Biography
Dr Aylie Davidson is an experienced teacher educator and educational researcher who is committed to improving educational outcomes in children and young people, with a particular interest in mathematics.
Aylie is recognised for her research in mathematics planning. Her ongoing work with schools examines ways to help teachers work together to build their confidence and capability to teach mathematics and plan learning sequences and experiences that involve innovative pedagogies.
Aylie is regularly engaged by teacher associations and school networks, being recognised as an educator who is able to translate research into practice in meaningful ways that inspires innovation and positively impacts student learning and engagement.
Aylie writes for academic, teacher and preservice teacher audiences.
Read more on Aylie's profileResearch interests
Curriculum design and planning
Mathematical reasoning
Innovative pedagogy
Middle school leadership
Student engagement
Teacher professional learning
Lesson study
Communities of practice
Mixed methods
Particpatory action research
Design based research
Affiliations
Mathematical Association of Victoria (MAV)
Mathematics Education Research Group of Australasia (MERGA)
Teaching interests
Primary mathematics and numeracy
Curriclum design
Pedagogy
Assesssment
Units taught
ESM303 - Lesson Study in Primary School Mathematics
ESM310 - Teachers and Mathematics Creating an Effective Classroom
ESM410 - Professional Practice and Mathematics: Designing an Inclusive Classroom
EDX707 - Independent research project for professional practice
EDX712 - Theory and Methodology in Education Research
Knowledge areas
Numeracy and mathematics education
Teacher planning
Teacher professional learning
Teacher education
Student-centred learning
Pedagogical innovation
Publications
Ann Gervasoni, Aylie Davidson, Ann Downton, Sharon Livy, James Russo
(2022), pp. 29-32, MERGA 2022 : Proceedings 44th Mathematical confluences and journeys, Launceston, Tasmania, E1
Carly Sawatzki, Jude Ocean, Davidson Aylie, Natalie Lander
(2020), Vol. 1, pp. 154-173, Methodological Approaches to STEM Education Research Volume 1, Newcastle upon Tyne, Eng., B1
Supporting elementary teachers' planning and assessing of mathematical reasoning
A Davidson, E Herbert, L Bragg
(2019), Vol. 17, pp. 1151-1171, International journal of science and mathematics education, Dordrecht, The Netherlands, C1
Ingredients for planning student-centred learning in mathematics
Aylie Davidson
(2019), Vol. 24, pp. 8-14, Australian Primary Mathematics Classroom, Stepney, S.A., C1
Aylie Davidson
(2019), MERGA 2019 : Mathematics Education Research: Impacting Practice : Proceedings of the 42nd Mathematics Education Research Group of Australasia conference 2019, Perth, W.A., E1
Identifying, promoting, and assessing reasoning focused on analysing
L Bragg, L Bragg, Elizabeth Herbert, Elizabeth Herbert, Aylie Davidson, Aylie Davidson
(2018), Vol. 23, pp. 3-7, Australian primary mathematics classroom, Stepney, S. Aust., C1
Y Loong, C Vale, W Widjaja, E Herbert, L Bragg, Aylie Davidson
(2018), pp. 503-510, Making waves, opening spaces : Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia, Auckland, N.Z., E1
Aylie Davidson
(2017), MERGA40 : 40 years on: We are still learning! Proceedings of the 40th Mathematics Education Research Group of Australasia conference 2017, Melbourne, Vic., E1
The Priorities and Challenges of Primary Teachers' Knowledge in their Mathematics Planning
Aylie Davidson
(2016), pp. 182-189, MERGA 2016 : Opening up mathematics education research : Proceedings of the 39th Mathematics Education Research Group of Australasia conference 2016, Adelaide, S.A., E1
The role of challenging mathematical tasks in creating opportunities for student reasoning
Peter Sullivan, Aylie Davidson
(2014), pp. 1-8, MERGA 2014 : Proceedings of the Mathematics Education Research Group of Australasia 2014 conference, Sydney, N.S.W., E1-1
Funded Projects at Deakin
No Funded Projects at Deakin found
Supervisions
No completed student supervisions to report