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Prof Peter Sullivan - Researcher Profile

Address

Faculty of Education
Building 6, Clayton

Profile
Summary
Qualifications
Publications
Supervisions

Biography

Peter Sullivan is currently Professor of Science, Mathematics and Technology Education, Monash University. He has extensive experience in research and teaching in teacher education. He was a member of the Social, Behavioural and Economic Sciences panel of the Australian Research Council College of Experts from 2005 to 2008, and was an editor of the Journal of Mathematics Teacher Education for 8 years. He is the immediate past President of the Australian Association of Mathematics Teachers and was the lead writer of the Australian Curriculum: Mathematics.

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Theorising successful practices in the classroom

From the classrooms of Papua New Guinea, Melbourne and the Kimberley, Professor Peter Sullivan has been turning the practice of school students and teachers into theory, and is now helping support Australian teachers in their transition to the new national curriculum.

For six years, Peter worked in schools and universities in Papua New Guinea:

“The experience highlighted, in an extreme way, the importance and the influence of culture on learning, and the importance and influence of language on that. It also highlighted the capacity of everyone to learn, and a belief that everyone can learn. While those issues are important whatever school we’re talking about, PNG accentuated them.”

His research has subsequently been in the fields of teaching and learning at schools.

‘Maths in the Kimberley’ is one of Peter’s current projects, which involves working in remote Kimberley schools, on teaching mathematics and how that can be most effectively made to work.

Another is an Australian Research Council discovery project titled ‘Encouraging Persistence Maintaining Challenge’. In conjunction with researchers from the Australian Catholic University and others from Monash, Peter is helping support teachers, particularly those in maths and English, adapt to the changes in the national curriculum – what he describes as “an ‘intervention’ we’ve never had before.” He will research the teachers’ needs and find out how they can be adequately supported.

Peter is used to asking some big questions concerning how young people learn: What tasks are effective in mathematics teaching and how can a teacher best use those tasks? What motivates students to do well? What are the characteristics of an effective classroom and how do students respond?

“We’re combining these questions to look at what sort of things teachers can do to encourage students to try hard and persist. What kinds of tasks are challenging and engaging for students and encourage them to work hard? Also, ways teachers can support students in doing the challenging tasks, so as to build the type of learning that we’re looking for.”

Techniques that Peter has found to be particularly useful for teaching have been exercises where students have to make decisions, have to connect two or three ideas together, can use different strategies to find the answer, and can find several different answers.

“One of my research interests is to research what’s possible, and to see what happens when something is tried out in the class room situation. They talk about ‘That looks like a good practice - let’s see how it works in theory.’ It’s intended as a joke, but I kind of follow that line a bit: how can we theorise practice, rather than how can we implement theory in practice.”

Research & Supervision Interests

Mathematics curriculum, especially National Curriculum
Teaching and learning in Mathematics
Student engagement
Disadvantaged students' achievement in mathematics

Qualifications

DOCTOR OF PHILOSOPHY: Institution: Monash University; Year awarded: 1988

MASTER OF PHILOSPHY: Institution: Papua New Guinea University of Technology; Year awarded: 1983

BACHELOR OF SCIENCE ON PURE & APPLIED MATH & PHYSI: Institution: Monash University; Year awarded: 1969

Publications

Books

Sullivan, P.A., Clarke, D.M., Clarke, B.A., 2013, Teaching with Tasks for Effective Mathematics Learning, Springer, New York NY United States.

Zaslavsky, O., Sullivan, P. (eds), 2011, Constructing Knowledge for Teaching Secondary Mathematics Task to Enhance Prospective and Practicing Teacher Learning, Springer, New York.

Sullivan, P., 2011, Teaching Mathematics: Using research-informed strategies, ACER Press, Camberwell, Victoria.

Sullivan, P.A., 2010, Activites ouvertes en mathematiques 600 <> questions pour developer la comprehension en mathematiques, Cheneliere Education, Montreal Canada.

Sullivan, P.A. (ed), 2009, Journal of Mathematics Teacher Education, Springer, Netherlands.

