Dr Gaye Williams

STAFF PROFILE

Position

Senior Lecturer

Faculty

Faculty of Arts and Education

Department

SoE Arts & Ed

Campus

Melbourne Burwood Campus

Qualifications

Master of Education, University of Melbourne, 2000
Doctor of Philosophy, University of Melbourne, 2006

Contact

gaye.williams@deakin.edu.au
+61 3 924 46629

Career highlights

Career highlights are associated with working hard to achieve those goals I am passionate about to do with improviing student experiences associated with mathematics learning (intrinsic rewards). Accompanying these intrinsic rewards have been extrinsic valuings of these goals achieved.

Australian Research Council Fellowship (2009-2012) as part of Discovery Grant

PhD Thesis Awards:

1) University of Melbourne Chancellor's Prize (2007)

2) Australian Association of Researchers in Education Doctoral Award (2006)

Masters Thesis Paper Award:

Mathematics Education Research Group of Australasia Early Career Award (2000)

Teaching Awards Associated with developing an approach to problem-solving (in senior and junior secondary school classes):

1) Teacher representing Victoria at Australian Association of Mathematics Teachers' Conference (1997): innovative teaching practice

2) National Excellence in Teaching: Victorian Award: 1994

Research interests

The role of optimism in flexible pedagogical practices during mathematical problem solving implementation.

"The role of optimism during collaborative problem solving: Building problem solving capacity"

PhD: Submitted 2005, Confirmed 2006 (See URL Link 1)
URL http://eprints.infodiv.unimelb.edu.au/archive/00002533/
Williams, G. (2005). Improving intellectual and affective quality in mathematics lessons: How autonomy and spontaneity enable creative and insightful thinking.
Unpublished doctoral dissertation, University of Melbourne, Melbourne, Australia.

MEd Thesis: Collaborative Problem Solving in Mathematics: The nature and function of task complexity (See URL Link 3)

Affiliations

Mathematics Education Research Group of Australasia (MERGA)

International Group for Research into the Psychology of Mathematics Education.

Mathematical Association of Victoria

Australian Association of Mathematics Teachers

Australian Association of Researchers in Education.

Teaching interests

Undergraduate and Master of Teaching (Secondary):

Secondary Mathematics Education Curriculum Studies

Undergraduate Primary:

Fourth Year Mathematics Education (Primary)

Master of Teaching (Primary):

Fostering students' engagement in mathematics learning

Master of Education:

Knowledge Learners and Learning

Supervision of PhD and MEd research students:

Exciting research projects about group interactions, student emotions and mathematics tasks, and teacher actions inflluencing the quality of student conversation in mathematics classes

Knowledge areas

The role of context (including teaching approach, social interactions, group composition, personal characteristics, and task) in the construction of insights during mathematical problem-solving activity.

Knowledge construction processes occuring during mathematical problem-solving

Influences of personal characteristics on knowledge construction including:

- the role of optimism (resilience) on collaborative problem-solving activity

- the role of optimism on teachers' inclination to implement group problem-solving activity

- Optimism building approaches (to problem-solving in class and professional learning of teachers) and processes of optimism building

- associations between optimism building and increased problem-solving capacity

Teaching approaches enabling autonomous, spontaneous and creative knowledge construction in mathematics

Group interactions influencing the construction of knowledge in mathematics education

Influences of group composition on the construction of mathematical insights during problem-solving activity

Task features that influence opprtunities to construct mathematical insights

influences of group interactions on the construction of knowledge across other subject domains.

Awards

2009 Dean's Award: Best Early Career Researcher, Faculty of Arts and Education, Deakin University.

2008 Australian Research Council Post-doctoral Fellowship (2009-2012)

2007 Chancellor's Prize, University of Melbourne

2006 Doctoral Thesis Award for Research in Education, AARE (Australian Association for Research in Education)

2002 Mathematical Association of Victoria PhD Research Scholarship

2001-2003 Dept. Science and Mathematics Eduction (University of Melb) Post Graduate Research Scholarship.

