment of Adult Competencies (PIAAC) 2nd cycle numeracy expert group.

2016  Organisation for Economic Co-operation and Development (OECD): Tout, D., Geiger, V., Maguire, T., Hoogland, K., Coben, D., & Ginsburg, L., Review of the Programme of International Assessment of Adult Competencies (PIAAC) numeracy assessment framework.

2014-2015  Queensland College of Teachers: Goos, M., Bennison, A., & Geiger, V., Numeracy teaching across the curriculum in Queensland: Resources for teachers.

2014-2015  Brisbane Catholic Education:  Geiger, V., Gleeson, J., & Effeney., G., Education for sustainability in BCE schools: An investigation of policy and practice.

2012 Brisbane Catholic Education: Goos, M., Dole, S., & Geiger, V., Sustaining numeracy curriculum leadership: A whole school approach.

2010-2011  Brisbane Catholic Education: Goos, M., Dole, S., & Geiger, V., Leading numeracy learning.

2010-2012  Australian Association of Mathematics Teachers: Geiger, V., & Goos, M., Make it count: Numeracy, mathematics and Indigenous learners.

2009 Department of Education and Children’s Services (South Australia): Goos, M., Dole, S., & Geiger, V., Numeracy in the learning areas (middle years).

Professor Vince Geiger Curriculum Vitae

Download Professor Vince Geiger CV (PDF 199KB)

Publications

Books

Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A., (2019). Enhancing numeracy teaching and learning across the curriculum. Crows Nest, NSW: Allen & Unwin

Goos, M., Vale, C., Stillman, G., with Makar, K., Herbert, S., & Geiger, V. (2017). Teaching secondary school mathematics: Research and practice for 21st century (2nd edition). Crows Nest, NSW: Allen & Unwin

Articles (selected from 2008)

Geiger, V., (2019, online first). Using mathematics as evidence supporting critical reasoning and enquiry in primary science classrooms. ZDM–Mathematics Education. https://doi.org/10.1007/s11858-019-01068-2

Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A., & Harrison, L. (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. Doi: 10.1080/10888438.2018.1482901

Geiger, V., Magolinas, 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.

Geiger, V., Mulligan, J., Data-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.

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. DOI 10.1007/s13394-017-0217-3

Bilgin, A., Date-Huxtable, E., Coady, C., Geiger, V., Cavanagh, M., Mulligan, J., & Petocz, P. (2017). Opening real science: Evaluation of an online module on statistical literacy for pre-service primary teachers. Statistics Education Research Journal, 16(1), 120-138.

Geiger, V., Margolinas, C., & Straesser, R. (2017). On the challenges of multi-linguisme in mathematics education research. For The Learning of Mathematics, 37(2), 16-18.

Bilgin, A., Date-Huxtable, E., Coady, C., Geiger, V., Cavanagh, M., Mulligan, J., & Petocz, P. (2017). Opening real science: Evaluation of an online module on statistical literacy for pre-service primary teachers. Statistics Education Research Journal, 16(1), 120-138.

Geiger, V., Anderson, J., & Hurrel, D. (2017). A case study of effective practice in mathematics teaching and learning informed by Valsiner’s Zone Theory. Mathematics Education Research Journal, 29(2), 143-161. DOI:10.1007/s13394-017-0191-9

Geiger, V., Muir, T., & Lamb, J. (2016). Video stimulated recall as a catalyst for teacher professional learning. Journal of Mathematics Teacher Education. 19, 457-475. DOI: 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.

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. 10.1007/s11858-015-0708-1

Geiger, V., Forgasz, H., & Goos, M. (2015). A critical orientation to numeracy across the curriculum. ZDM–Mathematics Education, 47(4), 611-624. doi: 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. doi: 10.1007/s10763-014-9530-4

Geiger, V., & Straesser, R. (2015). The challenge of publication for English non-dominant-language authors in mathematics education. For The Learning of Mathematics, 35(3), 35-41.

Goos, M., & Geiger, V. (2012). Connecting social perspectives on mathematics teacher education in online environments. ZDM – The International Journal in Mathematics Education, 44(6), 705-715. doi: 10.1007/s11858-012-0441-y

Goos, M., Geiger, V., & Dole, S. (2012). Auditing the numeracy demands of the middle years’ curriculum. PNA, 6(4), 147-158.

Goos, M., Dole, S., & Geiger, V. (2011). Improving numeracy education in rural schools: A professional development approach. Mathematics Education Research Journal, 23(2), 129-148.

Geiger, V., Faragher, R., & Goos, M. (2010). CAS-enabled technologies as ‘agents provocateurs’ in teaching and learning mathematical modelling in secondary school classrooms. Mathematics Education Research Journal, 22(2), 48-68.

Goos, M., & Geiger, V. (2010). Theoretical perspectives on mathematics teacher change. Journal of Mathematics Teacher Education, 13(6), 499-507.

Gadanidis, G., & Geiger, V. (2010). A social perspective on technology enhanced mathematical learning – from collaboration to performance. ZDM – The International Journal in Mathematics Education, 42(1), 91-104.

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