Sullivan, P.A., Wood, T. (eds), 2008, Knowledge and Beliefs in Mathematics Teaching and Teaching Development, Sense Publishers, Rotterdam.

Forgasz, H., Barkatsas, A., Bishop, A.J., Clarke, B.A., Keast, S., Seah, W.T., Sullivan, P.A. (eds), 2008, Research in Mathematics Education in Australasia, Sense Publishers, The Netherlands.

Tadich, B., Tobias, S., Brew, C., Beatty, B.R., Sullivan, P.A. (eds), 2004, Towards excellence in mathematics, The Mathematics Association of Victoria for the Forty-first Annual Conference, Vic Australia.

Sullivan, P.A., Lilburn, P., 2003, Grade 6 Mathematics Student Book A, Oxford University Press, South Melbourne Vic Australia.

Sullivan, P.A., Lilburn, P., 2003, Grade 6 Mathematics Student Book B, Oxford University Press, South Melbourne Vic Australia.

Sullivan, P.A., Lilburn, P., 2003, Grade 6 Mathematics Teacher Book, Oxford University Press, South Melbourne Vic Australia.

Sullivan, P.A., Lilburn, P., 2002, Good Questions for Math Teaching: Why Ask Them and What to Ask, K-6, Math Solutions Publications, Sausalito USA.

Sullivan, P.A., Lilburn, P., 2001, Grade 5 Mathematics Teacher's Resource Book, Oxford University Press, South Melbourne Vic Australia.

Sullivan, P.A., Lilburn, P., 2001, Grade 5 Mathematics. Student Book 5A, Oxford University Press, South Melbourne Vic Australia.

Sullivan, P.A., Lilburn, P., 2001, Grade 5 Mathematics. Student Book 5B, Oxford University Press, South Melbourne Vic Australia.

Book Chapters

Clarke, B.A., Barkatsas, A., Forgasz, H.J., Seah, W.T., Sullivan, P.A., 2012, Reflections on the MERGA research review 2004-2007, in Research in Mathematics Education in Australasia 2008-2011, eds Bob Perry, Tom Lowrie, Tracy Logan, Amy MacDonald and Jane Greenlees, Sense, Rotterdam The Netherlands, pp. 15-22.

Sullivan, P., 2012, The Australian curriculum: Mathematics as an opportunity to support teachers and improve student learning, in Engaging the Australian Curriculum Mathematics. Perspectives from the field, eds Bill Atweh, Merrilyn Goos, Robyn Jorgensen and Dianne Siemon, Mathematics Research Association of Australasia, Australia, pp. 175-189.

Zaslavsky, O., Sullivan, P., 2011, Setting the stage: A conceptual framework for examining and developing tasks for mathematics teacher education, in Constructing Knowledge for Teaching Secondary Mathematics: Tasks to Enhance Prospective and Practicing Teacher Learning, eds Orit Zaslavsky & Peter Sullivan, Springer Science+Business Media, New York, pp. 1-19.

Sullivan, P., Jorgensen, R., Mousley, J., 2011, Using a model for planning and teaching lessons as part of mathematics teacher education, in Constructing Knowledge for Teaching Secondary Mathematics: Tasks to Enhance Prospective and Practicing Teacher Learning, eds Orit Zaslavsky & Peter Sullivan, Springer, New York, pp. 291-306.

Sullivan, P.A., 2011, Ways of working with numeracy and mathematics leaders to improve student learning, in Powerful Learning: A Strategy for Systemic Educational Improvement, eds David Hopkins, John Munro, Wayne Craig, ACER Press, Camberwell Victoria Australia, pp. 82-95.

Sullivan, P.A., Jorgensen, R., Youdale, R., 2010, Redressing marginalisation, in Closing the Gap in Education? Improving Outcomes in Southern World Societies, eds Ilana Snyder and John Nieuwenhuysen, Monash University Publishing, Australia, pp. 204-216.

Jorgensen, R., Sullivan, P.A., 2010, Scholastic heritage and success in school mathematics, in Closing the Gap in Education? Improving Outcomes in Southern World Societies, eds Ilana Snyder and John Nieuwenhuysen, Monash University Publishing, Australia, pp. 23-36.