2000 Early Career Award, MERGA (Mathematics Education Research Group of Australasia)

1997 Victorian Representative for Innovative Mathematics Teaching, AAMT (Australian Association of Mathematics Teachers)

1994 Victorian Award for Excellence in Teaching, NIETA (National Excellence in Teaching)

Projects

FLIPP: Flexibile pedagogical problem-solving to enable mathematical problem-solving in class (Funded through consultancies associated with findings from ARC project). This is a study of teacher change during whole school / whole cluster professional learning programs informed by previous study of the role of resilience (optimism) in student problem-solving activity leading to the question: "what is the role of optimism in pedagogical problem-solving activity?' Research team includes Drs Leicha Bragg, Esther Loong, Sandra Herbert, Wanty Wadjaja, and Libby Hirsh each examining teacher activity from different perspectives to enable networking of findings to link this new angle with previous research on quality teaching.

ARC Discovery Project 2009-2012.
Longitudinal video-stimulated interview study across Grade 4/5/6 classrooms to study optimistic activity, how optimism builds, and links between increased optimism and increased problem solving capacity.

Pilot to this (Deakin Central Research Grant): Collaborative problem solving in small groups with intermittent whole class feedback (Class Collaboration) intended to lead to the creative development of mathematical insight. Study examines the role of optimism in collaborative creation of mathematical ideas and concepts.

International Learners' Perspective Study (2000-ongoing)

Publications

Filter by

2015

Learning and cognition in mathematics

Dr Gaye Williams, Hsin Mei Huang

(2015), pp. 497-502, The proceedings of the 12th International Congress on Mathematical Education : intellectual and attitudinal challenges, Cham, Switzerland, B1

chapter
2014

Optimistic problem-solving activity: enacting confidence, persistence, and perseverance

Dr Gaye Williams

(2014), Vol. 46, pp. 407-422, ZDM, Heidelberg, Germany, C1

journal
2013

Studying learners in intercultural contexts

Yoshinori Shimizu, Dr Gaye Williams

(2013), pp. 145-167, Third international handbook of mathematics education, New York, N. Y., B1

chapter

Associations between the ontogenesis of confidence and inclination to explore unfamiliar mathematical problems

Dr Gaye Williams

(2013), pp. 393-400, PME 2013 : Proceedings of the 37th conference of the International Group for the Psychology of Mathematics Education 2013, Kiel, Germany, E1

conference

High performance, confidence, and disinclination to explore: a case study

Dr Gaye Williams

(2013), pp. 658-665, MERGA36 2013 : Mathematics Education: Yesterday, Today and Tomorrow : Proceedings of the 36th Mathematics Education Research Group of Australasia 2013 conference, Melbourne, Vic, E1

conference
2011

Queries without hints, affirming, or 'telling', that sustained spontaneous problem solving activity

Dr Gaye Williams

(2011), pp. 795-803, Mathematics : traditions and (new) practices : proceedings of the AAMT-MERGA conference held in Alice Springs, 3-7 July 2011, incorporating the 23rd Biennial Conference of The Australian Association of Mathematics Teachers Inc. and the 34th Annual Co, Adelaide, S. A., E1

conference

Relationships between cognitive, social, and optimistic mathematical problem solving activity

Dr Gaye Williams

(2011), pp. 345-352, PME 2011 : Developing mathematical thinking : Proceedings of the 35th conference of the International Group for the Psychology of Mathematics Education, Ankara, Turkey, E1

conference

Building optimism in prospective mathematics teachers : psychological characteristics enabling flexible pedagogy

Dr Gaye Williams

(2011), pp. 307-323, Constructing knowledge for teaching secondary mathematics : tasks to enhance prospective and practicing teacher learning, New York, N. Y., B1

chapter
2010

Symbiosis between creative mathematical thinking accompanied by high positive affect, and optimism

Dr Gaye Williams

(2010), pp. 297-304, PME : Proceedings of 34th conference of the International Group for the Psychology of Mathematics (Vol. 4), Belo Horizonte, Brazil, E1

conference

Abstracting by constructing and revising a ‘partially correct construct’ : a case study

Dr Gaye Williams

(2010), pp. 634-641, MERGA 2010 : Shaping the future of mathematics education : Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, Fremantle W.A., E1

conference
2009

Student-created tasks inform conceptual task design

Dr Gaye Williams

(2009), pp. 165-184, Mathematical tasks in classrooms around the world, Rotterdam, The Netherlands, B1

chapter

Engaged to learn pedagogy : theoretically identified optimism-building situations

Dr Gaye Williams

(2009), pp. 595-602, MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009, Wellington, N.Z., E1

conference

Comparing and contrasting methodologies : a commentary

Angelika Bikner-Ahsbahs, Dr Gaye Williams

(2009), pp. 261-265, Transformation of knowledge through classroom interaction, London, England, B1

chapter

Spontaneous student questions : informing pedagogy to promote creative mathematical thinking

