# Professor Peter Galbraith

Honorary Professor

School of Education

## Researcher biography

Professor Peter Galbraith has an outstanding profile in mathematics education. In research, Peter's major contribution has been in the field of mathematical modelling and the teaching of modelling to secondary school students. Peter is widely recognised for his international leadership in mathematics education. He has served on the editorial board of *Educational Studies in Mathematics* since 1999.

### Books

Lesh R., Galbraith P.L., Haines C.R. and Hurford A. (2010).

*Modeling students' mathematical modeling competencies: ICTMA 13*. Boston, MA: Springer US. doi: 10.1007/978-1-4419-0561-1
Haines, Christopher, Galbraith, Peter, Blum, Werner and Khan, Sanowar (2007).

*Mathematical modelling: Education, engineering and economics - ICTMA 12*. Burlington, MA United States: Elsevier Science. doi: 10.1533/9780857099419
Goos, M. E., Lincoln, D., Coco, A., Frid, S., Galbraith, P., Horne, M., Jolly, L., Kostogriz, A., Lowrie, T., Short, P. M. and Gholam, M. (2004).

*Home, school and community partnerships to support children's numeracy*. Canberra: Department of Education, Science and Training.
Galbraith, P. L. and Haines, C. (2000).

*Mathematics-Computing Attitude Scales*. London: Department of Continuing Education, City University.
Galbraith, P. L. (1999).

*Forecasting Teacher Supply and Demand: Searching for Shangri-la -- or chasing rainbows?*. Flaxton, Qld.: Post Pressed.
Fitzpatrick, J. B., Galbraith, P. L. and Henry, B. (1999).

*Specialist Mathematics: VCE 2000-2003 Supplement*. Melbourne: Heinemann.### Book Chapters

Stillman, Gloria, Brown, Jill, Galbraith, Peter and Ng, Kit Ee Dawn (2016).

*Research into mathematical applications and modelling*. Research in mathematics education in Australasia 2012-2015. (pp. 281-304) edited by Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry. Singapore, Singapore: Springer. doi: 10.1007/978-981-10-1419-2_14
Galbraith, Peter (2015).

*Modelling, education, and the epistemic fallacy*. Mathematical modelling in education research and practice: cultural, social and cognitive influences. (pp. 339-349) edited by Gloria Ann Stillman, Werner Blum and Maria Salett Biembengut. Dordrecht, Netherlands: Springer. doi: 10.1007/978-3-319-18272-8
Galbraith, Peter (2015).

*'Noticing' in the practice of modelling as real world problem solving*. Werner blum und seine beitrage zum modellieren im mathematikunterricht. (pp. 151-166) edited by Gabriele Kaiser and Hans-Wolfgang Henn. Wiesbaden, Germany: Springer Spektrum. doi: 10.1007/978-3-658-09532-1
Stillman, Gloria Ann, Brown, Jill P., Faragher, Rhonda, Geiger, Vince and Galbraith, Peter (2013).

*The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms*. Teaching mathematical modelling: connecting to research and practice. (pp. 361-371) edited by Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-6540-5_30
Stillman, Gloria, Brown, Jill P. and Galbraith, Peter (2013).

*Challenges in modelling challenges: intents and purposes*. Teaching mathematical modelling: connecting to research and practice. (pp. 217-227) edited by Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-6540-5_19
Galbraith, Peter (2013).

*From conference to community: an ICTMA journey - the Ken Houston Inaugural Lecture*. Teaching mathematical modelling: connecting to research and practice. (pp. 27-45) edited by Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-6540-5_2
Galbraith, Peter (2012).

*Making a bed to lie in: system dynamics behind university management stress*. Higher education management and operational research: demonstrating new practices and metaphors. (pp. 179-208) edited by Gary Bell, Jon Warwick and Peter Galbraith. Rotterdam, Netherlands: Sense Publishers. doi: 10.1007/978-94-6091-976-3_11
Bell, Gary, Warwick, Jon and Galbraith, Peter (2012).

*The need for new higher education management practices and metaphors*. Higher education management and operational research: demonstrating new practices and metaphors. (pp. 3-28) edited by Gary Bell, Jon Warwick and Peter Galbraith. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6091-976-3_1
Stillman, Gloria and Galbraith, Peter (2012).