Clarke, B., Clarke, D., Sullivan, P., 2010, The mathematics teacher and curriculum development, in Mathematics Education: Major Themes in Education, eds Alan J. Bishop, Routledge, UK and USA, pp. 368-390.

Sullivan, P.A., Mousley, J., Zevenbergen, R.L., 2009, Tasks and pedagogies that facilitate mathematical problem solving, in Mathematical Problem Solving - Yearbook 2009 - Association of Mathematics Educators, eds Berinderjeet Kaur, Yeap Ban Har and Manu Kapur, World Scientific, Singapore / USA / UK, pp. 17-42.

Sullivan, P.A., 2008, Knowledge for teaching mathematics, in Volume 1. Knowledge and Beliefs in Mathematics Teaching and Teaching Development, eds Peter Sullivan and Terry Wood, Sense Publishers, The Netherlands, pp. 1-9.

Forgasz, H., Barkatsas, A., Bishop, A.J., Clarke, B.A., Keast, S., Seah, W.T., Sullivan, P.A., 2008, Review of mathematics education research in Australasia 2004-2007, in Research in Mathematics Education in Australasia 2004-2007, eds Helen Forgasz, Anastasios Barkatsas, Alan Bishop, Barbara Clarke, Stephen Keast, Wee Tiong Seah, Peter Sullivan, Sense Publishers, Netherlands, pp. 1-7.

Watson, A., Sullivan, P.A., 2008, Teachers learning about tasks and lessons, in Tools and Processes in Mathematics Teacher Education, eds Dina Tirosh and Terry Wood, Sense Publishers, The Netherlands, pp. 109-134.

Sullivan, P.A., Mousley, J., 2007, Quality mathematics teaching: describing some key components, in Stepping Stones for the 21st Century. Australasian Mathematics Education Research, eds Gilah C. Leder and Helen J. Forgasz, Sense Publishers, Rotterdam, Netherlands, pp. 41-62.

Sullivan, P.A., Mousley, J., 2001, Thinking teaching: seeing mathematics teachers as active decision makers, in Making Sense of Mathematics Teacher Education, eds Fou-Lai Lin and Thomas J. Cooney, Kluwer Academic Publishers, Dordrecht The Netherlands, pp. 147-164.

Journal Articles

Sullivan, P.A., Clarke, D., Clarke, D.M., Farrell, L.E., Gerrard, J., 2013, Processes and priorities in planning mathematics teaching, Mathematics Education Research Journal [P], vol E, issue E, Springer Netherlands, Dordrecht Netherlands, p. E.

Grootenboer, P., Sullivan, P.A., 2013, Remote indigenous students' understanding of measurement, International Journal of Science and Mathematics Education [E], vol 11, issue 1, Springer Netherlands, Dordrecht Netherlands, pp. 169-189.

Sullivan, P.A., Jorgensen, R., Boaler, J., Lerman, S., 2013, Transposing reform pedagogy into new contexts: Complex instruction in remote Australia, Mathematics Education Research Journal [P], vol E, issue E, Springer Netherlands, Dordrecht Netherlands, p. E.

McDonough, A., Sullivan, P., 2011, Learning to measure length in the first three years of school, Australasian Journal of Early Childhood [P], vol 36, issue 3, Early Childhood Australia Inc., Australia, pp. 27-35.

Sullivan, P., 2011, Professor's page, Australian Primary Mathematics Classroom [P], vol 16, issue 4, The Australian Association of Mathematics Teachers Inc, Adelaide, pp. 17-18.

Sullivan, P., 2010, Editorial: The challenge in developing in mathematics teachers an inquiry stance to teaching, Journal of Mathematics Teacher Education [P], vol 13, issue 3, Springer Netherlands, Netherlands, pp. 197-199.

Zevenbergen, R., Grootenboer, P., Sullivan, P., 2010, Good learning = a good life: Mathematics transformation in remote indigenous communities, Australian Journal of Social Issues [P], vol 45, issue 1, Australian Council of Social Service, Australia, pp. 131-143.

Sullivan, P.A., Clarke, D.M., Clarke, B.A., 2009, Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching, Mathematics Education Research Journal [P], vol 21, issue 1, M E R G A, Australia, pp. 85-105.

