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5 Practices

5-practices

Productive mathematical discussions lead to students who can think, reason and engage effectively in quantitative problem solving, characteristics which are much needed but may not routinely emerge from our classrooms. So just how can teachers create such discussions?

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Judy Anderson

Citation for Life Membership

Judy Anderson first joined the AAMT Council in 1995 as MANSW representative. From 1996–1999 she served the Association as the National Coordinator of Serial Publications, with oversight and responsibility for the AAMT’s three professional journals. In that role she continued as a member of the AAMT Council. In 2004 Judy rejoined the Council, firstly as MANSW Councillor and then as President Elect/President/Immediate Past President 2007–2011. Her time as President coincided with the first stages of the development of the Australian Curriculum. Judy’s leadership of the Association at that time helped further cement its role as a respected key contributor to national debates about curriculum and teaching. She also played a key role in the organisation of the AAMT Biennial Conference in Sydney in 2005.

Associate Professor Judy Anderson is Director of the STEM Teacher Enrichment Academy at the University of Sydney, and a member of the University Academic Board. In her role as Secondary Mathematics Curriculum Coordinator, Judy has been teaching and researching at the University of Sydney for thirteen years. Prior to that, she worked at the NSW Board of Studies as a Senior Curriculum Officer (K–12), responsible for the development of the mathematics syllabuses for NSW schools. 

Judy Anderson’s ongoing academic work has a strong emphasis on supporting teachers and their work. She has conducted research into in-service and pre-service teachers’ beliefs and practices, with a particular focus on problem solving. With her colleagues at the university, Judy is undertaking research into middle-years students’ motivation and engagement in mathematics, as well as middle- years teachers’ inquiry-based learning. She has worked in many primary and secondary schools as a critical friend to and academic partner with school staff. Judy is also exploring teachers’ use of NAPLAN data as well as teachers’ perceptions of pre-service teachers’ readiness to teach during their first professional experience.