Profile image of Lihua Xu

Dr Lihua Xu

STAFF PROFILE

Position

Senior Lecturer, Education (Science Education)

Faculty

Faculty of Arts and Education

Department

School of Education

Campus

Geelong Waurn Ponds Campus

Qualifications

Doctor of Philosophy (Education), University of Melbourne, 2010
Master of Education, University of Melbourne, 2006
Bachelor of Education, Shanghai Normal University, 2003

Biography

Lihua Xu is a Senior Lecturer in Science Education. Her research aims to make impact on and improve teaching and learning practices in science and mathematics education. Since 2005 Lihua's research has been dedicated to a research program that explores the complexity of teaching and learning of science and mathematics in classrooms, underpinned by contemporary learning theories such as Distributed Cognition, Variation Theory and Social Semiotics.

Lihua's involvement in large-scale international video studies of classrooms led to some rethinking about the notion "teaching as a cultural practice”. This work also steered into research collaboration in the area of video–based research approaches in education. 

Lihua's current research explores innovative ways to facilitate student interdisciplinary learning and improve teacher professional learning in the area of STEM Education.

Read more on Lihua's profile

Research interests

My research interests include:

  • Science, mathematics and interdisciplinary STEM education
  • Classroom Research
  • International Comparative Studies
  • Video-based Research Methodologies
  • School-based Curriculum Development in STEM
  • Teacher Learning, Teacher Education and Professional Development

Units taught

EDX701 Research Design Development and Method

EES245/345 Primary Science Education 1

EES440 Primary Science Education 2

Research groups

Convenor, Video-based Research in Education (VRiE) faculty research group

https://blogs.deakin.edu.au/steme/vrie/

 

Projects

Externally Funded Projects

The Invergowrie Foundation grant: The Invergowrie STEM Hub (2022-2024)

ARC Discovery Project Grant (DP210101171): Primary teachers' adaptive expertise in interdisciplinary maths and science  (2021-24)

ARC Discovery Project (DP180102333): Enriching mathematics and science learning: an interdisciplinary approach

(2018-21)

The Invergowrie Foundation grant: Girls As Leaders in STEM (GALS) (2018-2023)

Skilling the Bay, Department of Education: STEM and Entrepreneurship in primary schools (SEPS) (2019-20)

Department of Industry, Innovation and Science, Maker Projects - Steam B project: STEM and Entrepreneurship in primary schools (SEPS) (2017-18)

Department of Education and Training (DET) Project: Collaborative Teacher Practice - Action Research Project (2016)

ARC Discovery Project The Alignment Project Valued performances in mathematics and science classrooms in Australia, Finland and China: Interrogating the alignment of curriculum, instruction and assessment (2010-12)

ARC Discovery Project Causal Connenctions in Science Classrooms- An investigation of causal relations between complex classroom practices and science learning using high capacity new research technologies and multiple theory-testing (2008-11)

Publications

Filter by

2022

Towards a Social Semiotic Interpretation of the Chemistry Triangle: Student Exploration of Changes of State in an Australian Secondary Science Classroom

L Xu

(2022), Vol. 20, pp. 705-726, International Journal of Science and Mathematics Education, C1

journal article

Teacher orchestration of student responses to rich mathematics tasks in the US and Japanese classrooms

L Xu, C Mesiti

(2022), pp. 1-14, ZDM - Mathematics Education, Berlin, Germany, C1

journal article

Teaching About Electricity in Primary School Multimodality and Variation Theory as Analytical Lenses

C Preston, P Hubber, L Xu

(2022), Vol. 52, pp. 949-973, Research in Science Education, Berlin, Germany, C1

journal article

Conceptualizing Culture and Creativity: Perspectives on Creativity by Japanese Secondary School Students

C Karnilowicz Mizuno, L Xu

(2022), pp. 1-16, Journal of Creative Behavior, London, England, C1

journal article

Noticing student thinking under pressure in primary mathematics and science lessons

D Jazby, W Widjaja, L Xu, J van Driel

(2022), pp. 1-22, International Journal of Science and Mathematics Education, Berlin, Germany, C1

journal article

The Relevance of STEM: a Case Study of an Australian Secondary School as an Arena of STEM Curriculum Innovation and Enactment