Sullivan, P.A., Griffioen, M., Gray, H., Powers, C., 2009, Exploring open-ended tasks as teacher learning, Australian Primary Mathematics Classroom [P], vol 14, issue 2, Australian Association of Mathematics Teachers (AAMT), Adelaide, SA, Australia, pp. 4-9.

Sullivan, P.A., Millsom, J., 2009, Ideas for teaching place value, Prime Number [P], vol 24, issue 2, The Mathematics Association of Victoria (MAV), Vic Australia, pp. 16-17.

Sullivan, P.A., Mornane, A., Prain, V.R., Campbell, C., Deed, C.G., Drane, S.E., Faulkner, M., McDonough, A.M., Smith, C.J., 2009, Junior secondary students' perceptions of influences on their engagement with schooling, Australian Journal of Education [P], vol 53, issue 2, Australian Council for Educational Research, Australia, pp. 176-191.

Sullivan, P.A., Youdale, R., Zevenbergen, R.L., 2009, Knowing where you are going helps you know how to get there, Australian Primary Mathematics Classroom [P], vol 14, issue 4, The Australian Association of Mathematics Teachers (AAMT), Australia, pp. 4-10.

Sullivan, P.A., 2009, Leaders of mathematics: A critical role in teaching and learning, Learning Matters [P], vol 14, issue 1, Catholic Education Office Melbourne, Melbourne, Australia, pp. 52-54.

Sullivan, P.A., Millsom, J., 2009, Linking research results on place value and teaching, Prime Number [P], vol 24, issue 1, The Mathematics Association of Victoria (MAV), Vic Australia, pp. 3-6.

Sullivan, P.A., 2008, Education for the knowledge to teach mathematics: It all has to come together, Journal of Mathematics Teacher Education, vol 11, issue 6, Springer, The Netherlands, pp. 431-433.

Gervasoni, A., Sullivan, P.A., 2007, Assessing and teaching children who have difficulty learning arithmetic, Educational & Child Psychology [P], vol 24, issue 2, The British Psychological Society, UK, pp. 40-53.

Sullivan, P.A., 2006, Dichotomies, dilemmas and ambiguity: coping with complexity, Journal of Mathematics Teacher Education, vol 9, Springer-Verlag, Dordrecht The Netherlands, pp. 307-311.

Sullivan, P.A., 2006, Not only what and why, but also how: thinking about strategies for mathematics teacher education, Journal of Mathematics Teacher Education, vol 8, Springer-Verlag, Dordrecht The Netherlands, pp. 437-440.

Sullivan, P.A., Tobias, S., McDonough, A., 2006, Perhaps the decision of some students not to engage in learning mathematics in school is deliberate, Educational Studies in Mathematics, vol 62, Springer-Verlag, Dordrecht Netherland, pp. 81-99.

Sullivan, P.A., Mousley, J., Zevenbergen, R.L., 2006, Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms, International Journal of Science and Mathematics Education, vol 4, Springer-Verlag, Dordrecht Netherland, pp. 117-143.

Sullivan, P.A., Mousley, J., Zevenbergen, R.L., 2005, Increasing access to mathematical thinking, Gazette of the Australian Mathematical Society, vol 32, issue 2, Australian Mathematical Society, Toowoomba Qld Australia, pp. 105-109.

Anderson, J., White, P., Sullivan, P.A., 2005, Using a schematic model to represent influences on, and relationship between, teachers' problem-solving beliefs and practices, Mathematics Education Research Journal [P], vol 17, issue 2, Mathematics Education Research Group of Australasia, Melbourne Vic Australia, pp. 9-38.

Sullivan, P.A., 2003, Incorporating knowledge of, and beliefs about, mathematics and teacher education, Journal of Mathematics Teacher Education, vol 6, Kluwer Academic Publishers, Netherlands, pp. 293-296.

Sullivan, P.A., Zevenbergen, R.L., Mousley, J., 2003, The contexts of mathematics tasks and the context of the classroom: are we including all students?, Mathematics Education Research Journal, vol 15, issue 2, Mathematics Education Research Group of Australasia, Inc., Australia, pp. 107-121.