*Mathematical modelling: Some issues and reflections*. Mathematikunterricht im Kintext von Realitat, Kultur und Lehrerprofessionalitat: Festschrift fur Gabriele Kaiser. (pp. 97-105) edited by Werner Blum, Rita Borromeo Ferri and Katja Maab. Wiesbaden, Germany: Springer Spektrum. doi: 10.1007/978-3-8348-2389-2_11
Galbraith, Peter (2012).

*Making a bed to lie in: system dynamics behind university management stress*. Higher education management and operational research: demonstrating new practices and metaphors. (pp. 179-207) edited by Gary Bell, Jon Warwick and Peter Galbraith. Rotterdam, The Netherlands: Sense Publishers.
Galbraith, Peter (2011).

*Modelling in tertiary education - Overview*. Trends in teaching and learning of mathematical modelling: ICTMA 14. (pp. 441-444) edited by Gabriele Kaiser, Werner Blum, Rita Borromeo Ferri and Gloria Stillman. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-0910-2
Stillman, Gloria and Galbraith, Peter (2011).

*Evolution of applications and modelling in a senior secondary curriculum*. Trends in teaching and learning of mathematical modelling: ICTMA 14. (pp. 689-699) edited by Gabriele Kaiser, Werner Blum, Rita Borromeo Ferri and Gloria Stillman. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-0910-2_66
Stillman, Gloria, Brown, Jill and Galbraith, Peter (2010).

*Identifying challenges within transition phases of mathematical modeling activities at Year 9*. Modeling Students' Mathematical Modeling Competencies: ICTMA 13. (pp. 385-398) edited by Richard Lesh, Peter L. Galbraith, Christopher R. Haines and Andrew Hurford. New York: Springer. doi: 10.1007/978-1-4419-0561-1_33
Galbraith, Peter L, Stillman, Gloria and Brown, Jill (2010).

*Turning ideas into modeling problems*. Modeling Students' Mathematical Modeling Competencies: ICTMA 13. (pp. 133-144) edited by Richard Lesh, Peter L. Galbraith, Christopher R. Haines and Andrew Hurford. New York, NY, U.S.A.: Springer. doi: 10.1007/978-1-4419-0561-1_11
Stillman, G., Brown, J. and Galbraith, P. (2008).

*Research into the teaching and learning of applications and modeling in Australasia*. Research in Mathematics Education in Australasia 2004-2007. (pp. 141-164) edited by Forgasz, H., Barkatsas, A., Bishop, A. and Clarke, B.. Rotterdam: Sense Publishers.
Galbraith, P., Stillman, G., Brown, J. and Edwards, I. (2007).

*Facilitating middle secondary modelling competencies*. Mathematical Modelling: Education, Engineering and Economics. (pp. 130-140) edited by C. Haines, P. Galbraith, W. Blum and S. Khan. Chichester, United Kingdom: Horwood Publishing.
Galbraith, Peter L. (2007).

*Beyond the low hanging fruit*. Modelling and Applications in Mathematics Education: The 14th ICMI Study. (pp. 79-88) edited by Blum, W., Galbraith, P. L., Henn, H. W. and Niss, M.. New York: Springer.
Galbraith, P. L. (2005).

*Mathematical modelling in education: No end to the challenge*. Mathematikunterricht im Spannungsfeld von Evolution und Evaluation. (pp. 41-53) edited by H.W. Henn and G. Kaiser. Berlin: Verlag Franzbecker.
Galbraith, P. L. and Goos, M. E. (2004).

*Interpreting commonalities and differences in technology aided learning: A contribution from zone theory*. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 310-317) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.
Goos, M. E. and Galbraith, P. L. (2004).

*Learning to teach mathematics with technology: A sociocultural analysis*. A Challenge for Mathematics Education: To reconcile commonalities and differences. (pp. 282-287) edited by Joaquim Gimenez, Gail E. FitzSimons and Corinne Hahn. Barcelona: Grao.
Galbraith, Peter (2003).

