Associate Professor Helen Forgasz (Faculty of Education, Monash)

Job title:	Director, HDR
Qualifications:	B.Sc., Dip.Ed., B.Ed., M.Ed.St., Ph.D. (Monash), Grad.Dip.Ed.Admin. (HIE)

Location:	Clayton, building 6, room 313
Phone:	+61 3 990 59194

Email:	Helen.Forgasz@Education.monash.edu.au
Fax:	+61 3 990 52779

Teaching commitment

Biography

Before embarking on an academic career, Helen was a secondary teacher of mathematics, physics and computing for ten years. On completion of her Ph.D., Helen was awarded a prestigious Australian Research Council Australian Postdoctoral Research Fellowship and worked for three years on a research project that was an extension of her doctoral work. She then worked as a Research Fellow before taking up a lectureship in mathematics education at Deakin University, a position she held for three years. Helen is very pleased to be back at Monash as an associate professor in the Faculty of Education. She is the Director HDR.

Research Interests

Helen's research interests relate to all levels of mathematics education - primary, secondary, and tertiary - and include: equity issues with a focus on gender issues, beliefs and attitudes, learning environments, and computer use. Helen has also been involved in research studies on mature age tertiary mathematics students, educational issues associated with single-sex and co-educational learning settings, gender analyses of VCE mathematics and science results, and the development of new instruments to measure the extent to which mathematics is gender-stereotyped.

1. Grouping practices for secondary mathematics learning.(Monash University Faculty of Education Individual research grant)

2. Israeli students' attitudes towards mathematics: Gender and ethnic comparisons. (Monash University Faculty of Education Individual research grant) [With Dr David Mittelberg, Oranim, Israel]

3. Monitoring of male and female performance in VCE mathematics subjects, with a focus on the parallel Mathematics Methods courses in which graphics calculators and CAS calculators are used.

1. Equity and the outcomes of using computers for the teaching and learning of secondary mathematics. [ARC large grant]. This recently completed research project involved a three-year study in which the use of computers for the learning of secondary mathematics was investigated.

2. The working lives of mathematics teachers (Monash University Small Grant) [With Prof. Gilah Leder, La Trobe University. For this small study an innovative data gathering technique, the Experience Sampling Method was adopted to explore the daily lives of Victorian secondary mathematics teachers. Using the same methodological approach, the daily lives of university academics was studied in 2003.

3. Year 12 mathematics enrolment project. [ICE-EM]. Visit http://www.education.monash.edu.au/research/projects/contractresearch.html for details.

Professional Associations

Community Service

Supervision

The effectiveness of ICT in helping students with mathematics learning difficulties

Enhancement mathematics: The University of Melbourne's VCE mathematics subjects Singapore teachers' beliefs about computer and calculator use for mathematics learning

Editorial

Member of the Editorial Board: Educational Studies in Mathematics [ESM] Journal of Mathematics Teacher Education [JMTE]

Former editorial positions Member of editorial board: Australian Educational Research [AER] Mathematics Education Research Journal [MERJ]

Publications

Forgasz, H. (2008). Garden cuttings. Articles for The Age by Nina Crone. Melbourne: Australian Scholarly Publishing P/L.

Forgasz, H., Barkatsas, A., Bishop, A., Clarke, B., Keast, S., Seah, W. T., & Sullivan, P. (Eds.) (2008). Research in mathematics education in Australasia 2004-2007. Rotterdam, The Netherlands: Sense Publishers.

Leder, G. C., & Forgasz, H. J. (Eds.) (2007). Stepping stones for the 21st century. Australasian mathematics education research. Rotterdam, The Netherlands: Sense Publishers.

Clarke, B., Bishop, A., Cameron, R., Forgasz, H., & Seah, W. T. (Eds.) (2003). Making mathematicians. Brunswick, Victoria: Mathematical Association of Victoria.

Atweh, B., Forgasz, H. J., & Nebres, B. (Eds.) (2001). Sociocultural research on mathematics education: An international perspective. Mahwah, NJ: Lawrence Erlbaum & Associates.