Sullivan, P.A., 2002, Editorial: using the study of practice as a learning strategy within matematics teacher education programs, Journal of Mathematics Teacher Education, vol 5, Kluwer Academic Publishers, Netherlands, pp. 289-292.

Sullivan, P.A., 2002, Issues and directions in Australian teacher education, Journal of Education for Teaching, vol 28, issue 3, Carfax Publishing, UK, pp. 221-226.

Sullivan, P.A., 2002, Teaching Mathematics: Describing effective approaches, Reflections, vol 27, issue 1, The Mathematical Association of New South Wales, Inc., Australia, pp. 34-39.

Sullivan, P.A., Zevenbergen, R.L., Mousley, J., 2001, Open ended tasks and barriers to learning, Australian Primary Mathematics Classroom, vol 6, issue 1, Australian Association of Mathematics Teachers Inc., Australia, pp. 4-9.

Conference Proceedings

Sullivan, P.A., Gunningham, S., 2012, A strategy for supporting students who have fallen behind in the learning of mathematics., Mathematics: Traditions and [New] Practices, 03/07/2011 - 07/07/2011, Australian Association of Mathematics Teachers/Mathematics Education Research Group of Australasia, Adelaide South Australia Australia, pp. 719-727.

Sullivan, P.A., Clarke, D., Clarke, D.M., Gould, P., Leigh-Lancaster, D., Lewis, G., 2012, Insight into ways that teachers plan their mathematics teaching, Proceedings of the 35th Annual Conference of MERGA, 02/07/2012-06/07/2012, Mathematics Education Research Group of Australiasia, Adelaide South Australia Australia, pp. 698-705.

Sullivan, P.A., Clarke, D.M., Michels, D., Mornane, A., Roche, A., 2012, Supporting teachers in choosing and using challenging mathematics tasks, Proceedings of the 35th Annual Conference of MERGA, 02/07/2012-06/07/2012, Mathematics Education Research Group of Australiasia, Adelaide South Australia Australia, pp. 690-697.

Sullivan, P., Gunningham, S., 2011, A strategy for supporting students who have fallen behind in the learning of mathematics, Proceedings of the AAMT-MERGA Conference, 3-7 July 2011, AAMT Inc. & MERGA Inc., Adelaide SA Australia, pp. 719-727.

Sullivan, P., Cheeseman, J., Michels, D., Mornane, A., Clarke, D., Middleton, J., Roche, A., 2011, Challenging mathematics tasks: What they are and how to use them, Maths is Multi-Dimensional, The Mathematical Association of Victoria, Brunswick, Victoria, pp. 33-46.

Sullivan, P., Grootenboer, P., Jorgensen, R., 2011, Considering student experience and knowledge of context in planning mathematics learning, Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, 10-15uly 2011, PME, Ankara, Turkey, pp. 225-232.

Sullivan, P.A., Grootenboer, P., Jorgensen, R., 2011, Considering student experience as knowledge of context in planning mathematics learning, Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, 10/07/2011-15/07/2011, Orta Dogu Teknik Universitesi (Middle East Technical University), Ankara Turkey, pp. 225-232.

Sullivan, P., Zaslavsky, O., 2011, Researching the nature and use of tasks and experiences for effective mathematics teacher education, Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education Volume 1, 10-15 July, PME, Ankara, Turkey, pp. 107-110.

Seah, W., Barkatsas, A., Sullivan, P., Li, Z., 2010, Chinese students' perspectives of effective mathematics learning: An exploratory study, The Second Asian Conference on Education Official Conference Proceedings 2010, 2 - 5 December, 2010, The International Academic Forum (IAFOR), Japan, pp. 389-403.

Sullivan, P., 2010, Learning about selecting classroom tasks and structuring mathematics lessons from students, Teaching Mathematics? Make it Count, 15/08/2010 - 17/08/2010, Australian Council for Educational Research, Camberwell Victoria, pp. 53-55.