L Xu, S Fang, L Hobbs

(2022), pp. 1-23, International Journal of Science and Mathematics Education, Berlin, Germany, C1

journal article

Girls in STEM: Addressing SDG 4 in Context

Coral Campbell, Linda Hobbs, Lihua Xu, Jorja McKinnon, Chris Speldewinde

(2022), Vol. 14, pp. 1-17, Sustainability, Basel, Switzerland, C1

journal article

Characterising a Representation Construction Pedagogy for Integrating Science and Mathematics in the Primary School

R Tytler, V Prain, M Kirk, J Mulligan, C Nielsen, C Speldewinde, P White, L Xu

(2022), pp. 1-23, International Journal of Science and Mathematics Education, Berlin, Germany, C1

journal article

Guiding Science and Mathematics Learning when Students Construct Representations

V Prain, L Xu, C Speldewinde

(2022), Research in Science Education, C1

journal article
2021

A sociocultural framing of multimodal learning analytics: Potential for formative assessment in primary mathematics

Lihua Xu, Joseph Ferguson, Wanty Widjaja, Wei Luo, Lei Bao, Jianxin Li

(2021), Vol. 2, pp. 220-242, Methodological approaches to STEM education research, Cambridge, Eng., B1

book chapter

Teacher noticing in science education: do you see what I see?

K Chan, L Xu, R Cooper, A Berry, J van Driel

(2021), Vol. 57, pp. 1-44, Studies in Science Education, C1

journal article

Student Reasoning About the Lever Principle Through Multimodal Representations: a Socio-Semiotic Approach

L Xu, J Ferguson, R Tytler

(2021), Vol. 19, pp. 1167-1186, International Journal of Science and Mathematics Education, C1

journal article

Discourse Analysis and Multimodal Meaning Making in a Science Classroom: Meta-Methodological Insights from Three Theoretical Perspectives

J Martin, L Xu, L Seah

(2021), Vol. 51, pp. 187-207, Research in Science Education, C1

journal article

Challenges in designing and assessing student interdisciplinary learning of optics using a representation construction approach

L Xu, V Prain, C Speldewinde

(2021), Vol. 43, pp. 844-867, International Journal of Science Education, C1

journal article

An interdisciplinary approach to primary school mathematics and science learning

R Tytler, J Mulligan, V Prain, P White, L Xu, M Kirk, C Nielsen, C Speldewinde

(2021), Vol. 43, pp. 1926-1949, International Journal of Science Education, C1

journal article

A multi-layered framework for analyzing primary students' multimodal reasoning in science

L Xu, J van Driel, R Healy

(2021), Vol. 11, Education Sciences, C1

journal article
2019

Examining primary school teachers' professional noticing through a video-based methodology

Wanty Widjaja, L Xu, Wendy Jobling

(2019), pp. 66-82, Video-based research in education: cross-disciplinary perspectives, Abingdon, Eng., B1

book chapter

Validity and comparability in cross-cultural video studies of classrooms

L Xu, David Clarke

(2019), pp. 19-33, Video-based research in education: cross-disciplinary perspectives, Abingdon, Eng., B1

book chapter

Changing STEM and entrepreneurial thinking teaching practices and pedagogy through a professional learning program

Lihua Xu, Coral Campbell, Linda Hobbs

(2019), pp. 139-156, Asia-Pacific STEM teaching practices: from theoretical frameworks to practices, Singapore, B1

book chapter

Relating Teaching and Learning of Science Through the Lens of Variation Theory

L Xu

(2019), Vol. 63, pp. 145-162, Scandinavian journal of educational research, Abingdon, Eng., C1

journal article

Seeing through the eyes of the teacher? Investigating primary school teachers' professional noticing through a video-based research methodology

Lihua Xu, Wanty Widjaja, Joseph Ferguson

(2019), Vol. 42, pp. 470-484, International journal of research & method in education, London, Eng., C1

journal article

Speaking or not speaking as a cultural practice: analysis of mathematics classroom discourse in Shanghai, Seoul, and Melbourne

L Xu, D Clarke

(2019), Vol. 102, pp. 127-146, Educational studies in mathematics, Dordrecht, The Netherlands, C1

journal article
2018

Patterning in childhoodnature

Shelley Hannigan, Anna Kilderry, Lihua Xu

(2018), pp. 1-23, Research handbook on childhoodnature: assemblages of childhood and nature research, Cham, Switzerland, B1

book chapter

Meta-rules of discursive practice in mathematics classrooms from Seoul, Shanghai and Tokyo