*Defending the Faith: Modelling to Increase the Accountability of Organisational Leadership*. Mathematical Modelling: A Way of Life. (pp. 143-151) Elsevier Inc.. doi: 10.1533/9780857099549.3.143
Stillman, Gloria and Galbraith, Peter (2003).

*Towards constructing a measure of the complexity of application tasks*. Mathematical Modelling: A Way of Life - ICTMA 11. (pp. 179-188) Horwood.
Geiger, Vince, Galbraith, Peter, Renshaw, Peter and Goos, Merrilyn (2003).

*Choosing and Using Technology for Secondary Mathematical Modelling Tasks - Choosing the Right Peg for the Right Hole*. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 126-140) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50016-X
Galbraith, Peter, Goos, Merrilyn, Renshaw, Peter and Geiger, Vince (2003).

*Technology Enriched Classrooms: Some Implications for Teaching Applications and Modelling*. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) Elsevier Inc.. doi: 10.1016/B978-1-904275-05-3.50015-8
Dunne, T. and Galbraith, P. L. (2003).

*Mathematical modelling as pedagogy: Impact of an immersion programme*. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 16-30) edited by Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang. Chichester England: Horwood Publishing. doi: 10.1016/B978-1-904275-05-3.50007-9
Stillman, G. and Galbraith, P. L. (2003).

*Towards constructing a measure of the complexity of application tasks*. Mathematical Modelling: A Way of Life ICTMA 11. (pp. 179-188) edited by Susan J. Lamon, Willard A. Parker and Ken Houston. Chichester England: Horwood Publishing.
Galbraith, P. L. (2003).

*Defending the faith: Modelling to increase the accountability of organisational leadership*. Mathematical Modelling: A Way of Life ICTMA 11. (pp. 143-151) edited by Susan J. Lamon, Willard A. Parker and Ken Houston. Chichester England: Horwood Publishing.
Galbraith, P. L., Renshaw, P., Goos, M. E. and Geiger, V. S. (2003).

*Technology-enriched classrooms: Some implications for teaching applications and modelling*. Mathematical Modelling in Education and Culture: ICTMA 10. (pp. 111-125) edited by Qi-Xiao Ye, Werner Blum, Ken Houston and Qi-Yuan Jiang. Chichester England: Horwood Publishing.
Galbraith, P.L. and Stillman, G. (2001).

*Assumptions and context: Pursuing their role in modelling activity*. Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology. (pp. 300-310) edited by J.F. Matos, W. Blum, K. Houston and S.P. Carreira. Chicester, UK: Horwood.
Galbraith, P. L. and Haines, C. (2001).

*Conceptual and procedural demands embedded in modelling tasks*. Modelling and Mathematics Education: ICTMA 9: Applications in Science and Technology. (pp. 342-351) edited by J. F. Matos, W. Blum, K. Houston and S. P. Carreira. Chicester, UK: Horwood.
Goos, M., Galbraith, P. L. and Renshaw, P. (1999).

*Establishing a community of practice in a secondary mathematics classroom*. Learning mathematics: from hierarchies to networks. (pp. 36-61) edited by Leone Burton. London: Falmer Press. doi: 10.4324/9780203016466-9### Journal Articles

Galligan, Linda, Axelsen, Taryn, Pennicott, Toni, Addie, Ron, Galbraith, Peter and Woolcott, Geoff (2019).

*It’s part of my life and the modelling process*. Journal of Mathematics Teacher Education, 22 (4), 355-378. doi: 10.1007/s10857-019-09426-3
Geiger, Vincent, Stillman, Gloria, Brown, Jill, Galbriath, Peter and Niss, Mogens (2018).

*Using mathematics to solve real world problems: the role of enablers*. Mathematics Education Research Journal, 30 (1), 7-19. doi: 10.1007/s13394-017-0217-3
Galbraith, Peter (2013).

*Out of the frying pan: into the fire of post-global financial crisis (GFC) university management*. Higher Education Policy, 26 (4), 523-550. doi: 10.1057/hep.2013.12
Galbraith, Peter (2012).

*Scoring points: goals for real world problem solving*. Australian Senior Mathematics Journal, 26 (2), 51-62.
Galbraith, Peter (2012).

*Models of modelling: genres, purposes or perspectives*. Journal of Mathematical Modelling and Application, 1 (5), 3-16.
Galbraith, Peter and Lockwood, Terry (2010).

