Professor Tom Lowrie was appointed a Centenary Professor at the University of Canberra, Australia, in 2014. He has an established international research profile in the discipline area of STEM education and mathematics education.
Lowrie began his teaching career in 1986. He has taught in a number of primary school and university settings (including Australia, Canada, and the United States) over the past twenty years. His positions have included working as a primary school classroom teacher, teaching mathematics education and research method courses to undergraduate and postgraduate students at Charles Sturt University (CSU), and working with classroom teachers on curriculum frameworks. He received his PhD in 1996 from the University of Newcastle.
From 2007 to early 2014, Lowrie was Director of the Research Institute for Professional Practice, Learning and Education (RIPPLE), a strategic research institute at CSU which investigates the nature of professional practice and its impact and influence on industry and other professional stakeholders and communities. As Director, Lowrie coordinated and supported the research activity of key researchers and doctoral students. He also managed the international collaborations of a network of researchers contributing to the understanding and application of knowledge about professional practice.
In 2014, Lowrie was appointed as one of the University of Canberra's Centenary Professors. He works in the Faculty of Education as the Director of the STEM Education Research Centre.
Lowrie is Program Director of the nation-wide Early Learning STEM Australia (ELSA) program. ELSA is a play-based digital learning program for children in preschool to explore science, technology, engineering and mathematics (STEM). Lowrie's STEM Practices encourage children to ask questions, make predictions, experiment, and reflect on what happened and why. The ELSA Pilot is a key early childhood initiative of the Australian Government. In 2020, the ELSA program was awarded further funding to develop STEM curriculum for Foundation - Year 2 students throughout Australia.
Lowrie has an international research profile in the discipline area of mathematics education. His concentrated and sustained (over almost 20 years) body of work has focused on the extent to which primary-aged students use spatial reasoning and visual imagery to solve mathematics problems and the role and nature of graphics in mathematics assessment. More recently, his research has expanded to include students use of digital tools and dynamic imagery to solve problems. Lowrie received a number of grants from the Australian Research Council (ARC), amongst others.
Lowrie's research has been disseminated in national and international periodicals and conference proceedings. His work has been communicated at conferences in Australia, New Zealand, the United Kingdom, the United States, Singapore, Korea, China, Japan, Malaysia, Mexico, Greece, Indonesia, and The Netherlands. He has also been a keynote speaker at several national and international education conferences.
Lowrie has undertaken a number of research projects to develop spatial curriculum for promoting mathematics understanding in both primary and secondary classrooms. This modified curriculum has supported students in developing their problem-solving skills through a range of spatial activities. Lowrie's spatial curriculum has consistently led to improvements in mathematics performance for children in primary and secondary school.
Two of Lowrie's most well known studies are the ARC-funded projects: Graphical Languages in Mathematics (GLIM) [2008–11]; and Early Primary Graphical Languages in Mathematics (EPGLIM) [2009–11]—undertaken with Professor Carmel Diezmann (Queensland University of Technology, Australia). Together, the research focused on children's understanding of graphics in mathematics, specifically primary students aged 8 to 12 years. The aim of the research was to understand how children learn about general purpose graphical languages that are important in mathematics (such as graphs, diagrams, charts, tables, and maps). In this day and age, it is essential that all children have the skills to interpret the graphical languages that are such a large part of the mathematics curriculum. By monitoring the development of students' knowledge of information graphics, an understanding was formed of how children 'code-break' the different types of graphics that they encounter in their everyday mathematics lessons.
From 2013 to 2015, Lowrie conducted a research project funded by the ARC on the processing of mathematics tasks. The project aimed to better understand how students process mathematics tasks so the move toward digital assessment can be managed effectively within classrooms to promote assessment for learning.
Lowrie conducted research with Professor Robyn Jorgensen through an ARC grant from 2012-2014 for a large-scale mathematics research project that aims to better understand the factors that impact on student learning in mathematics, specifically teachers' practices in creating strong learning environments. The results of the study helped understanding around how social and geographic location may impact on mathematics teaching and learning.
A $3,400,000 research project that aims to advance innovative practices that will build teachers' capacity in mathematics teaching and engage Grade 7-9 students, particularly girls, in mathematics learning in West Nusa Tenggara (NTB), Indonesia (the Country's second most disadvantaged province). The Australian Department of Foreign Affairs and Trade funded the project, from their Government Partnership for Foreign Development (GPFD) scheme. Other partners include: IKIP Mataram (The Institute of Teacher Training and Education); The Provincial Office of the Ministry of Education Sports and Youth in West Nusa Tenggara (DIKPORA); Institute for Education Quality Assurance (LPMP); and the Provincial Office of Ministry of Religion (DEPAG).
Lowrie has published over 220 scholarly books and book chapters, refereed journal articles, and refereed conference proceedings. His recent publications include:
Lowrie is an Australian Research Council College Member.In 2014 he began a four-year term as President of the Mathematics Education Research Group of Australasia (MERGA). Since 2014 Lowrie has been a member of the International Congress on Mathematical Education (ICME) 2020 Steering Committee. Lowrie was co-editor of the 2012 Mathematics Education Research Group of Australasia (MERGA) 4-yearly review of mathematics education research in Australasia. From 2002 to 2003, Lowrie was co-editor of the journal, Australian Primary Mathematics Classroom. Over the last ten years, he has been a journal referee for a number of national and international periodicals in the field of education and developmental psychology.
