School of Education
Dr Michael Cavanagh
Title: Director, Teacher Education Program
Qualifications: PhD (Macq); MA (Macq); BSc (Macq); Dip Teach (ACU)
Phone: 02 9850 8239
Email: michael.cavanagh@mq.edu.au
Office: C3A 932
Introduction
All of Michael's studies have been completed at Macquarie University. After a BSc in pure mathematics, he returned to complete a Master's Degree by thesis. Michael's research examined how the teaching of differential calculus could be improved and made more meaningful for high school students. In 1989 he was awarded an APAI scholarship to undertake doctoral studies at Macquarie and completed his PhD in 1991. Michael's thesis investigated how students and teachers can make better use of graphics calculator technology in the mathematics classroom. He joined the fulltime continuing staff at Macquarie in July 2004 and works principally in the Teacher Education Program.
In 2007 Michael was awarded a Macquarie University Vice Chancellor's Citation for Outstanding Contribution to Student Learning. In 2008, he was awarded an Australian Learning and Teaching Council Citation for Outstanding Contribution to Student Learning.
Michael is the Director of the Teacher Education Program in the School of Education at Macquarie.
Michael's recently completed research projects include:
Mathematics teachers' responses to recent curriculum change. The project is funded by a Macquarie University New Staff Grant and will investigate how the new Mathematics 710 Syllabus is implemented in secondary schools across New South Wales.
Working mathematically: Teaching and learning in an interactive multimedia elearning environment. This project, with Prof John Hedberg, A/Prof Mike Mitchelmore and A/Prof Joanne Mulligan, investigated how the HOTmaths program could be used to good effect in disadvantaged schools.
In a class of their own: Issues confronted by preservice and beginning teachers of mathematics as they enter the profession. For this project Michael collaborated with Dr Anne Prescott, from the University of Technology Sydney, to consider how preservice teachers begin to develop their classroom practice. They are currently extending the project to focus on the particular needs of matureage preservice secondary mathematics teachers.
Michael's current research interests include:
 The learning and teaching of algebra in junior secondary years
 Integrating the use of technology into mathematics instruction
 The development of reflective practice among preservice teachers
Community Outreach
Michael is the editor of Reflections, the journal of the Mathematical Association of New South Wales (MANSW). The journal provides a forum for secondary mathematics teachers to share ideas and report on their classroom experiences. Please contact him if you would like to submit an article.
He is a member of MANSW and also of MERGA, the Mathematics Education Research Group of Australasia. Michael is currently a member of the Organising Committee for MERGA37, the Annual Conference of MERGA to be held in Sydney in July 2014.
ICT in Everyday Learning: A Toolkit for Teachers. Michael was the mathematics academic advisor and evaluator for the project funded by the Australian Government under the Digital Strategy for Teachers and School Leaders and was a component of the Digital Education Revolution program. The project was led by Education Services Australia (ESA).
Michael is also a member of the International Advisory Panel for the Southeast Asia Mathematics Education Journal.
He is currently working with schools in The Hills Learning Community on a project entitled 'Enhancing Success in Mathematics'. The project focuses on transition from primary to secondary school, supporting teachers and students in numeracy across the curriculum and Working Mathematically.
Recent Publications
YEAR 
LINK 
CITATION 