Sullivan, P., Clarke, D., O'Shea, H., 2010, Students' opinions about characteristics of their desired mathematics lessons, Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia, 3rd - 7th of July, Merga Inc, Fremantle Australia, pp. 531-539.

Sullivan, P., 2010, The processes and principles underpinning the development of the new Australian mathematics curriculum, Proceedings of the 5th East Asia Regional Conference on Mathematics Education (EARCOME 5), 18/08/2010 - 22/08/2010, ICMI - International Commission on Mathematical Instruction, Tokyo Japan, pp. 630-636.

Sullivan, P.A., 2009, Constraints and opportunities when using content-specific open-ended tasks, Proceedings of 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) - Volume 2, 5 July 2009 to 9 July 2009, Mathematics Education Research Group of Australasia (MERGA), Palmerston North, New Zealand, pp. 727-730.

Sullivan, P.A., 2009, Describing teacher actions after student learning from rich experiences, Proceedings of 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) - Volume 2, 5 July 2009 to 9 July 2009, Mathematics Education Research Group of Australasia (MERGA) Inc., Palmerston North, New Zealand, pp. 708-711.

Sullivan, P.A., Clarke, D.M., Clarke, B.A., O'Shea, H.F., 2009, Exploring the relationship between tasks, teacher actions, and student learning, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33) - Volume 5, 19-24 July, 2009, Aristotle University of Thessaloniki & University of Macedonia, Thessaloniki, Greece, pp. 185-192.

Sullivan, P.A., 2009, Fostering mathematical creativity and understanding, Proceedings of the 22nd Biennial Conference of the Australian Association of Mathematics Teachers Inc., 13-16 July, 2009, The Australian Association of Mathematics Teachers Inc., Adelaide, SA, Australia, pp. 36-42.

Sullivan, P.A., Youdale, R., Zevenbergen, R.L., 2009, The link between planning and teaching mathematics: An exploration in an indigenous community school, Proceedings of the 22nd Biennial Conference of the Australian Association of Mathematics Teachers Inc., 13-16 July, 2009, The Australian Association of Mathematics Teachers Inc., Adelaide, SA, Australia, pp. 247-255.

Sullivan, P.A., 2008, Designing task-based Mathematics lessons as teacher learning, Proceedings of the Joint Meeting of PME32 and PME-NA XXX. International Group for the Psychology of Mathematics Education., July 17-21, 2008, International Group for the Psychology of Mathematics Education, USA, pp. 133-137.

Sullivan, P.A., 2008, Developing mathematical connections and fostering procedural fluency: Are they in tension?, Proceedings of the Joint Meeting of PME32 and PME-NA XXX. International Group for the Psychology of Mathematics Education., July 17-21, 2008, DME - Center for Scientific Research and Advanced Studies, Mexico, pp. 305-312.

Sullivan, P.A., Hamilton, C., McArthur, I., 2008, Planning mathematics units to engage middle years students, Proceedings of the MAV Annual Conference 2008, 4-5 December 2008, The Mathematical Association of Victoria (MAV), Victoria, Australia, pp. 340-345.

Sullivan, P.A., McDonough, A.M., 2007, Eliciting Positive Student Motivation for Learning Mathematics, Mathematics: Essential Research, Essential Practice - Volume 2, 2 July 2007 to 6 July 2007, MERGA Inc., Adelaide, pp. 698-707.

Sullivan, P.A., McDonough, A.M., 2007, Helping teachers to assess students' readiness to learn mathematics, AARE Conference 2006, 27 November 2006 to 30 November 2006, AARE, http://www.aare.edu.au/06pap/sul06615.pdf, pp. 1-9.

Sullivan, P.A., Mousley, J., Zevenbergen, R.L., 2006, Developing guidelines for teachers helping students experiencing difficulty in learning mathematics, Identities, Cultures and Learning Spaces Volume 2. Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia, 1 July 2006 to 5 July 2006, MERGA Inc., Adelaide SA Australia, pp. 496-503.

Sullivan, P.A., Mills, T.M., 2005, Mathematics - At your service, Enhancing University Mathematics: Proceedings of the First KAIST International Symposium on Teaching, 12 May 2005 to 16 May 2005, Korea Advanced Institute of Science and Technology, Korea, pp. 81-93.

