Assoc Prof Colleen Vale
		Phone: 9919 4893 Fax: 9919 4646 Email: colleen.vale@vu.edu.au Office: C510E, Footscray Park

• Vice President (Publications) Mathematics Education Research Group of Australasia (MERGA)
• Member International Planning Committee 17th ICMI Study: Technology Revisited
• Immediate Past President of The Mathematical Association of Victoria
• Councillor Australian Association of Mathematics Teachers
• Member Stan Willis Trust
• Member of Australian Association for Research in Education (AARE)
• Member of International Group for the Psychology of Mathematics Education (PME)

Qualifications

• Ph. D., La Trobe University, 2001
• M. Ed., University of Melbourne, 1992
• Dip. Ed. (Sec), University of Melbourne, 1977
• B. Ec. (Hons), Monash University, 1976
  

• Primary mathematics education and curriculum
• Secondary mathematics education and curriculum
• Research methods in education
• Supervision of research students
  

• Mathematics education
• Gender and equity in mathematics education
• Digital technology and mathematics education
• Pre-service mathematics teacher education

Current projects
ICMI Study 17: Technology Revisited (International Commission for Mathematics Instruction)
Equity and technology in mathematics (ASISTM program)
Pedagogical content knowledge of 'unqualified' mathematics teachers (AQTP)
Preparedness of pre-service secondary mathematics teachers: International project on proof and argumention

Current projects of research students
Blended learning in vocational mathematics
Teachers' ICT literacy
Problem based learning in engineering education
Gender mainstreaming in Indonesian primary schools
Mathematical content knowledge of primary pre-service teachers

Publications

• Vale, C. & Davies, A. (2007). Dean's great discovery: Multiplication, division and fractions. Australian Primary Mathematics Classroom 12 (3) 18-22.
• Vale, C. (2007). Pedagogical practices with digital technologies: Pre-service and practicing teachers. 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, pp. 727-734). Adelaide: MERGA.
• Javed, S. & Vale, C. (2006). Effects of blended online learning on students' performance in vocational mathematics. International Journal of Technology, Knowledge and Society 2(6), 2006, 143-154.
• Vale, C. & Davies, A. (2005). Glimpses of generative practice: Constructing pre-service teachersâ' learning in partnership. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.) Building Connections: Research, Theory and Practice, Proceedings of the Annual Conference held at RMIT, Melbourne, 7th-9th July, 2005 (pp. 743-750). Melbourne: Mathematics Education Research Group of Australasia.
• Vale, C. & Leder, G. (2004). Student views of computer based mathematics in the middle years: Does gender make a difference? Educational Studies in Mathematics, 56 (3) 287-312.
• Vale, C., Forgasz, H., & Horne, M. (2004). Gender and mathematics: Back to the future? In B. Perry, C. Deizman & G. Anthony (Eds.) Mathematics Education Research in Australasia: 2000-2003, (pp. 75-100). Sydney, N.S.W.: Mathematics Education Research Group of Australasia.
• Vale, C. (2003). Computers in mathematics: a super highway to social justice? In L. Burton (Ed.) Which way social justice in mathematics education? (pp.277-301). Westport, CT/ London: Praeger Press.
• Vale, C. (2002). Girls back off mathematics again: The views and experiences of girls in computer based mathematics. Mathematics Education Research Journal, Special Issue Social justice 14 (3), 52-68.
  
  Books::
  Goos, M., Stillman, G. & Vale, C. (2007). Teaching Secondary School Mathematics: Research and practice for the 21st century. Sydney: Allen & Unwin.