2016  Cavanagh, M. (2016). Introduction: The learning and teaching of mathematics. In Teaching secondary mathematics (pp. 229). Melbourne: Cambridge University Press.  
2016  Handal, B., Campbell, C., Cavanagh, M., & Petocz, P. (2016). Characterising the perceived value of mathematics educational apps in preservice teachers. Mathematics Education Research Journal, 28, 199221.  
2015  Cavanagh, M., & McMaster, H. (2015). A professional experience learning community for secondary mathematics: Developing preservice teachers' reflective practice. Mathematics Education Research Journal, 27, 471490  
2015  Burrell, A. R., Cavanagh, M., Young, S., & Carter, H. (2015). Teambased curriculum design as an agent of change. Teaching in Higher Education, DOI: 10.1080/13562517.2015.1085856  
2014  Anderson, J., Cavanagh, M., & Prescott, A. (Eds.) (2014). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia). Sydney: MERGA.  
2014  Semler, Y., & Cavanagh, M. (2014). Newcomers' experiences at MERGA36. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.) (2014). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 573580). Sydney: MERGA.  
2014  Cavanagh, M. & Prescott, A. (2014). Your professional experience handbook: A guide for preservice teachers. Sydney: Pearson  
2014  Lane, R., McMaster, H., Adnum, J. & Cavanagh, M. (2014): Quality reflective practice in teacher education: A journey towards shared understanding, Reflective Practice: International and Multidisciplinary Perspectives, DOI: 10.1080/14623943.2014.900022  
2014  http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2337&context=ajte  Cavanagh, M., Bower, M., Moloney, R.,& Sweller, N. (2014). The effect over time of a videobased reflection system on preservice teachers' oral presentations. Australian Journal of Teacher Education, 39(6). Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2337&context=ajte 
2013  Prescott, A., & Cavanagh, M. (2013). Roles of secondary mathematics mentor teachers during professional experience. In I. Bausch, G. Pinkernell & O. Schmitt (Eds.), Unterrichtsentwicklung und Kompetenzorientierung: Festschrift für Regina Bruder (pp. 245254). Münster, Germany: WTM.  
2013  Bower, M. G., Moloney, R. A., Cavanagh, M. S., & Sweller, N. (2013). Assessing preservice teachers' presentation capabilities: Contrasting the modes of communication with the constructed impression. Australian Journal of Teacher Education, 38(8).  
2013  http://www.atea.edu.au/index.php?option=com_jdownloads&Itemid=132&view=viewdownload&catid=97&cid=728  Cavanagh, M., Adnum, J., Moloney, R., Lane, R., Stewart, K., & Furney, P. (2013). A community of practice for teacher education academics. Proceedings of the annual conference of the Australian Teacher Education Association. Available online at http://www.atea.edu.au/index.php?option=com_jdownloads&Itemid=132&view=viewdownload&catid=97&cid=728 
2013  Handal, B., ElKhouryb, J., Campbell, C.,& Cavanagh, M. (2013). A framework for categorising mobile applications in mathematics education. In P. Newitt (Ed.), Students in transition: The learners' journey (Proceedings of the Australian Conference on Science and Mathematics Education, pp. 142147). Canberra: ACSME.  
2013 

Linsell, C., Cavanagh, M., & Tahir, S. (2013). Using meaningful contexts to promote understanding of pronumerals. The Australian Mathematics Teacher, 69(1): 3340. 
2012 

Cavanagh, M., & Garvey, T. (2012). A professional experience learning community for preservice secondary mathematics teachers. Australian Journal of Teacher Education, 37(12), Article 7. 
2012 

Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2012). Integrating technology, pedagogy and content in mathematics education. Journal of Computers in Mathematics and Science Teaching, 31(4): 387413. 
2012 

Mulligan, J., Cavanagh, M., & KeenanBrown, D. (2012). The role of algebra and early algebraic reasoning in the Australian Curriculum: Mathematics. In B. Atweh, M. Goos, R. Jorgensen & D. Siemon (Eds.). Engaging the Australian National Curriculum: Mathematics  Perspectives from the Field. Online Publication: Mathematics Education Research Group of Australasia, pp. 4770. 
2012 

Bobis, J., Higgins, J., Cavanagh, M., & Roche, A. (2012). Professional knowledge of practising teachers of mathematics. In B. Perry, T. Lowrie, T. Logan, A. MacDonald & J. Greenlees (Eds.), Research in Mathematics Education in Australasia 20082011, Rotterdam: Sense Publishers, pp. 313344. 
2012 

Cavanagh, M. (2012). A learning community for preservice secondary mathematics: Learning with and from each other. In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Mathematics Education: Expanding Horizons. Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, eBook, Singapore: MERGA, Inc., pp. 6374. 
2012 

Cavanagh, M. (2012). Who are better drivers: Males or females? Reflections, 37(2): 1720 
2012 

Way, J., Cavanagh, M., & Morony, W. (2012). Technologies are open mathematical tools. Australian Technology Teacher, Term 1: 2024. 
2011 

Cavanagh, M., & Mitchelmore, M. (2011). Learning to teach secondary mathematics using an online learning system. Mathematics Education Research Journal, 23: 417435. 
2011 