Forgasz, H. J., & Leder, G. C. (2008). Beliefs about mathematics and mathematics teaching. In P. Sullivan & T. Wood (Eds.), International handbook of mathematics teacher education: Vol.1. Knowledge and beliefs in mathematics teaching and teaching development (pp. 173-192). Rotterdam/Taipei: Sense Publishers.

Forgasz, H., Barkatsas, A., Bishop, A., Clarke, B., Keast, S., Seah, W. T., & Sullivan, P. (2008). Introduction: Review of mathematics education research in Australasia 2004-2007. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W. T. Seah, & P. Sullivan (Eds.), Research in mathematics education in Australasia 2004-2007 (pp. 1-67). Rotterdam, The Netherlands: Sense Publishers.

Cao, Z., Forgasz, H. J., & Bishop, A. J. (2007). Students attitudes towards mathematics in China and Australia and the influences of family and school factors. In B. Atweh, A. C. Barton, M. C. Borba, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.), Internalisation and globalisation in mathematics and science education (pp. 303-320). The Netherlands: Springer.

Forgasz, H. J., Leder, G. C. & Thomas, J. (2003). Mathematics participation, achievement and attitudes: Whats new in Australia? In L. Burton (Ed.), Which way social justice in mathematics education? (pp.241-260). Westport, CT: Praeger Press.

Landvogt, J. E., Leder, G. C., & Forgasz, H. J. (2002). Sugar, spice and puppy dog tails: Gendered perceptions of talent and high achievement. In W. Vialle & J. Geake (Eds.), The gifted enigma: A collection of articles. Cheltenham, Vic: Hawker Brownlow. [Reprinted from Australasian Journal of Gifted Education, 7(2)]

Leder, G. C., & Forgasz, H. J. (2002). Measuring mathematical beliefs and their impact on the learning of mathematics: A new approach. In G. Leder, E. Pehkonen, & G. Toerner (Eds.), Mathematical beliefs and their impact on teaching and learning of mathematics. (pp.95-113). Dordrecht, the Netherlands: Kluwer.

Lynch, J., Leder, G. C., & Forgasz, H. J. (2001). Mathematics: A dilemma for feminists. In E. L. MacNabb, M. J. Cherry, S. L. Popham, & R. P. Prys (Eds.), Transforming the disciplines. A womens studies primer (pp.185-192). Binghamton, NY: Haworth Press.

Forgasz, H. J., Leder, G. C., & Lynch, J. (2001). The social context and womens learning of mathematics. In J. E. Jacobs, J. R. Becker, & G. F. Gilmer (Eds.), Changing the faces of mathematics: Perspectives on gender (pp.141-150). Reston, VA: National Council of Teachers of Mathematics.

Forgasz, H. J., & Leder, G. C. (2001). A+ for girls, B for boys: Changing perspectives on gender equity and mathematics. In B. Atweh, H. Forgasz, & B. Nebres (Eds). Sociocultural research on mathematics education: An international perspective (pp.347-366). Mahwah, NJ: Lawrence Erlbaum & Associates.

Bishop, A., J., & Forgasz, H. J. (2007). Issues in access and equity in mathematics education. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 2, pp. 1145-1167). Reston, VA: NCTM.

Leder, G. C., & Forgasz, H. J. (2006). Affect and mathematics education, In A. Gutirrez, & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 403-427). Rotterdam, The Netherlands: Sense publishers.

Vale, C., Forgasz, H., & Horne, M. (2004). Gender and mathematics. In B. Perry, G. Anthony, & C. Diezmann (Eds.), Research in mathematics education in Australasia: 2000-2003 (pp. 75-100). Flaxton, Qld: Post Pressed.

Murimo, A. E., & Forgasz, H. (2007). Depictions of females and males in Mozambican and Victorian (Australia) primary mathematics textbook. Pythagoras, 66, 85-95.

Cao, Z., Bishop, A. J., & Forgasz, H. (2007). Perceived parental influence on mathematics learning: A comparison among students in China and Australia. Educational Studies in Mathematics, 64(1), 85-106.

Forgasz, H. J. (2006).Teachers, equity, and computers for secondary mathematics learning. Journal for Mathematics Teacher Education, 9(5), 437-469.

Forgasz, H., & Griffith, S. (2006). CAS calculators: Gender issues and teachers expectations. Australian Senior Mathematics Journal, 20(2), 18-29.

