Sharyn Livy

Monash University, Faculty of Education, Faculty Member

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Dr Sharyn Livy is a Senior Lecturer of mathematics education in the School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University. Her research and teaching are driven by the desire to understand how teachers can be supported to extend their knowledge and pedagogical approaches for teaching mathematics.

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Michel Alhadeff-Jones

Columbia University

Fatin Aliah Phang

Universiti Teknologi Malaysia - UTM

Marc Champagne

Kwantlen Polytechnic University

Donna H Ziegenfuss

University of Utah

David Seamon

Kansas State University

Markku S. Hannula

University of Helsinki

Vesile ALKAN

Pamukkale University

Krishnamurthy Prabhakar

Central University of Jammu, Jammu, J&K, India

Nilgün Cevher Kalburan

Pamukkale University

Maamar Missoum

University of Blida 2

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Papers by Sharyn Livy

Creative approaches to teaching mathematics education with online tools during COVID-19

Routledge eBooks, Dec 4, 2023

Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences

Advancing Our Understanding of Initial Teacher Education Through Research

The purpose of this chapter is to explore the influences on, and tensions within, initial teacher... more The purpose of this chapter is to explore the influences on, and tensions within, initial teacher education in mathematics, and to identify the research outcomes that might advance our understanding of learning and practices in this context. We have used a socio-spatial approach to organise our review into the three ‘spaces’ of policy, teacher educators and pre-service teachers, and to reveal tensions that exist between these spaces. Our analysis of the research highlighted the multiple roles of teacher educators—as researchers, teachers, collaborators and curriculum designers—as they mediate the tensions that occur between the spaces.

Critical and creative thinking

Different styles of argumentation require different methods of writing and proving claims. Academ... more Different styles of argumentation require different methods of writing and proving claims. Academic argumentation requires the author to provide strong evidence to support their claim on any subject. In doing so the author has to find, understand and decide which evidence to use. Other forms of argumentation are toulmin, debate, Rogerian, satire and persuasive. In debate form of argumentation the author must take a stand if they are for and against the claim. They must also prepare strong arguments for counterclaims and need to finish the debate with a strong and impactful conclusion. In Toulmin argumentative essay the author needs to provide evidence to state their claim with the help of data and numerical statistics. In Rogerian argumentative essay, the author needs to find the strengths and weakness for the claim, for this argumentation the conclusion asks for a change or action. In persuasive essay, the author needs to persuade the readers for a change or new idea. In order to do so the author needs to present strong arguments and make impactful conclusion. In satire argumentative essay, the author takes up a claim and tries to make argument with the help of satire. For this reason the essay has an ironical tone underlying its arguments. One of the biggest issues that have been identified over time is the acceptance of humanities as a concept. Even though it is common knowledge that humanities forms the basis of most cultures. Humanities have however become one of the underrated issues in the new era or generation, where money, status and wealth is given more importance. Even though there are talks about how culturally aware the new generation is, it does not surpass the importance of making money. Nowadays it seems that education, art, religion and culture as well have taken a second seat when it comes to money. This has not only led to conflicts and debates but has also created disinterest and unrest among people.

Children's literature in the mathematics classroom: a flexible approach to practice

Engaging children in mathematics through the use of children's literature has become increasi... more Engaging children in mathematics through the use of children's literature has become increasingly popular in primary classrooms (Muir, Livy, Bragg, Clark, Wells, & Attard, 2017). Through considered selection of appropriate children's literature, teachers can utilise stories to help children learn mathematical concepts and skills within a context that is meaningful to them. Children's literature offers opportunities for rich mathematical discussions, problem solving, reasoning, and assists with improving children's attitudes towards mathematics (Schiro, 1997). Picture books in particular can provide a non-threatening environment through which a knowledgeable teacher can capitalise on the mathematics inherent within the text and illustrations, and facilitate learning. Anecdotal evidence and observations, however, indicate that while teachers may use children's literature to engage and stimulate students in mathematical experiences, much of the potential for capitalising on important mathematical concepts is not realised. Furthermore, not all children's literature is appropriate for enhancing a mathematics lesson or providing a stimulus for mathematical discourse (Muir, et al., 2017). To address these concerns, the authors of this paper conceptualised a teaching resource book to assist teachers to engage children with mathematics through rich mathematical and literacy experiences. Chapters in the book followed a similar structure, with features including identification of key mathematical 'big ideas', anticipation of misconceptions and difficulties, and planning frameworks showing how lessons could be enacted and extended. When selecting children's literature for inclusion in the book, we were guided by Marston's (2010) framework which was developed for comparing the efficacy of different types of 'mathematical' picture books, which included books where the mathematics was unintentional, explicit or embedded (Marston, 2010). To evaluate the appropriateness of the books for use in early childhood and primary classrooms, the authors trialled the lessons with participating classes. This paper reports on the results of two lessons trialed with early childhood classes, to answer the research question: How does the use of children's literature as a stimulus engage young children in the learning of mathematics?

