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School of Education

Dr Michael Cavanagh

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 full-time 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 7-10 Syllabus is implemented in secondary schools across New South Wales.

Working mathematically: Teaching and learning in an interactive multimedia e-learning 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 pre-service 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 pre-service teachers begin to develop their classroom practice. They are currently extending the project to focus on the particular needs of mature-age pre-service 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 pre-service 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. 2-29). 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, 199-221.
2015   Cavanagh, M., & McMaster, H. (2015). A professional experience learning community for secondary mathematics: Developing pre-service teachers' reflective practice. Mathematics Education Research Journal, 27, 471-490
2015   Burrell, A. R., Cavanagh, M., Young, S., & Carter, H. (2015). Team-based 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. 573-580). 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 video-based 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. 245-254). 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., El-Khouryb, 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. 142-147). Canberra: ACSME.

2013

 

Linsell, C., Cavanagh, M., & Tahir, S. (2013). Using meaningful contexts to promote understanding of pronumerals. The Australian Mathematics Teacher, 69(1): 33-40.

2012

 

Cavanagh, M., & Garvey, T. (2012). A professional experience learning community for pre-service 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): 387-413.

2012

 

Mulligan, J., Cavanagh, M., & Keenan-Brown, 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. 47-70.

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 2008-2011, Rotterdam: Sense Publishers, pp. 313-344.

2012

 

Cavanagh, M. (2012). A learning community for pre-service 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. 63-74.

2012

 

Cavanagh, M. (2012). Who are better drivers: Males or females? Reflections, 37(2): 17-20

2012

 

Way, J., Cavanagh, M., & Morony, W. (2012). Technologies are open mathematical tools. Australian Technology Teacher, Term 1: 20-24.

2011

 

Cavanagh, M., & Mitchelmore, M. (2011). Learning to teach secondary mathematics using an online learning system. Mathematics Education Research Journal, 23: 417-435.

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): 6-11.

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. 158-165.

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. 1039-1047.

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: 343-360.

2011

 

Cavanagh, M. (2011). Students' experiences of active engagement through cooperative learning activities in lectures. Active Learning in Higher Education, 12(1): 23-33

2010

 

Cavanagh, M., & Prescott, P. (2010). The growth of reflective practice among three beginning secondary mathematics teachers. The Asia-Pacific Journal of Teacher Education, 38(2): 147-159.

2009

 

Cavanagh, M., & Prescott, A. (2009). The reflective thinking of three pre-service 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. 273-280.

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. 217-224.

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. 129-136.

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. 407-414.

2008

 

Cavanagh, M. (2008). Area measurement in Year 7. Reflections, 33(1): 55-58.

2008

 

Cavanagh, M. (2008). Trigonometry from a different angle. The Australian Mathematics Teacher, 64(1): 25-30.

2008

.pdf

O'Sullivan, K-A., Carroll, K., & Cavanagh, M. (2008). Changing teachers: Syllabuses, subjects, and selves. Issues in Educational Research, 18(2): 167-181.

2007

 

Cavanagh, M., & Prescott, A. (2007). Professional experience in learning to teach secondary mathematics: Incorporating pre-service 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. 182-191.

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. 136-143.

2006

 

Cavanagh, M. (2006). Implementing a reform-oriented 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. 273-280.

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. 115-122.

2006

 

Prescott, A. & Cavanagh, M. (2006). An investigation of pre-service 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. 424-431.

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

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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. 80-86.

2004

 

Cavanagh, M. (2004). The new syllabus: Problem solving, investigations and a whole lot more! Reflections, 29(2): 5-7.

2003

 

Cavanagh, M., & Mitchelmore, M. (2003). Graphics calculators in the learning of mathematics: Teacher understandings and classroom practices. Mathematics Teacher Education & Development, 5: 3-18.

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. 142-148.

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. 112-119

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. 161-169.

2000

 

Cavanagh, M. (2000). Graphics calculators: Students' views. Reflections, 25(1): 34-35.

1999

 

Cavanagh, M. (1999). Graphics calculators: Windows of opportunity. Reflections, 24(1): 98-100.

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. 107-114.

 

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 mature-aged 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 e-learning environment

$103,264

2005

Macquarie University School of Education Grant

In a class of their own: Issues confronted by pre-service and beginning teachers of mathematics.

$3,417

2005

Macquarie University New Staff Grant

Mathematics teachers' responses to recent curriculum change.

$16,308