L Xu, David Clarke

(2018), pp. 315-336, Inside the mathematics class: sociological perspectives on participation, inclusion, and enhancement, Cham, Switzerland, B1

book chapter
2017

The changing roles of science specialists during a capacity building program for primary school science

S Herbert, L Xu, L Kelly

(2017), Vol. 42, pp. 1-21, Australian Journal of Teacher Education, C1

journal article
2013

Spoken mathematics as an instructional strategy: the public discourse of mathematics classrooms in different countries

D Clarke, L Xu, M Wan

(2013), pp. 13-31, Student voice in mathematics classrooms around the world, Rotterdam, Netherlands, B1-1

book chapter

Students speaking mathematics: practices and consequences for mathematics classrooms in different countries

D Clarke, L Xu, M Wan

(2013), pp. 33-52, Student voice in mathematics classrooms around the world, Rotterdam, Netherlands, B1-1

book chapter

Meta-rules of discursive practice in mathematics classrooms from Seoul, Shanghai and Tokyo

L Xu, D Clarke

(2013), Vol. 45, pp. 61-72, ZDM : International journal on mathematics education, Heidelberg, Germany, C1-1

journal article

Choral response as a significant form of verbal response in mathematics classrooms in seven countries

D Clarke, L Xu, M Wan

(2013), pp. 201-208, PME 37 : Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education 2013, Kiel, Germany, E1-1

conference

Discourse patterns employing choral response in mathematics classrooms in seven countries

L Xu, M Wan, D Clarke

(2013), pp. 196-, PME 37 : Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education 2013 (vol. 5), Kiel, Germany, E1-1

conference
2012

What does distributed cognition tell us about student learning of science?

L Xu, D Clarke

(2012), Vol. 42, pp. 491-510, Research in science education, Dordrecht, Netherlands, C1-1

journal article

Student difficulties in learning density: a distributed cognition perspective

L Xu, D Clarke

(2012), Vol. 42, pp. 769-789, Research in science education, Dordrecht, The Netherlands, C1-1

journal article

A comparative study of content settings of mathematics curriculum standards from China, Australia, and Finland

Y Kang, Y Cao, L Xu, D Clarke

(2012), Vol. 8, pp. 62-66, Journal of educational studies, Beijing, China, C1-1

journal article

International comparisons of mathematics classrooms and curricula: the validity-comparability compromise

D Clarke, L Wang, L Xu, E Aizikovitsh-Udi, Y Cao

(2012), pp. 171-178, PME 36 : Opportunities to Learn in Mathematics Education : Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education 2012, Taipei, Taiwan, E1-1

conference
2011

Multi-theoretic approaches to understanding the science classroom

D Clarke, L Xu, J Arnold, L Seah, C Hart, R Tytler, V Prain

(2011), pp. 1-15, ESERA 2011 : Ebook Proceedings Of The ESERA 2011 Conference : Science learning and Citizenship, Lyon, France, E1-1

conference
2010

Student speech as an instructional priority: mathematics classrooms in seven culturally-differentiated cities

D Clarke, L Xu, M Wan

(2010), Vol. 2, pp. 3811-3817, Procedia - Social and Behavioral Sciences, Amsterdam, The Netherlands, C1-1

journal article

Spoken mathematics as a distinguishing characteristics of mathematics classrooms in different countries

D Clarke, L Xu

(2010), pp. 2463-2472, CERME 6 : Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education 2009, Lyon, France, E1-1

conference

Meta-discursive rules and the introduction of new content in mathematics classrooms in Seoul, Shanghai and Tokyo

L Xu, D Clarke

(2010), EARCOME 5 : Proceedings of the 5th East Asian Regional Conference on Mathematics Education 2010, Tokyo, Japan, E1-1

conference

Qifa Shi teaching: Confucian heuristics

Y Cao, D Clarke, L Xu

(2010), pp. 232-234, PME 34 : Proceedings of 34th conference of the International Group for the Psychology of Mathematics 2010 (Vol.1), Belo Horizonte, Brazil, E1-1

conference

The function of spoken mathematics in mathematics classrooms in different cultural settings