*Things may not always be as they seem: The set shot in AFL football*. Australian Senior Mathematics Journal, 24 (2), 29-42.
Galbraith, Peter (2010).

*System dynamics: A lens and scalpel for organisational decision making*. OR Insight, 23 (2), 96-123. doi: 10.1057/ori.2010.3
Stillman, Gloria, Brown, Jill and Galbraith, Peter (2010).

*Researching applications and mathematical modelling in mathematics learning and teaching*. Mathematics Education Research Journal, 22 (2), 1-6. doi: 10.1007/BF03217561
Galbraith, Peter and Stillman, Gloria (2006).

*A framework for identifying student blockages during transitions in the modelling process*. ZDM - International Journal on Mathematics Education, 38 (2), 143-162. doi: 10.1007/BF02655886
Galbraith P. (2006).

*Students, mathematics, and technology: Assessing the present - Challenging the future*. International Journal of Mathematical Education in Science and Technology, 37 (3), 277-290. doi: 10.1080/00207390500321936
Galbraith, P. L. (2004).

*Organisational leadership and chaos theory: Let's be careful*. Journal of Educational Administration, 42 (1), 9-28. doi: 10.1108/09578230410517440
Galbraith, P. L. (2003).

*A most unlikely hyperbola*. Australian Senior Mathematics Journal, 17 (1), 62-64.
Cretchley, P. and Galbraith, P. L. (2003).

*Mathematics, computers, and umbilical cords*. New Zealand Journal of Mathematics, 32 (Supplementary), 37-45.
Goos, Merrilyn, Galbraith, Peter, Renshaw, Peter and Geiger, Vince (2003).

*Perspectives on technology mediated learning in secondary school mathematics classrooms*. Journal of Mathematical Behavior, 22 (1), 73-89. doi: 10.1016/S0732-3123(03)00005-1
Goos, Merrilyn, Galbraith, Peter and Renshaw, Peter D (2002).

*Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving*. Educational Studies in Mathematics, 49 (2), 193-223. doi: 10.1023/A:1016209010120
Galbraith, P.L. and Haines, C. (2001).

*The keyskills agenda: Exploring implications for mathematics*. International Journal of Mathematical Education in Science and Technology, 32 (3), 337-354. doi: 10.1080/00207390110040166
Galbraith, P. L. (2001).

*Systems thinking: A lens and scalpel for organizational learning*. ERIC Document Reproduction Service, ED453186, 1-15.
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000).

*Reshaping teacher and student roles in technology-enriched classrooms*. Mathematics Education Research Journal, 12 (3), 303-320. doi: 10.1007/BF03217091
Galbraith, P. L. and Haines, C. (2000).

*Conceptual mis(understandings) of beginning undergraduates*. International Journal of Mathematical Education in Science and Technology, 31 (5), 651-678. doi: 10.1080/002073900434350
Pemberton, M. R. and Galbraith, P. L. (2000).

*Student knowledge and teacher perceptions of secondary mathematics graduates*. Australian Senior Mathematics Journal, 14 (2), 4-14.
Goos, Merrilyn, Galbraith, Peter and Renshaw, Peter (2000).

*A money problem: A source of insight into problem solving action*. International Journal for Mathematics Teaching and Learning, April 13, 1-21.
Burghes, D. and Galbraith, P. L. (2000).

*Teaching mathematics through national lotteries*. International Journal for Mathematics Teaching and Learning, February 2, 1-5.
Galbraith, P. L. (2000).

*Learning organisations: Sifting the wheat from the chaff*. Perspectives on Educational Leadership, 10 (5), 1-2.
Galbraith, P. L. (1999).

*Systems thinking: A missing component in higher educational planning?*. Higher Education Policy, 12 (2), 141-157. doi: 10.1016/S0952-8733(99)00004-5
Galbraith P. (1998).

*Cross-Curriculum Applications of Mathematics*. ZDM - International Journal on Mathematics Education, 30 (4), 107-109. doi: 10.1007/BF02653150
Goos, Merrilyn, Renshaw, Peter and Galbraith, Peter (1998).