Leading mathematics: doings of primary and secondary school mathematics leaders

The practices of middle leaders of mathematics: alignment of their goals and activities

School Leadership & Management, Apr 9, 2023

To engage or not to engage? Is the instructor the answer?

Online learning has made higher education accessible for more students, yet there are ongoing con... more Online learning has made higher education accessible for more students, yet there are ongoing concerns about low student engagement, retention and progression rates in this sector. Online students often experience a sense of isolation and disconnection with their studies and institution, with instructor presence identified as an influential factor in terms of student motivation to engage. This presentation will share the results of a study that investigated the factors which impacted upon students’ engagement with a fully online course. Findings indicated that the presence of the instructor was particularly influential in motivating students to engage with the course.

Achieving growth through capitalising on students' mathematical data

Developing Primary Pre-service Teachers

Australian Journal of Teacher Education, Feb 18, 2016

Enhancing a mathematics leader’s knowledge for teaching through a co-teaching situation

Mathematics Education Research Group of Australasia, 2019

This paper reports on a mathematics leader who participated as a co-teacher alongside a teacher e... more This paper reports on a mathematics leader who participated as a co-teacher alongside a teacher educator in a university classroom. The collaboration was designed to bring the profession into the university. Case study research design and qualitative methods were used to analyse written self-reflections, transcripts of interviews and the co-teachers’ post-lesson discussion notes. Along with identifying the benefits of the co-teaching for pre-service teachers, it became evident that the mathematics leader also benefitted from this experience. The findings suggest that such collaborative co-teaching experiences may be a legitimate professional learning experience for school mathematics leaders.

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Desperately seeking birthday mates

Connecting pre-service teachers with contemporary mathematics practices: Selecting and sequencing students’ work samples

Australian primary mathematics classroom, 2017

Teacher educators can use students’ work samples to introduce pre-service teachers to the selecti... more

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Pre-service teachers' reflections of the summarise phase of a lesson study

Generalist Primary School Teachers’ Preferences for Becoming Subject Matter Specialists

Australian Journal of Teacher Education

Traditionally Australian primary school teachers have been viewed as generalists responsible for ... more Traditionally Australian primary school teachers have been viewed as generalists responsible for instruction across all content areas. Adopting self-determination theory as a lens, the aim of the study was to explore the extent to which generalist primary school teachers are interested in becoming subject matter specialists. Questionnaire data were collected from 104 early years primary school teachers. Findings suggest that two-thirds of these generalist teachers expressed an interest in specialising in either English, mathematics, and to a far lesser extent, science, such that they would be responsible for exclusively teaching this subject. Preferences for specialisation were based on teachers’ self-perceived content and pedagogical expertise and/ or their enjoyment of teaching in this content area. By contrast, the one-third of teachers who would choose to remain generalists referred to the value in a variety of teaching experiences, teaching from a whole child perspective and co...

$Research paper thumbnail of Children\u27s literature in the mathematics classroom: a flexible approach to practice$

Children\u27s literature in the mathematics classroom: a flexible approach to practice

Teacher actions for consolidating learning in the early years

Annual conference of the Mathematics Education Research Group of Australasia 2021: Foundations and Pathways, 2021

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$Research paper thumbnail of Developing Primary Pre-service Teachers\u27 Mathematical Content Knowledge During Practicum Teaching$

Developing Primary Pre-service Teachers\u27 Mathematical Content Knowledge During Practicum Teaching

While it is recognised that a teachers’ mathematical content knowledge (MCK) is crucial for teach... more While it is recognised that a teachers’ mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a four-year Bachelor of Education program. The results identify when and under what conditions pre-service teachers’ developed different categories of their MCK during practicum. Factors that assisted pre-service teachers to develop their MCK included program structure providing breadth and depth of experiences; sustained engagement for learning MCK; and quality ofpre-service teachers’ learning experiences

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An instructional model to support planning and teaching student centred structured inquiry lessons

Australian primary mathematics classroom, 2021

In this article, the authors from Monash University and the University of Sydney have collaborate... more

Self-Study of a Mathematics Learning Consultant: Supporting Teachers to Plan Lessons for Implementing Differentiation in the Classroom

Mathematics Teacher Education and Development, Aug 13, 2021

Creative approaches to teaching mathematics education with online tools during COVID-19

Routledge eBooks, Dec 4, 2023

Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences

Advancing Our Understanding of Initial Teacher Education Through Research