Forgasz, H., & Leder, G. (2006). Work patterns and stressors of experienced and novice mathematics teachers. Australian Mathematics Teacher, 62(3), 36-40.

Forgasz, H. J., & Leder, G. C. (2006). Academic life: Monitoring work patterns and daily activities. Australian Educational Researcher, 33(3), 1-22. Available on-line from: http://www.aare.edu.au/aer/online/0601b.pdf

Forgasz, H. (2006). Factors that encourage or inhibit computer use for secondary mathematics teaching. Journal of Computers in Mathematics and Science Teaching, 25(1), 77-93. Chesapeake, VA: AACE. [Available on-line: http://www.editlib.org/index.cfm?fuseaction=Reader.TOC&sourceissue_id=316]

Forgasz, H. (2005). Teachers and pre-service teachers gendered beliefs: Students and computers. Australian Mathematics Teacher, 61(2), 17-21.

Forgasz, H. J., Leder, G. C., & Kloosterman, P. (2004). New perspectives on the gender stereotyping of mathematics. Mathematical Thinking and Learning, 6(4), 389-420.

Leder, G. C., & Forgasz, H. J. (2004). Australian and International mature age students: The daily challenges. Higher Education Research and Development, 23(2), 183-198.

Cox, P. J., Leder, G. C., & Forgasz, H. J. (2004). Victorian Certificate of Education: Mathematics, science and gender. Australian Journal of Education, 48(1), 27-46.

Barkatsas, A. N., Forgasz, H. J,. & Leder, G. C. (2002). The stereotyping of mathematics: Gender and cultural factors. Themes in Education, 3(2), 91-216.

Forgasz, H. J. (2002). Teachers and computers for secondary mathematics. Education and Information Technologies, 7(2), 111-125.

Forgasz, H. J., & Leder, G. C. (2001). The Victorian Certificate of Education a gendered affair? Australian Educational Researcher, 28(2), 53-66.

Forgasz, H. J., Leder, G. C., & Kaur, B. (2001). Who can(t) do maths boys/girls? Beliefs of Australian and Singaporean secondary school students. Asia Pacific Journal of Education, 21(2), 106-116.

Leder, G. C., & Forgasz, H. J. (2002). Two new instruments to probe attitudes about gender and mathematics. ERIC, Resources in Education (RIE). ERIC document number: ED463312.

Forgasz, H. (2008). Gender, socio-economic status, and mathematics: Performance among high achievers. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, & A. Seplveda (Eds.), Mathematical ideas: History, education and cognition. Proceedings of the Joint Conference PME32 PMENAXXX (Vol. 3, pp. 25-32). Morelia, Mxico: Cinvestav-UMSNH. [Also available on CD-ROM]

Forgasz, H. J., & Mittelberg, D. (2007). The gendering of mathematics in Israel and Australia. In J-H. Woo, H-C. Lew, K-S. Park, & D-Y. Seo (Eds.), Proceedings of the 31st conference of the International Group for the Psychology of Mathematics Education (Vol.2 pp.2-233 - 2-240). Seoul, Korea: The Korea Society of Educational Studies in Mathematics. [Also available on CD-ROM]

Forgasz, H. J., Griffith, S., & Tan, H. (2006). Gender, equity, teachers, students, and technology use in secondary mathematics classrooms. Paper presented at: The Seventeenth ICMI Study Technology Revisited, Hanoi, Vietnam, December 3-8, 2006. [Only available on CD-ROM]

Forgasz, H. J. (2006). Australian year 12 Intermediate level mathematics enrolments 2000-2004: Trends and patterns. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities cultures and learning spaces. Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia. (Vol. 1, pp. 211-220). Adelaide: MERGA.

Leder, G. C., Forgasz, H. J., Taylor, P. (2006). Mathematics, gender, and large scale data: New directions or more of the same? In J. Novotn, H. Moraov, M. Krtk, & N. Stehlikov (Eds.), Mathematics at the centre. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (pp. 4-33 4-40). Prague, Czech Republic: Charles University (July16-21). [Also available on CD-ROM]

Tan, H., & Forgasz, H. J. (2006). Graphics calculators for mathematics learning in Singapore and Victoria (Australia): teachers views. In J. Novotn, H. Moraov, M. Krtk, & N. Stehlikov (Eds.), Mathematics at the centre. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, (pp.5-249 5-256). Prague, Czech Republic: Charles University (July16-21). [Also available on CD-ROM]

Forgasz, H. J., & Leder, G. C. (2006). Work patterns of experienced and novice mathematics teachers. Paper presented at the annual conference of the American Education Research Association [AERA], San Francisco, April 7-11, 2006.