L Xu, D Clarke, M Wan

(2010), Vol. 4, pp. 222-225, PME 34 : Proceedings of the Conference of the International Group for the Psychology of Mathematics Education, Belo Horizonte, Brazil, E1-1

conference
2008

Distinguishing between mathematics classrooms in Australia, China, Japan, Korea and the USA through the lens of the distribution of responsibility for knowledge generation : public oral interactivity and mathematical orality

David Clarke, Lihua Xu

(2008), Vol. 40, pp. 963-972, ZDM = International reviews on mathematical education, Heidelberg, Germany, C1-1

journal article
2007

Addressing the challenge of legitimate international comparisons of classroom practice

D Clarke, C Mesiti, C O'Keefe, L Xu, E Jablonka, I Mok, Y Shimizu

(2007), Vol. 46, pp. 280-293, International journal of educational research, Amsterdam, The Netherlands, C1-1

journal article

Exploiting available technologies to align methodology and theory in the study of science classrooms internationally

L Xu, D Clarke, C Mitchell

(2007), pp. 1-13, NARST 2007 : Proceedings of the National Association for Research in Science Teaching 2007 Annual Meeting : Restructuring Science Education Through Research, New Orleans, Louisiana, E1-1

conference

Artefacts and distributed cognition: towards a new perspective on science learning

L Xu, D Clarke

(2007), pp. 1-10, NARST 2007 : Proceedings of the National Association for Research in Science Teaching 2007 Annual Meeting : Restructuring Science Education Through Research, New Orleans, Louisiana, E1-1

conference
2006

Kikan-Shido : between desks instruction

Catherine O'Keefe, Lihua Xu, David Clarke

(2006), pp. 15-37, Making connections : mathematics classrooms around the world, Rotterdam, The Netherlands, B1-1

book chapter

Kikan-Shido: Between Desks Instruction

Catherine O'Keefe, Li Xu, David Clarke

(2006), Vol. 2, pp. 73-105, Making Connections, Leiden, The Netherlands, B1-1

book chapter

Kikan-Shido: through the lens of guiding student activity

L Xu, C O'Keefe, D Clarke

(2006), Vol. 4, pp. 265-272, PME 30: Proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education : Mathematics at the Centre, Prague, Czech Republic, E1-1

conference

Funded Projects at Deakin

Australian Competitive Grants

Enriching mathematics and science learning: an interdisciplinary approach

Prof Russell Tytler, Prof Joanne Mulligan, Dr Lihua Xu, Dr Peta White, A/Prof Leona Schauble, Prof Richard Lehrer

ARC - Discovery Projects

  • 2020: $143,869
  • 2019: $157,568
  • 2018: $154,533

Primary teachers adaptive expertise in interdisciplinary maths and science

Prof Amanda Berry, Prof Colleen Vale, Prof Jan Van Driel, A/Prof Wanty Widjaja, Dr Lihua Xu

ARC - Discovery Projects

  • 2022: $17,166
  • 2021: $30,641

Other Public Sector Funding

Primary Mathematics and Science Specialist Professional Learning Program February/March 2015

Dr Gail Chittleborough, Prof Russell Tytler, Prof Coral Campbell, A/Prof Peter Hubber, Dr Lihua Xu, Dr John Cripps Clark, Dr Peta White

DETVic Grant - Research - Department of Education and Training Victoria

  • 2015: $6,818

Collaborative Teacher Practice ¿ Action Research Project

A/Prof Andrea Gallant, Dr Lihua Xu, Dr Jill Loughlin, Dr Muriel Wells

DETVic Grant - Research - Department of Education and Training Victoria

  • 2017: $40,804
  • 2016: $89,316
  • 2015: $13,601

STEM and Entrepreneurship in Primary Schools

Dr Lihua Xu, A/Prof Linda Hobbs, Prof Coral Campbell

Department of Education & Early Childhood Development

  • 2020: $58,549
  • 2019: $18,000

Industry and Other Funding

Girls as leaders in STEM (GALS)

Prof Coral Campbell, A/Prof Linda Hobbs, Dr Lihua Xu

The Invergowrie Foundation

  • 2021: $105,000
  • 2020: $104,000
  • 2019: $100,500
  • 2018: $60,000

Invergowrie STEM Hub

Dr Lihua Xu, Prof Coral Campbell, A/Prof Linda Hobbs

The Invergowrie Foundation

  • 2022: $144,000

Supervisions

No completed student supervisions to report