Professor Vincent Geiger

Research Director and Professor of Mathematics Education, STEM in Education: Design and Growth Across the Disciplines

Areas of expertise: 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; the principles of task design and implementation; initial teacher education and teacher professional learning; socio-cultural theories of learning

ORCID ID: 0000-0002-0379-4753

Phone: +617 3623 7188

Email: vince.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. He is 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. 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.

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. Crows Nest, NSW: Allen & Unwin.

Book chapters

  • 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). Singapore: Springer. org/10.1007/978-981-15-4269-5_4
  • Frejd, P., & Geiger, V. (2017). Exploring the notion of mathematical literacy in curricula documents. In G. Stillman, G. Kaiser, & W. Blum (Eds.), Mathematical modelling and applications: Crossing and researching boundaries in mathematics education(pp. 255-264). Cham: Springer. DOI: 10.1007/978-3-319-62968-1_22
  • Geiger, V. (2017). Designing for mathematical applications and modelling tasks in technology rich environments. In A. Leung & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks - Potential and pitfalls(pp. 285-302). Dordrecht: Springer.
  • Geiger, V., Arleback, J., & Frejd, P. (2016). Interpreting curricula to find opportunities for modeling: Case studies from Australia and Sweden. In C. Hirsch & A. Roth McDuffie (Eds.), Annual perspectives in mathematics education 2016: Mathematical modeling and modeling mathematics(pp. 207-215). NCTM.
  • Geiger, V., Calder, N., Tan, H., Loong, E., Miller, J., & Larkin, K. (2016). Transformations of teaching and learning through digital technologies. In K. Makar, S. Dole, J. Visnovska, M., Goos, A. Bennison, & K. Fry (Eds.), Research in mathematics education in Australasia 2012-2015(pp. 255-280). Singapore: Springer. DOI: 10.1007/978-981-10-1419-2

Articles

Books

  • Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A. (2019). Numeracy across the curriculum: Research-based strategies for enhancing teaching and learning. Crows Nest, NSW: Allen & Unwin.

Book chapters

  • 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). Singapore: Springer. org/10.1007/978-981-15-4269-5_4
  • Frejd, P., & Geiger, V. (2017). Exploring the notion of mathematical literacy in curricula documents. In G. Stillman, G. Kaiser, & W. Blum (Eds.), Mathematical modelling and applications: Crossing and researching boundaries in mathematics education (pp. 255-264). Cham: Springer. org/10.1007/978-3- 319-62968-1_22
  • Geiger, V. (2017). Designing for mathematical applications and modelling tasks in technology rich environments. In A. Leung & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks - Potential and pitfalls (pp. 285-302). Dordrecht: Springer. org/10.1007/978-3-319-43423-0_14
  • Geiger, V., Ärlebäck, J. B., & Frejd, P. (2016). Interpreting curricula to find opportunities for modeling: Case studies from Australia and Sweden. In C. R. Hirsch & A. R. McDuffie (Eds.), Annual perspectives in mathematics education 2016: Mathematical modeling and modeling mathematics (pp. 207-215). Reston, VA: National Council of Teachers of Mathematics.
  • Geiger, V., Calder, N., Tan, H., Loong, E., Miller, J., & Larkin, K. (2016). Transformations of teaching and learning through digital technologies. In K. Makar, S. Dole, J. Visnovska, M., Goos, A. Bennison, & K. Fry (Eds.), Research in mathematics education in Australasia 2012-2015 (pp. 255-280). Singapore: Springer. org/10.1007/978-981-10-1419-2_13

Articles

  • 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. DOI: 10.1007/s11858-020-01140-2
  • Likourezos, V., Beswick, K., Geiger, V., & Fraser, S. (2020). How principals can make a difference in STEM education. Australian Educational Leader, 42(2), 33-36.
  • Geiger, V. (2019). Using mathematics as evidence supporting critical reasoning and enquiry in primary science classrooms. ZDM Mathematics Education, 51(7), 929-940. DOI: 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. DOI: 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.
  • 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. 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. 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. org/10.1080/10888438.2018.1482901
  • Bilgin, A. A. B, 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. org/10.1007/s13394-017-0191-9
  • Geiger, V., Margolinas, C., & Straesser, R. (2017). On the challenges of multilinguisme in mathematics education research. For the Learning of Mathematics, 37(2), 16-18.
  • 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. 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. 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. 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. 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. org/10.1007/s11858-015-0708-1
  • 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.
  • Bennison, A., Goos, M., & Geiger, V. (2020, online first). Utilising a research-informed

Projects

Selected studies with ARC funding

  • 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

  • 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

  • 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

  • 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
  • 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 –
  • Member, ACU ERA Expert Panel, 2014

Public engagement

  • 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.

ILSTE Final

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