In 2011, Lowrie received the Janet Duffin Award from the British Society for Research into Learning Mathematics.This award is made annually to the author of the paper judged by the Editors, Editorial Board and International Advisory Board, to be the most outstanding contribution to the journal, Research in Mathematics Education. In 2005, he won the CSU Vice-Chancellor's Award for Research Excellence, and also in 2005, was nominated an Expert Assessor of International Standing by the ARC. In 2019, Lowrie and the ELSA team won the University of Canberra Research and Teaching Award for Distinction in Engagement and Impact.
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Science education is the teaching and learning of science to non-scientists, such as school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
In contemporary education, mathematics education is the practice of teaching and learning mathematics, along with the associated scholarly research.
Principles and Standards for School Mathematics (PSSM) are guidelines produced by the National Council of Teachers of Mathematics (NCTM) in 2000, setting forth recommendations for mathematics educators. They form a national vision for preschool through twelfth grade mathematics education in the US and Canada. It is the primary model for standards-based mathematics.
Founded in 1920, The National Council of Teachers of Mathematics (NCTM) is the world's largest mathematics education organization.
This is an index of education articles.
Music education is a field of practice, in which educators are trained for careers as elementary or secondary music teachers, school or music conservatory ensemble directors. As well, music education is a research area in which scholars do original research on ways of teaching and learning music. Music education scholars publish their findings in peer-reviewed journals, and teach undergraduate and graduate education students at university education or music schools, who are training to become music teachers.
Constructionist learning is when learners construct mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use information they already know to acquire more knowledge. Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further, constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense, constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.
Integrative learning is a learning theory describing a movement toward integrated lessons helping students make connections across curricula. This higher education concept is distinct from the elementary and high school "integrated curriculum" movement.
Science, technology, society and environment (STSE) education, originates from the science technology and society (STS) movement in science education. This is an outlook on science education that emphasizes the teaching of scientific and technological developments in their cultural, economic, social and political contexts. In this view of science education, students are encouraged to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues
Connected Mathematics is a comprehensive mathematics program intended for U.S. students in grades 6-8. The curriculum design, text materials for students, and supporting resources for teachers were created and have been progressively refined by the Connected Mathematics Project (CMP) at Michigan State University with advice and contributions from many mathematics teachers, curriculum developers, mathematicians, and mathematics education researchers.
Reform mathematics is an approach to mathematics education, particularly in North America. It is based on principles explained in 1989 by the National Council of Teachers of Mathematics (NCTM). The NCTM document, Curriculum and Evaluation Standards for School Mathematics, attempted to set forth a vision for K-12 mathematics education in the United States and Canada. Their recommendations were adopted by many education agencies, from local to federal levels through the 1990s. In 2000, NCTM revised its standards with the publication of Principles and Standards for School Mathematics (PSSM). Like the first publication, these updated standards have continued to serve as the basis for many states' mathematics standards, and for many federally funded textbook projects. The first standards gave a strong call for a de-emphasis on manual arithmetic in favor of students' discovering their own knowledge and conceptual thinking. The PSSM has taken a more balanced view, but still emphasizes conceptual thinking and problem solving.
Arts integration is an approach to teaching that integrates the fine and performing arts as primary pathways to learning. Arts integration differs from traditional education by its inclusion of both the arts discipline and a traditional subject as part of learning The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts. The John F. Kennedy Center for the Performing Arts defines arts integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives in both."
Education sciences or education theory seek to describe, understand, and prescribe education policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, and education policy, organization and leadership. Educational thought is informed by many disciplines, such as history, philosophy, sociology, and psychology.
Value education is the process by which people give moral values to each other. According to Powney et al. It can be an activity that can take place in any human organisation during which people are assisted by others, who may be older, in a condition experienced to make explicit our ethics in order to assess the effectiveness of these values and associated behaviour for their own and others' long term well-being, and to reflect on and acquire other values and behaviour which they recognise as being more effective for long term well-being of self and others. There is a difference between literacy and education.
From kindergarten through high school, the mathematics education in public schools in the United States has historically varied widely from state to state, and often even varies considerably within individual states. With the recent adoption of the Common Core Standards by 45 states, mathematics content across the country is moving into closer agreement for each grade level.
Statistics education is the practice of teaching and learning of statistics, along with the associated scholarly research.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, learning styles, personal interests and more, and teachers must be aware of these varieties as they plan in accordance with the curricula. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively. Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests, and learning profiles. It is a classroom that includes and allows all students to be successful. To do this, a teacher sets different expectations for task completion for students, specifically based upon their individual needs.
Amy Burns Ellis is a Full Professor in the Department of Mathematics and Science Education at the University of Georgia. She was formerly an associate professor in mathematics education in the Department of Curriculum & Instruction at the University of Wisconsin–Madison.
Modern elementary mathematics is the theory and practice of teaching elementary mathematics according to contemporary research and thinking about learning. This can include pedagogical ideas, mathematics education research frameworks, and curricular material.