Dr Gaye Williams

(2009), pp. 345-349, PME 2009 : Proceedings of 33rd Annual Meeting of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece, E1

conference
2008

Connecting the learners' and teacher's perspectives : capturing complex classroom interactions

Dr Gaye Williams

(2008), pp. 99-100, International Group for the Psychology of Mathematics Education : proceedings of the joint meeting of PME 32 and PME-NA XXX, Mexico, E1

conference

Contrasting theoretical approaches to the analysis of classroom data : studying students' creative development of new mathematical knowledge

Dr Gaye Williams

(2008), pp. -, International Group for the Psychology of Mathematics Education : proceedings of the joint meeting of PME 32 and PME-NA XXX, Mexico, E1

conference

Group composition : influences of optimism and lack thereof

Dr Gaye Williams

(2008), pp. 425-432, International Group for the Psychology of Mathematics Education : proceedings of the joint meeting of PME 32 and PME-NA XXX, Mexico, E1

conference

The construction of knowledge : theoretical approaches

Tommy Dreyfus, Michael O. J. Thomas, Jill P Brown, Dr Gaye Williams

(2008), pp. 665-666, MERGA 31: Mathematics education research : navigating : proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, held at The University of Queensland, Brisbane, Qld, Australia,28th June-1st July 2008, Brisbane, Qld, E1

conference

How group composition can influence opportunities for spontaneous learning

Dr Gaye Williams

(2008), pp. -, MERGA 2008 : Navigating currents and charting directions : MERGA 31 Conference Proceedings, Adelaide, S. Aust., E1

conference

Learning to design in small group mathematical modeling

Terry Wood, Margret A. Hjalmarson, Dr Gaye Williams

(2008), pp. 187-212, Models and modeling in engineering education : designing experiences for all students, Rotterdam, The Netherlands, B1

chapter
2007

Abstracting in the context of spontaneous learning

Dr Gaye Williams

(2007), Vol. 19, pp. 69-88, Mathematics education research journal, Adelaide, S. A., C1-1

journal

Classroom teaching experiment : eliciting creative mathematics thinking

Dr Gaye Williams

(2007), pp. 257-264, Proceedings of the 31st conference of the International Group for the Psychology of Mathematics Education, Seoul, Republic of Korea, E1

conference
2006

Children's mathematical thinking in different classroom cultures

Terry Wood, Dr Gaye Williams, Betsy McNeal

(2006), Vol. 37, pp. 222-252, Journal for research in mathematics education, Reston, Va., C1

journal

Impetus to explore: approaching operational deficiency optimistically

Dr Gaye Williams

(2006), pp. 393-400, Mathematics in the centre : proceedings of the 30th conference of the International Group for the Psychology of Mathematics Education Charles University, Faculty of Education, Prague, Czech Republic 16-21 July 2006, Prague, Czech Republic, E1

conference

Student-engineered 'space to think'

Dr Gaye Williams

(2006), pp. 567-575, Identities, cultures and learning spaces : proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, Pymble, N.S.W., E1

conference

Autonomous looking-in to support creative mathematical thinking: capitalising on activity in Australian LPS classrooms

Dr Gaye Williams

(2006), pp. 221-236, Mathematics classrooms in twelve countries: the insider`s perspective, Rotterdam, The Netherlands, B1

chapter
2005

Consolidating one novel structure whilst constructing two more

Dr Gaye Williams

(2005), pp. 313-320, Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Prague, Czech Republic, E1

conference
2004

The nature of spontaneity in high quality mathematics learning experiences

Dr Gaye Williams

(2004), pp. 433-440, PME 28 2004 : Inclusion and diversity : Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen, Norway, E1-1

conference
2003

Associations between student pursuit of novel mathematical ideas and resilience

Dr Gaye Williams

(2003), pp. 752-759, Mathematics Education Research : Innovation, Networking, Opportunity : Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia, held at Deakin University, Geelong, 6th-10th July 2003, Geelong, Vic., E1-1

conference

Empirical generalisation as an inadequate cognitive scaffold to theoretical generalisation of a more complex concept

Dr Gaye Williams

(2003), pp. 419-426, Proceedings of the 2003 joint meeting of PME and PMENA : PME27/PME-NA25, Honolulu, HI, E1-1

conference