Leder, G. C., & Forgasz, H. J. (2005). Mathematics teachers in context: Practice and perceptions. Paper presented at AARE, Sydney, Australia (Nov., 2005). Retrieved June 2, 2006 from: http://www.aare.edu.au/05pap/led05027.pdf [Also available on CD-ROM]

Forgasz, H. J. (2005). Why study grade 11 mathematics: What have computers got to do with it? In M. Goos, C. Kanes, & R. Brown (Eds.), Mathematics education and society. Proceedings of the 4th International Mathematics Education and Society conference (pp. 166-175). Gold Coast, Qld: Centre for Learning Research, Griffith University. [Also available on-line: http://www.griffith.edu.au/conference/mes2005/pdfs/Forgasz.pdf; Retrieved, June 13, 2005)

Forgasz, H. J., & Leder, G. C. (2005). Mathematics teachers: A study of life inside school and beyond. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & R. Roche (Eds.), Building connections: Research, theory and practice (pp. 361-368). Sydney: Mathematics Education Research Group of Australasia, Inc. [Also available on CD-ROM]

Cao, Z., Forgasz, H., & Bishop, A. (2005). A comparison of perceived parental influence on mathematics learning among students in China and Australia. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 209-216). Melbourne: University of Melbourne. [Also available on CD-ROM and on-line: http://onlinedb.terc.edu]

Forgasz, H. (2004). Teachers and computer use for secondary mathematics teaching: Encouraging and inhibiting factors. Refereed paper accepted for presentation at the annual conference of the Australian Association for Research in Education [AARE], Melbourne, Nov.28 Dec.2.

Forgasz, H. (2004). Computers for mathematics learning and gender stereotypes. Paper presented at Topic Study Group 26 [Gender and mathematics education], ICME-10, Copenhagen (Denmark), July 4-11, 2004.

Forgasz, H. J. (2004). Year 11 students beliefs about computers for mathematics learning. Paper presented at Topic Study Group 24 [Students motivation and attitudes towards mathematics and its study], ICME-10, Copenhagen (Denmark), July 4-11, 2004.

Forgasz, H. (2004). Teachers and pre-service teachers gendered beliefs: Students and computers. Paper presented at Thematic Afternoon A [Teachers of mathematics: Recruitment and retention, professional development and identity], Strand IV [The mathematical competency of teachers], ICME-10, Copenhagen (Denmark), July 4-11, 2004.

Vale, C., Forgasz, H., & Horne, M. (2004). Showcasing recent Australian research in gender and mathematics. Paper presented at International Organization of Women in Mathematics Education [IOWME] sessions, ICME-10, Copenhagen (Denmark), July 4-11, 2004.

Forgasz, H. J. (2004). Equity and computers for mathematics learning: Access and attitudes. In M. J. Johnsen Hines & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education [PME] (2-399 2-406). Bergen, Norway: Bergen University College. [Bergen, Norway, July 14-18].

Forgasz, H. J., & Leder, G. C. (2004). Gathering evidence on what academics (faculty) do! Paper presented at the annual meeting of American Education Research Association [AERA], San Diego, April.

Forgasz, H. J., & Leder, G. C. (2003). Academics: How do they spend their time? Refereed paper presented at the joint conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education [AARE/NZARE]conference, Auckland, NZ, Nov. 29 Dec.3.

Forgasz, H. J. (2003). Teachers and students beliefs about the benefits of computer use for secondary mathematics learning. In M. Goos & T. Spencer (Eds.), Mathematics ~ Making waves (pp.77-85). Adelaide: Australian Association of Teachers of Mathematics Inc. [AAMT]. [Available on CD-ROM]. [Brisbane, Jan.13-17]

Forgasz, H. J. (2003). Equity and beliefs about the efficacy of computers for mathematics learning. In N. A. Pateman, B. J. Dougherty & J. Zilliox (Eds.), Proceedings of the 2003 Joint Meeting of PME and PMENA Vol.2, (pp.2-3812-388). Honolulu, HI: Center for Research and Development Group, University of Hawaii. [Available on CD-ROM] [Honolulu, Hawaii, July 13-18.]

