Doug is Professor of Mathematics Education at the Australian Catholic University (Victoria), where he directs the Mathematics Teaching and Learning Centre. He has been joint national coordinator of the Australian Mathematics Curriculum and Teaching Program (K-10), and Director of the Early Numeracy Research Project. Doug’s professional interests include young children’s mathematical learning, using mathematics to explore current events and students' interests, manageable and meaningful assessment, and the professional growth of mathematics teachers.
Ruth is associate professor of education at Mills College. She is currently Director for the Mid-Career Mathematics and Science Program, a teacher pre-service program designed to prepare mathematics and science professionals for new careers in urban education. For ten years she served as a senior Mathematics Educator with EQUALS and FAMILY MATH at the Lawrence Hall of Science at the University of California, Berkeley working with teachers, parents, families, and community members. Dr. Cossey’s professional interests include pre-service and in-service mathematics and science education, sociology of education in urban environments, and mathematics education reform.
Beth, Betty and Dave have been key figures in adult numeracy and mathematics research and practice in Australia. Together, and individually, they have worked in the areas of adult mathematics/numeracy research, teacher education, teaching practice, assessment and curriculum and materials development. They have published extensively and have been key speakers and presenters at literacy and numeracy/mathematics conferences in Australia and overseas.
Mary Jane currently co-directs the Empower Project at TERC, a non-profit US based mathematics and science education research and development organization. She has been involved with adult numeracy - the intersection of the fields of adult education and mathematics education - for thirty years. Her doctoral work at the Harvard Graduate School of Education focuses on the nature of adults' mathematical thinking.
Janet Taylor and Linda Galligan are academics working in mathematics in the Office of Preparatory and Academic Support, at The University of Southern Queensland, and they have both been associated with the area of Bridging Mathematics for more than 10 years. Janet has worked on a number of research and curriculum design projects related to adults learning mathematics, transition to university, and technology. Linda’s interests include mathematics in context, particularly for university students in non-mathematical courses.
Dave is a Reader in Adult Numeracy at the Institute of Education, working with the UK National Research and Development Centre for Adult Literacy and Numeracy (NRDC). His work is informed by an understanding of numeracy and literacy as social practice, and experience around issues of access to education in South Africa.
Susan is Consultancy Services Manager at Workbase : the New Zealand Centre for Workforce Literacy Development, an independent non-profit organisation . Susan provides consultancy services for organisations wanting to develop their internal capacity to meet the literacy (and numeracy!) needs of their employees, and has been the inspiration and driving force behind the development of the New Zealand Literacy Portal.
Caty has worked in Aboriginal education for over 20 years in both South Australia (SA) and New South Wales with Child-Parent-Centres, primary and secondary education sites and Technical and Further Education (TAFE) learners and educators. Currently she is the Policy & Program Officer (Primary Years) for the Department of Education and Children's Services in SA. Caty recently managed the nationally funded Numeracies in Indigenous Communities project which developed a teaching/learning resource for schools and TAFE.
Eunice has worked for the Department of Education and Children's Services in South Australia for 14 years, transferring her many skills from Early Years experiences across the board. Currently Eunice works as an Early Childhood Field worker in Aboriginal Education and focuses on improving literacy & numeracy outcomes for Indigenous learners. Eunice contributed significantly to the Numeracies in Indigenous Communities resource.
Keiko has worked at the University of Technology, Sydney for more than ten years in a variety of overlapping and sometimes contradictory roles. As well as working in adult numeracy, she has been an active member of the academic union and a member of the engineering faculty where among other things she is a coordinator of the first year course “Engineering for sustainability”. Through the Centre for Popular Education she has been involved in a number of projects relating to mathematics and numeracy, as well as to community education.
Kura (Pep) works as a tutor at NZ Workbase's Te Whare Ako, an open learning centre in the biggest paper mill in New Zealand. Kura is a trained primary teacher, specialising in teaching through the medium of Maori language. She has worked on a teacher training programme which specialises in preparing teachers to work in total immersion - maori language/maori values schools and has been involved in establishing a maori language unit in a mainstream primary school setting. Kura's long-time commitment to numeracy and the restoration of the Maori language fits in well with her current role at te Whare Ako.
Michael is a consultant and writer in science, marine and environmental education specialising in the tropical environment. He has particular interest in indigenous and informal science education. He lives in Darwin, in the Northern Territory of Australia. His areas of interest include curriculum, development of resource materials and professional development in science and environmental education, Indigenous science education and informal science education.