*'We're supposed to be discussing stuff!': Processes of resistance and inclusion in secondary mathematics classrooms.*. Australian Senior Mathematics Journal, 12 (2), 20-31.
Galbraith P.L., Carss M.C., Grice R.D., Endean L. and Warry M. (1997).

*Towards scientific literacy for the third millennium: A view from Australia*. International Journal of Science Education, 19 (4), 447-467. doi: 10.1080/0950069970190407
Goos M. and Galbraith P. (1996).

*Do it this way! metacognitive strategies in collaborative mathematical problem solving*. Educational Studies in Mathematics, 30 (3), 229-260. doi: 10.1007/BF00304567
Clatworthy, Neville J. and Galbraith, Peter L. (1991).

*Mathematical modelling in senior school mathematics: Implementing an innovation*. Teaching Mathematics and its Applications, 10 (1), 6-28. doi: 10.1093/teamat/10.1.6
Galbraith P. (1987).

*Mathematics from a photograph*. Teaching Mathematics and its Applications, 6 (2), 55-57. doi: 10.1093/teamat/6.2.55
Galbraith P.L. (1981).

*Aspects of proving: A clinical investigation of process*. Educational Studies in Mathematics, 12 (1), 1-28. doi: 10.1007/BF00386043### Conference Papers

Galbraith, Peter (2013).

*Students and real world applications: still a challenging mix*.*MERGA 36: 36th Annual Conference of the Mathematics Education Research Group of Australasia*, Melbourne, VIC, Australia, 7-11 July, 2013. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia.
Galbraith, Peter (2011).

*Models of modelling: Is there a first among equals?*.*Mathematics: Traditions and [New] Practices AAMT-MERGA Conference 2011*, Alice Springs, Australia, 3-7 July 2011. Wahroonga, NSW, Australia: AAMT & MERGA.
Galbraith, Peter (2011).

*Modelling as real world problem solving: Translating rhetoric into action*.*Mathematics: Traditions and [New] Practices: AAMT-MERGA Conference 2011*, Alice Springs, NT, Australia, 3 - 7 July 2011. Wahroonga, NSW, Australia: AAMT & MERGA.
Stillman, G. and Galbraith, P. (2009).

*Softly, softly: Curriculum change in applications and modelling in the senior secondary curriculum in Queensland*.*32nd Annual Conference of the Mathematics Education Research Group of Australasia*, Massey University, Wellington, New Zealand, 5-9 July 2009. Massey University College of Education: Mathematics Education Research Group of Australasia Incorporated.
Galbraith, P. (2008).

*Some thoughts around disciplinary mathematics for teaching*.*ICMI 2008*, Rome, Italy, 5-8 March 2008. Rome, Italy: ICMI.
Galbraith, P. (2008).

*Applications and modeling in mathematics education: Progress to celebrate - so much more to do*.*10th International Congress on Mathematical Education*, Roskilde University, Denmark, 4-11 July 2004. Denmark: IMFUFA, Department of Science, Systems and Models, Roskilde University.
Stillman, G., Galbraith, P., Brown, J. and Edwards, I. (2007).

*A framework for success in implementing mathematical modelling in the secondary classroom*.*Mathematics: Essential Research, Essential Practice*, Wrest Point Hotel Casino, Hobart, TAS, 2-6 July 2007. Adelaide, SA: MERGA Inc.
Galbraith, Peter (2007).

*Dreaming a ‘possible dream’: More windmills to conquer*.*12th International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA 12)*, City University, London, UK, 10-14 July 2005. Chichester, UK: Horwood Publishing.
Galbraith, P. L. (2005).

*Applications and mathematical modeling: Meeting the challenge*.*Eleventh National Congress of the Association for Mathematics Education of South Africa*, South Africa, 27-30 June 2005. Johannesburg: Association for Mathematics Education of South Africa.
Galbraith, P. L. (2005).

*Mathematics for teaching: Some issues, some reflections*.*5th Southern Hemisphere Conference on Undergraduate Mathematics and Statistics Teaching and Learning: Kingfisher Delta '05*, Fraser Island, QLD, Australia, 22-26 November 2005. Philadelphia, PA, United States: Taylor & Francis.
Geiger, V., Galbraith, P. L., Goos, M. E. and Renshaw, P. (2003).