Sullivan, P.A., Zevenbergen, R.L., Mousley, J., 2005, Planning and teaching mathematics lessons as a dynamic, interactive process, Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, July 10 - 15, University of Melbourne, Australia, Australia, pp. 249-256.

Sullivan, P.A., McDonough, A., Prain, V.R., 2005, Student engagement in the middle years: Describing influences and possible teacher actions, Proceedings of the Australian Association of Research in Education annual conference (2005), 27 November - 1 December 2005, Australian Association of Research in Education (AARE), Australia, pp. 1-8.

Sullivan, P.A., 2004, A reaction to the background document: Recognising and addressing constraints on teachers realizing their altruistic goals, Educating for the Future Proceeding of an International Symposium on Mathematics Teacher Education, 5-7 May, Royal Swedish Academy of Sciences, Goteborg Sweden, pp. 69-75.

Sullivan, P.A., Mousley, J., Zevenbergen, R.L., 2004, Describing elements of mathematics lessons that accommodate diversity in student background, Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 14 - 18 July, Bergen University College, Landassvingen Bergen, Norway, pp. 257-264.

Jaworski, B., Krainer, K., Sullivan, P.A., Wood, T., 2004, Preparation of mathematics teachers for the future. A reaction to the Background document, Educating for the Future. Proceedings of an International Symposium on Mathematics Teacher Education, 5-7 May 2003, The Royal Swedish Academy of Sciences, Sweden, pp. 39-76.

Sullivan, P.A., McDonough, A., Harrison, R.T., 2004, Students' perceptions of factors contributing to successful participation in mathematics, Proceedings of the28th Conference of the International Group for the Phschology of Mathematics Education, 14 - 18 July, Bergen University College, Landassvingen Bergen, Norway, pp. 289-296.

Sullivan, P.A., Mousley, J., Zevenbergen, R.L., 2003, Being explicit about aspects of mathematics pedagogy, PME 27 PME-NA 25, 13-18 July, University of Hawaii, Honolulu, HI USA, pp. 267-274.

Sullivan, P.A., Siemon, D., 2003, Intended and actual approaches to teacher communication in mathematics lessons, Mathematics education research : innovation, networking, opportunity : proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia, 6-10 July, Deakin University, Australia, pp. 658-665.

Sullivan, P.A., 2003, The potential of open-ended mathematics tasks for overcoming barriers to learning, Mathematics education research : innovation, networking, opportunity : proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia, 6-10 July, Deakin University, Australia, pp. 813-816.

Sullivan, P.A., Mousley, J., Zevenbergen, R.L., 2002, Contexts in mathematics teaching: snakes or ladders, Mathematics Education in the South Pacific (Proceedings of the 25th Annual Conference of the Mathematics Education Research Group, 7 - 10 July, Mathematics Education Research Group of Australasia, Sydney Australia, pp. 649-656.

Sullivan, P.A., Siemon, D., Virgona, J., Lasso, M., 2002, Exploring teachers' knowledge for teaching mathematics, Mathematics Education in the South Pacific (Proceeding of the 25th Annual conference of the Mathematics Education Research Group of Australasia, 7 - 10 July, Mathematics Education Research Group of Australasia Incorporated, Sydney Australia, pp. 641-648.

Clarke, B.A., McDonough, A.M., Sullivan, P.A., 2002, Measuring and describing learning: the early numeracy research project, International Group for the Psychology of Mathematics Education Proceedings of the 26th Annual Conference, 21 - 26 July, School of Education and Professional Developement University of East Anglia, Norwich, UK, pp. 181-185.

Sullivan, P.A., McDonough, A., 2002, Teachers differ in their effectiveness, International Group for the Psychology of Mathematics Education Proceedings of the 26th Annual Conference, 21 - 26 July, School of Education and Professional Developement University of East Anglia, Norwich, UK, pp. 249-256.

Sullivan, P.A., Clarke, D.M., Cheeseman, J., Mulligan, J., 2001, Moving beyond physical models in learning multiplicative reasoning, Proceedings of the 25th Conference ot the International Group for the Psychology of Mathematics Education, 12-17 July, Freudenthal Institiute, Amersfoort, The Netherlands, pp. 233-240.