Forgasz, H. J. (2003). Equity, mathematics learning and computers: Who gets a fair deal in Australian secondary schools? In N. A. Pateman, B. J. Dougherty & J. Zilliox (Eds.), Proceedings of the 2003 Joint Meeting of PME and PMENA Vol.1, (pp.1-1391-143). Honolulu, HI: Center for Research and Development Group, University of Hawaii. [Available on CD-ROM] [Honolulu, Hawaii, July 13-18.]

Leder, G. C., & Forgasz, H. J. (2003). Achievement self-rating and the gender stereotyping of mathematics. In L. Bragg, C., Campbell, G. Herbert & J. Mousley (Eds). MERINO. Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia (pp.476-483). Geelong, Vic: MERGA Inc. [Geelong, July 6-10]

Vale, C., Leder, G., & Forgasz, H. (2003). RF2: Equity, mathematics learning and technology. In N. A. Pateman, B. J. Dougherty & J. Zilliox (Eds.), Proceedings of the 2003 Joint Meeting of PME and PMENA Vol.1, (pp.1-1371-138). Honolulu, HI: Center for Research and Development Group, University of Hawaii. [Available on CD-ROM] [Honolulu, Hawaii, July 13-18.]

Forgasz, H. J. (2002). Computers for learning mathematics: Gendered beliefs. In A. D. Cockburn & E Narda (Eds.). Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, Vol.2 (pp.2-369 2-375). Norwich, UK: University of East Anglia. [July 12-26]

Forgasz, H. J. (2002). Computers for learning mathematics: Equity factors. In B. Barton, K. C. Irwin, M. Pfannkuch, & M. O. J. Thomas (Eds.), Mathematics education in the South Pacific. Proceedings of the 25th annual conference of the Mathematics Education Research Group of Australasia Inc. (pp.260-267). Auckland: MERGA Inc.. [Auckland, NZ, July 7-10].

Barkatsas, A., Forgasz, H. J., & Leder, G. C. (2001). The gender stereotyping of mathematics: Cultural dimensions. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and beyond. Proceedings of the twenty-fourth annual conference of the Mathematics Education Research Group of Australasia Incorporated, Vol 1 (pp.74-81). Sydney: MERGA. [Sydney, July 4-7, 2001]

Forgasz, H. J. (2001). Australian and US preservice teachers perceptions of the gender stereotyping of mathematics. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education PME25@NL, Vol.2 (pp.2-433 2-440). Utrecht, The Netherlands: Freudenthal Institute. [July 12-17].

Forgasz, H. (2008, June 29). Stars, compass, and GPS: Navigating currents and charting directions for mathematics education research on gender issues. In M. Goos, R. Brown, & K. Makar (Eds.), Conference proceeding MERGA 31 (pp. 5-15). Brisbane: MERGA.

Forgasz, H. (2007, August 3). Numeracy. Whose responsibility? Hobsons Bay cluster.

Forgasz, H. (2006, April 24). Gender equity in mathematics: An international comparison. Invited keynote address at Gender, society and education: From theory to practice conference, Oranim Academic College of Education, Tivon, Israel.

Forgasz, H., Mousley, J., & Groves, S. (2005). A decade of Australian primary numeracy research: Findings that matter. Keynote address, annual conference of the Mathematical Association of Victoria, Melbourne, Dec.1-2.

Forgasz, H. (2005, Nov. 5). Girls, boys, and computers for learning secondary mathematics. Keynote address. The annual conference of the Korea Society of Educational Studies in Mathematics (KSESM), Gongju National University of Education, South Korea, Nov.4-5.

Forgasz, H. (2005). Technology for the teaching of secondary mathematics. Invited address. Korea National University of Education, Chongju, South Korea, Nov.7.

Forgasz, H. J. (2003). Girls, boys, and computers for mathematics learning. Keynote address, annual conference of the Mathematical Association of Victoria.