Florence Gabriel

Florence Gabriel serves as an Enterprise Fellow in Education Futures and Senior Research Fellow at the Centre for Change and Complexity in Learning at the University of South Australia (UniSA). Her academic journey includes a PhD in educational neuroscience and psychology completed jointly at the Université Libre de Bruxelles and the University of Cambridge, followed by policy analysis work with the OECD before joining UniSA.

Her research spans educational neuroscience with particular emphasis on mathematics and statistics education. Key interests include teacher development, student anxiety in quantitative subjects, spatial reasoning, fraction understanding obstacles, and the application of learning analytics for career development. Her work frequently examines the intersection of cognitive psychology and educational practice, with strong focus on teacher cognition and self-efficacy development.

Analysis of her recent publications (2022-2024) reveals consistent exploration of how teachers' epistemological beliefs impact professional development, innovative approaches to teaching mathematical concepts, and cross-cultural studies of statistics anxiety. Her research demonstrates methodological diversity spanning qualitative case studies, quantitative surveys across multiple countries, and theoretical framework development.

As a Review Editor for Quantitative Psychology and Measurement at Frontiers in Psychology, she contributes to scholarly discourse in her field. Her collaborative work appears across multiple institutions including partnerships with researchers from Maastricht University, The Open University, and University of Padua.

Her professional trajectory shows progression from policy analysis at the OECD to specialized research in educational neuroscience, with current work focused on developing frameworks for teacher self-efficacy and addressing learning obstacles in mathematical reasoning through both theoretical and applied approaches.