Other

Sullivan, P., 2010, In memoriam, Obituary for Terry Wood, Springer Netherlands, Journal of Mathematics Teacher Education.

Goos, M., Jorgensen, R., Plummer, C., Reid, G., Sullivan, P., Williams, G., 2010, National mathematics curriculum implementation: implications for research and teacher education, Roundtable presentation, Merga Inc, Fremantle, Western Australia.

Jorgensen, R., Grootenboer, P., Sullivan, P., Niesche, P., 2010, The Maths in the Kimberly Project: an overview, Shaping the Future of Mathematics Education Volume 2, Merga Inc, Fremantle, Western Australia.

Sullivan, P.A., 2007, Introduction, Introduction to section on Researching Change in Early Career Teachers at PME 31 Conference, The Korea Society of Education Studies in Mathematics, The Republic of Korea.

Postgraduate Research Supervisions

Current Supervision

Program of Study:: (MASTER'S BY RESEARCH).
Thesis Title:: Are the students in Asian countries better in Mathematics than the students in Australia?.
Supervisors:: Sullivan, P (Main), Panizzon, D (Associate).

Program of Study:: (MASTER'S BY RESEARCH).
Thesis Title:: Can numeracy and Indigenous cultural studies be combined in sequences of tasks and activities?.
Supervisors:: Sullivan, P (Main).

Program of Study:: (DOCTORATE BY RESEARCH).
Thesis Title:: Developing an intervention program for students at risk drawing on the strengths of existing successful programs..
Supervisors:: Clarke, B (Joint), Sullivan, P (Joint-co).

Program of Study:: (MASTER'S BY RESEARCH).
Thesis Title:: Explicit instruction vs open learning styles and the effective application of inquiry based learning.
Supervisors:: Sullivan, P (Main).

Program of Study:: (DOCTORATE BY RESEARCH).
Thesis Title:: Investigating the role of financial values and attitudes in financial literecy teaching and learning.
Supervisors:: Sullivan, P (Main), Tudball, E (Associate).

Program of Study:: (DOCTORATE BY RESEARCH).
Thesis Title:: Recognising and accomodating Aboriginal students starting points in number.
Supervisors:: Sullivan, P (Main).

Program of Study:: (MASTER'S BY RESEARCH).
Thesis Title:: Seeing is believing: Building mathematical knowledge for teaching through demonstration lessons.
Supervisors:: Askew, M (Joint), Sullivan, P (Joint-co).

Program of Study:: (DOCTORATE BY RESEARCH).
Thesis Title:: Teachers as learners in a professional development case study model.
Supervisors:: Sullivan, P (Main).

Program of Study:: (DOCTORATE BY RESEARCH).
Thesis Title:: Using results of system assessment to infrom planning and teaching.
Supervisors:: Sullivan, P (Main), Clarke, B (Associate).

Completed Supervision

Student:: Downton, A.
Program of Study:: Young children's development of multiplicative thinking: making the transition from models to symbols in learning multiplication and division. (PHD) 2012.
Supervisors:: Sullivan, P (Main).
Student:: Giri, R.
Program of Study:: English in Nepalese education: an analysis of theoretical and contextual issues for the development of its policy guidelines. (PHD) 2009.
Supervisors:: Sullivan, P (Main).
Student:: Jin, X.
Program of Study:: Chinese middle school mathematics teachers' practices and perpectives viewed through a western lens. (PHD) 2011.
Supervisors:: Sullivan, P (Joint-Co).
Student:: Mornane, A.
Program of Study:: Stories of resilience, aspirations and learning in adolescent students. (PHD) 2009.
Supervisors:: Sullivan, P (Main).
Student:: O'Donovan, R.
Program of Study:: Reconsidering the nature of mathematics teaching and school mathematics curriculum. (PHD) 2011.
Supervisors:: Sullivan, P (Main).
Student:: Shields, J.
Program of Study:: Workplace learning: meaning, identity and change. (PHD) 2009.
Supervisors:: Sullivan, P (Main).