Cavanagh, M., & Prescott, A. (2011). Ten good reasons to mentor a student teacher: Advantages for supervising mathematics teachers and their classes. The Australian Mathematics Teacher, 67(2): 611. 
2011 

Cavanagh, M., & Mitchelmore, M. (2011). Teaching secondary mathematics with an online learning system: Three teachers' experiences. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & C. Hurst (Eds.), Mathematics: Traditions and (New) Practices. Proceedings of the 23rd Biennial Conference of the Australian Association of Mathematics Teachers and the 34th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, Adelaide: MERGA, pp. 158165. 
2011 

Prescott, A., Cavanagh, M., Kennedy, T., & Jaccard, F. (2011). Professional reflection and development: Mathematics teacher education lecturers and beginning teachers. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & C. Hurst (Eds.), Mathematics: Traditions and (New) Practices. Proceedings of the 23rd Biennial Conference of the Australian Association of Mathematics Teachers and the 34th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, Adelaide: AAMT, pp. 10391047. 
2011 

Handal, B., Cavanagh, M., Wood, L., & Petocz, P. (2011). Factors leading to the adoption of a learning technology: The case of graphics calculators. Australasian Journal of Educational Technology, 27: 343360. 
2011 

Cavanagh, M. (2011). Students' experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12(1): 2333 
2010 
Cavanagh, M., & Prescott, P. (2010). The growth of reflective practice among three beginning secondary mathematics teachers. The AsiaPacific Journal of Teacher Education, 38(2): 147159. 

2009 
Cavanagh, M., & Prescott, A. (2009). The reflective thinking of three preservice secondary mathematics teachers. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education, Vol. 2. Thessaloniki, Greece: PME. pp. 273280. 

2009 
Tahir, S., Cavanagh, M., & Mitchelmore, M. C. (2009). A multifaceted approach to teaching algebra: Students' understanding of variable. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), Proceedings of the 33rd conference of the International Group for the Psychology of Mathematics Education, Vol. 4. Thessaloniki, Greece: PME, pp. 217224. 

2008 
Prescott, A., & Cavanagh, M. (2008). A sociocultural perspective on the first year of teaching secondary mathematics. In O. Figueras, J. Cortina, S. Alatorre, T. Rojano & A. Sepúlveda (Eds.), Proceedings of the 32nd annual conference of the International Group for the Psychology of Mathematics Education, Vol. 4. Morelia, México: Program Committee, pp. 129136. 

2008 
Prescott, A., & Cavanagh, M. (2008). A situated perspective on learning to teach secondary mathematics. In M. Goos, R. Brown & K. Makar (Eds.), Navigating Currents and Charting Directions. Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, Vol. 2. Adelaide: MERGA. pp. 407414. 

2008 
Cavanagh, M. (2008). Area measurement in Year 7. Reflections, 33(1): 5558. 

2008 
Cavanagh, M. (2008). Trigonometry from a different angle. The Australian Mathematics Teacher, 64(1): 2530. 

2008 
O'Sullivan, KA., Carroll, K., & Cavanagh, M. (2008). Changing teachers: Syllabuses, subjects, and selves. Issues in Educational Research, 18(2): 167181. 

2007 
Cavanagh, M., & Prescott, A. (2007). Professional experience in learning to teach secondary mathematics: Incorporating preservice teachers into a community of practice. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice. Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, Vol. 1. Adelaide: MERGA. pp. 182191. 

2007 
Cavanagh, M. (2007). Year 7 students' understanding of area measurement. In K. Milton, H. Reeves & T. Spencer (Eds.), Mathematics: Essential for Learning, Essential for Life. Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers. Adelaide: AAMT, pp. 136143. 

2006 
Cavanagh, M. (2006). Implementing a reformoriented mathematics syllabus: A survey of secondary teachers. In J. Novotná, H. Moraová, M. Krátká & N. Stehlíková (Eds.), Proceedings of the 30th annual conference of the International Group for the Psychology of Mathematics Education Vol. 2. Prague, Czech Republic: Program Committee. pp. 273280. 

2006 
Cavanagh, M. (2006). Mathematics teachers and working mathematically: Responses to curriculum change. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, Cultures and Learning Spaces. Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, Vol. 1. Adelaide: MERGA, pp. 115122. 

