معرفی
Jill Fielding is a Professor of STEM Education and the School of Education Research Co-ordinator at the University of New England, within the Faculty of Humanities, Arts, Social Sciences and Education. She is internationally recognized for her research in mathematics and statistics education, particularly in primary and early years contexts.
Education:
- B.Bus (HRM)
- B.Ed. Primary (Graduate)
- G.Dip (Psych)
- M.Ed. Studies
- PhD: Developing Argument-Based Inquiry in Primary Mathematics: The Role of Evidence and Context
Her research focuses on inquiry-based learning, argumentation and reasoning in mathematics, student engagement, and task design. She has led significant research projects funded by the Australian Research Council (ARC), including studies on classroom norms for inquiry-based learning and teacher noticing of critical mathematical thinking. Her work emphasizes collaborative partnerships with schools and teachers to create practical impacts on teaching and learning.
Recent publications highlight trends in developing statistical reasoning with young learners, the role of argumentation in data investigations, and strategies for enhancing mathematical thinking through integrated STEM tasks. Her research spans primary, secondary, and teacher education contexts, with a strong emphasis on evidence-based pedagogy and curriculum innovation.
Scientific Awards:
- 2023 Beth Southwell Practical Implications Award
- 2016 University of Tasmania Research Merit Certificate (Outstanding)
- 2015 University of Tasmania Research and Teaching Merit Certificates
- 2010 IASE Award for Excellence (Early Career)
- 2007 Minister’s Award for Teacher Excellence
Jill has secured over AUD 3 million in external research funding, including two ARC Discovery Grants. She has supervised Honours, Masters, and PhD students and welcomes inquiries from potential higher degree research candidates in mathematics and STEM education. She collaborates extensively with schools and teachers and leads an active research team focused on improving mathematics education through inquiry and argumentation.
She is affiliated with key research centers and professional bodies such as the Australian Association for Research in Education (AARE), Mathematics Education Research Group of Australasia (MERGA), and the International Collaboration for Research in Statistical Reasoning, Thinking and Literacy (SRTL).