*Choosing and using technology for secondary mathematical modelling tasks: Choosing the right peg for the right hole*.*ICTMA 10*, Beijing, 29 July - 2 August 2001. Chichester England: Horwood Publishing.
Galbraith, P. L. and Goos, M. E. (2003).

*From description to analysis in technology aided teaching and learning: A contribution from Zone Theory*.*26th Annual Conf Mathematics Educat Res Group Australasia*, Deakin University, Geelong, 6-10 July, 2003. Melbourne: Deakin University.
Goos, M. and Galbraith, P. (2002).

*Learning to teach mathematics with technology: A sociocultural analysis*.*54th Conference of the C.I.E.A.E.M.*, Catalonia, Spain, 13-19 July 2002. Barcelona, Spain: Departmentof Didactics of Science & Maths, University of Barcelona.
Galbraith, P. and Goos, M. (2002).

*Interpreting commonalities and differences in technology aided learning: A contribution from zone theory*.*54th Conference of the C.I.E.A.E.M.*, Catalonia, Spain, 13-19 July 2002. Barcelona, Spain: Departmentof Didactics of Science & Maths, University of Barcelona.
Geiger, V., Galbraith, P., Goos, M. and Renshaw, P. (2002).

*Matching the hatch: Students' choices and preferences in relation to handheld technologies and learning mathematics*.*25th Annual Conference of MERGA*, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.
Galbraith, P. and Pemberton, M. (2002).

*Convergence or divergence? Students, maple, and mathematics learning*.*25th Annual Conference of MERGA*, Auckland, 7-10 July 2002. Pymble, NSW: Mathematics Education Research Group of Australasia.
Galbraith, P. (2002).

*'Life wasn't meant to be easy': Separating wheat from chaff in technology aided learning*.*2nd International Conference on the Teaching of Mathematics*, Hersonissos, Crete, Greece, 1-6 July 2002. London: John Wiley.
Cretchley, P. and Galbraith, P. (2002).

*Mathematics or computers? Confidence or motivation? How do these relate to achievement?*.*2nd International Conference on the Teaching of Mathematics*, Hersonissos, Crete, Greece, 1-6 July 2002. London: John Wiley.
Galbraith, P. (2002).

*Metaphor or model? Muddying the terrain of learning organisations*.*8th Australian and New Zealand Systems Conference*, Mooloolaba, Qld, 10-12 December 2002. Maroochydore, Qld: Faculty of Business, University of the Sunshine Coast.
Goos, M. E., Galbraith, P.L., Renshaw, P. and Geiger, V. (2001).

*Promoting collaborative inquiry in technology enriched mathematics classrooms*.*Annual Meeting of the American Educational Research Association, What We Know and How We Know It*, Seattle, 10-14 April 2001. Washington, DC: US Department of Education, ERIC Document Reproduction Service.
Galbraith, P.L., Pemberton, M. R. and Cretchley, P. (2001).

*Computers, mathematics, and undergraduates: What is going on?*.*24th Annual Conference MERGA*, Sydney, 30 June - 4 July 2001. Sydney: Mathematics Education Research Group of Australasia.
Galbraith, P.L., Goos, M. E., Renshaw, P. and Geiger, V. (2001).

*Integrating technology in mathematics learning: What some students say*.*24th Annual Conference MERGA*, Sydney, 30 June - 4 July 2001. Sydney: Mathematics Education Research Group of Australasia.
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2001).

*Teaching applications in technology enriched mathematics classrooms*.*ICTMA 10*, Beijing, 29 July - 2 August 2001. Beijing: China Society for Industrial and Applied Mathematics.
Galbraith, P. L. (2001).

*Research-informed changes: Can research really reflect and hence inform the reality of the classroom?*.*AAMT's Virtual Conference 2001*, virtual conference, virtual conference. Sydney: Australian Association of Mathematics Teachers.
Dunne, T. and Galbraith, P. L. (2001).

*Mathematical modelling as pedagogy: Impact of an immersion program*.*ICTMA 10*, Beijing, 29 July - 2 August 2001. Beijing: China Society for Industrial and Applied Mathematics.
Galbraith, P. L. and Pemberton, M. R. (2001).