2006 
Prescott, A. & Cavanagh, M. (2006). An investigation of preservice secondary mathematics teachers' beliefs as they begin their teacher training. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, Cultures and Learning Spaces. Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, Vol. 2. Adelaide: MERGA, pp. 424431. 

2006 

Cavanagh, M. (2006). Enhancing teachers' knowledge of students' thinking: The case of graphics calculator graphs. In P. L. Jeffery (Ed.), Creative Dissent, Constructive Solutions. Proceedings of the annual conference of the Australian Association for Research in Education, Parramatta, NSW: AARE. 
2006 
Cavanagh. M. (2006). A Review of the 'Count Me In Too' Online Professional Development Program. Sydney: NSW Department of Education and Training. 

2005 
Cavanagh, M. (2005). Working mathematically: The role of graphics calculators. In M. Coupland, J. Anderson & T. Spencer (Eds.), Making Mathematics Vital. Proceedings of the 20th Biennial Conference of the Australian Association of Mathematics Teachers. Sydney: AAMT, pp. 8086. 

2004 
Cavanagh, M. (2004). The new syllabus: Problem solving, investigations and a whole lot more! Reflections, 29(2): 57. 

2003 
Cavanagh, M., & Mitchelmore, M. (2003). Graphics calculators in the learning of mathematics: Teacher understandings and classroom practices. Mathematics Teacher Education & Development, 5: 318. 

2000 
Cavanagh, M., & Mitchelmore, M. (2000). Using a graphics calculator to teach mathematics: Studies of student and teacher learning. Paper presented at the Working Group on Technology at the 9th International Congress on Mathematical Education 

2000 
Cavanagh, M., & Mitchelmore, M. (2000). Students' technical difficulties in operating a graphics calculator. In J. Bana & A. Chapman (Eds.), Mathematics Education Beyond 2000. Proceedings of the 23rd annual conference of the Mathematics Education Research Group of Australasia. Perth: MERGA, pp. 142148. 

2000 
Cavanagh, M., & Mitchelmore, M. (2000). Graphics calculators in mathematics learning: Studies of student and teacher understanding. In M. Thomas (Ed.), Proceedings of TIME 2000: An International Conference on Technology in Mathematics Education, Auckland, NZ. pp. 112119 

2000 
Cavanagh, M., & Mitchelmore, M. (2000). Student misconceptions in interpreting basic graphic displays. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th annual conference of the International Group for the Psychology of Mathematics Education, Vol 2. Hiroshima, Japan: Program Committee, pp. 161169. 

2000 
Cavanagh, M. (2000). Graphics calculators: Students' views. Reflections, 25(1): 3435. 

1999 
Cavanagh, M. (1999). Graphics calculators: Windows of opportunity. Reflections, 24(1): 98100. 

1996 
Cavanagh, M. (1996). Student understandings in differential calculus. In P. Clarkson (Ed.), Technology in Mathematics Education. Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia, Melbourne, pp. 107114. 
Grants
YEAR 
SOURCE 
TITLE 
AMOUNT 

2016  The Teaching Channel  The use of video during professional experience for teacher education  $10,000 
2015  Association of Independent Schools of NSW  Building a whole school approach to professional experience  $7,500 
2010 
Macquarie University Linkage Projects Seeding Grant  Stage 2 
Enhancing Success in Mathematics: A partnership model for collaborative teacher learning in the upper primary and lower secondary school 
$16,800 
2010 
Macquarie University Linkage Projects Seeding Grant  Stage 1 
Enhancing Success in Mathematics (ESiM): A Macquarie University/ NSW Department of Education and Training partnership. 
$9,996 
2008 
Macquarie University Research Development Grant 
Teachers for the future: Experiences of matureaged entrants to teacher training for secondary mathematics 
$9,645 
2007 
Macquarie University External Collaborative Research Grant 
Working mathematically: Teaching and learning in an interactive multimedia elearning environment 
$103,264 
2005 
Macquarie University School of Education Grant 
In a class of their own: Issues confronted by preservice and beginning teachers of mathematics. 
$3,417 
2005 
Macquarie University New Staff Grant 
Mathematics teachers' responses to recent curriculum change. 
$16,308 