*Digging beneath the surface: When manipulators, mathematics, and students mix*.*Annual Meeting of American Educational Research Association*, Seattle, 10-14 April 2001. Washington, DC: US Department of Education.
Galbraith, P. L. and Pemberton, M. R. (2000).

*Manipulator or magician: Is there a free lunch?*.*MERGA 23*, Fremantle, 5-9 July 2000. Fremantle: Mathematics Education Research Group of Australasia.
Galbraith, P. L., Goos, M. E., Renshaw, P. and Geiger, V. (2000).

*Emergent properties of teaching-learning in technology-enriched classrooms*.*MERGA 23*, Fremantle, 5-9 July 2000. Fremantle: Mathematics Education Research Group of Australasia.
Galbraith, P. L. and Haines, C. (2000).

*Mathematics-computing attitude scales with a purpose*.*ICME 9*, Tokyo, 31 July - 6 August 2000. Tokyo:
Galbraith, P. L. (2000).

*Calculating the future: Threats and opportunities*.*Students, Mathematics and Graphics Calculators*, Sydney, 30-31 March 2000. Adelaide: Australian Association of Mathematics Teachers.
Galbraith, P. L. and Haines, C. (2000).

*Prioritising mathematical skills for an educated workforce*.*CIEAEM 51*, Chichester, UK, July 1999. Chichester, UK: Horwood.
Goos, M. E., Galbraith, P. L. and Renshaw, P. (2000).

*The thinking-talking-technology connection*.*ICME 9*, Tokyo, 31 July - 6 August 2000. Tokyo:
Galbraith, P. L. (2000).

*Swings and roundabouts: Riding the punches of university management dilemmas*.*International Conference on Systems Thinking in Management*, Deakin University, 8-10 November 2000. Geelong, Vic: Faculty of Business and Law, Deakin University.
Goos, M. E., Galbraith, P. L., Renshaw, P. and Geiger, V. (2000).

*Classroom voices: Technology enriched interactions in a community of mathematical practice*.*ICME 9*, Tokyo, 31 July - 6 August 2000. Tokyo: International Congress on Mathematical Education.
Galbraith, P. L., Renshaw, P., Goos, M. and Geiger, V. (1999).

*Technology, mathematics, and people: Interactions in a community of practice*.*MERGA 22*, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.
Galbraith, P. L., Haines, C. and Leigh, C. (1999).

*Prioritising mathematical skill for an educated workforce*.*CIEAEM 51*, Chichester, UK, 21-26 July 1999. Chichester, UK: Int. Commission for the Study and Improvement of Mathematics.
Galbraith, P. L. and Stillman, G. (1999).

*Assumptions and context: Exploring their contribution to modelling performance*.*9th International Conference on the Teaching of Mathematical Modelling and Applications*, Lisbon, 1-5 Aug 1999. Lisbon: Fac. of Sciences, Univ. of Lisbon.
Galbraith, P. L. (1999).

*Futures studies: How does maths fit in?*.*36th Annual Conference of The Mathematical Association of Victoria*, Melbourne, 2-3 Dec 1999. Melbourne: Mathematical Association of Victoria.
Galbraith, P. L. (1999).

*Universities as learning organisations--or not!*.*17th International Conference of the System Dynamics Society*, Wellington, New Zealand, 20-23 July, 1999. Albany, New York: System Dynamics Society.
Galbraith, P. L. and Haines, C. (1999).

*Conceptual and procedural demands embedded in modelling tasks*.*9th International Conference on the Teaching of Mathematical Modelling and Applications*, Lisbon, 1-5 Aug 1999. Lisbon: Fac. of Sciences, Univ. of Lisbon.
Galbraith, P. L. (1999).

*Important issues in applications and modelling*.*AAMT Virtual Conference 1999*, Web-based, 20 Aug - 24 Sept 1999. Adelaide: Aust. Association of Mathematics Teachers.
Galbraith, P. L., Haines, C. and Pemberton, M. R. (1999).

*A tale of two cities: When mathematics, computers, and students meet*.*MERGA 22*, Adelaide, 4-7 July 1999. Adelaide: Mathematics Education Res. Group of Australasia.