Dr Gregory Hine

Senior Lecturer
PhD MEd MEdLead BA(Ed)

Email: gregory.hine@nd.edu.au
Phone: 9433 0152

  • Biography

    Gregory Hine's teaching career spans 18 years. He has taught in Australia and the United States predominantly in the areas of mathematics, science, and religious education, to middle and high school students. For seven years Greg taught at Seton Catholic College, Samson – holding the pastoral position of House Coordinator for five years. Additionally, Greg has worked as an academic consultant for Academic Associates (Perth) and Pearson Education (Melbourne). He has written and published texts for Upper School Mathematics courses in Western Australia, and more recently for the Australian Curriculum. Greg perennially marks WACE examination papers in Mathematics for the School Curriculum and Standards Authority. Greg was the lead author for Teaching Secondary Mathematics – a pedagogically-based text for pre-service, secondary Mathematics teachers in Australia, which was released in July 2016.

    Greg holds a Bachelor of Arts (Education) from The University of Notre Dame Australia. He completed both of his Master of Education degrees at The University of Notre Dame, South Bend, Indiana. From 2009-2011, Greg has worked as a sessional lecturer at The University of Notre Dame Australia. In 2011 he completed his doctoral studies at Notre Dame's Fremantle Campus, and was appointed to a full-time academic faculty position in the School of Education. As a Senior Lecturer, Greg trains pre-service secondary teachers in mathematical content and pedagogy. He also teaches a Master of Education course to school teachers and leaders on applied educational research. Greg’s areas of scholarly interest are student leadership, leadership development, mathematics content and pedagogy, and applied action research. He is currently conducting research within two Australian universities to provide better support for pre-service secondary mathematics teachers.

    Greg’s publications are available to view at https://nd-au.academia.edu/GregoryHine

  • Teaching areas

    Secondary Mathematics (content)
    Secondary Mathematics (pedagogy)
    General Pedagogy
    Applied Research Methods in Education

  • Research expertise and supervision

    • 2013 – 2019   Supervisor of Ph.D. candidate Deborah Black, School of Education, UNDA (50%). To teach or not to teach? The experiences and self-perceptions of early  career teachers in Western Australian Catholic primary schools that led them to remain in the profession.
    • 2015 – 2018   Supervisor of MPhil candidate Linda Cranley, School of Education, UNDA (70%). An investigation into the impact of high-stakes testing, through the NAPLAN assessment, on the teaching and learning of mathematics in one primary school.
  • Books

    Authored Book – ERA Category A2
    Hine, G., Reaburn, R., Anderson, J., Galligan, L., Carmichael, C., Cavanagh, M., Ngu, B., & White, B. (2016). Teaching secondary mathematics. Port Melbourne, VIC: Cambridge University Press.

  • Book chapters

    Authored Book Chapters – ERA Category B2

    • Hine, G.S.C. (2018). Exploring pre-service teachers’ self-perceptions of readiness to teach secondary mathematics. In M.E. Strutchins, R. Huang, D. Potari & L.
      Losano (Eds.), Educating prospective secondary mathematics teachers: Knowledge, identity and pedagogical practices (pp. 287-306). International Congress of
      Mathematics Education (ICME) 13 Monographs. Cham, Switzerland: Springer.
    • Hine, G.S.C. (2016). Making mathematical connections. Teaching Secondary  Mathematics (pp. 61-91). Port Melbourne, VIC: Cambridge University Press.
    • Hine, G.S.C. (2016). Gender, culture and diversity in the mathematics classroom. Teaching  Secondary Mathematics (pp. 146-178). Port Melbourne, VIC: Cambridge
      University  Press.
    • Hine, G.S.C. (2016). Assessing mathematics learning. Teaching Secondary  Mathematics (pp. 178-206). Port Melbourne, VIC: Cambridge University Press.
    • Hine, G.S.C. (2016). Measurement and geometry. Teaching Secondary Mathematics (pp.  280-320). Port Melbourne, VIC: Cambridge University Press.
  • Journal articles and proceedings

    Refereed Journal Articles – ERA Category C1

    • Hine, G., & Thai, T. (accepted). Pre-service secondary mathematics teachers’ self-perceptions of readiness to teach secondary school mathematics. Mathematics  Teacher Education and Development.
    • Lesseig, K., Hine, G., Na, G., & Titcomb, K. (2019). Perceptions on proof and the  teaching of proof: An international study across pre-service secondary teachers in Australia, United States and Korea.  Mathematics Education Research Journal, 31(1), 1- 26. https://doi.org/10.1007/s13394-019-00260-7
    • Hine, G.S.C. (2018). Exploring declining secondary student enrolments in higher-level  mathematics courses. Issues in Educational Research, 28(3), 635-654.
    • Joyce, C., Hine, G., & Anderton, R. (2017). The association between secondary  mathematics and first year university performance in health science. Issues in Educational Research, 27(4), 770-783.
    • Hine, G.S.C. (2017). Student leadership program evaluations: A longitudinal case study.  Leading and Managing, 23(1), 77-97.
    • Anderton, R., Joyce, C., & Hine, G. (2017). Secondary school mathematics and science matters: Academic performance for secondary students transitioning into university allied health and science courses.  International Journal of Innovation in Science and Mathematics Education, 25(1), 34-47.
    • Hine, G.S.C. (2015). Exploring the self-perceptions of pre-service secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Issues in Educational Research, 25(4), 480 - 500.
    • Hine, G.S.C., & Lavery, S.D. (2015). The role of the primary school principal in  developing student leadership. eJournal of Catholic Education in Australasia, 2(1), 1- 25.
    • Hine, G.S.C. (2015). Strengthening pre-service teachers’ mathematical content  knowledge. Journal of University Teaching and Learning Practice, 12(4), 1-16.
    • Hine, G.S.C. (2014). Student leadership development: A functioning model conceptualized. Catholic Education: A Journal of Inquiry and Practice, 18(1), 79-110.
    • Hine, G.S.C., & Lavery, S.D. (2014). Action research: Informing strategic planning within schools. Issues in Educational Research, 24(2), 162-173.
    • Italiano, F., & Hine, G.S.C. (2014). Finding ways to effectively use Year 12 achievement  data to inform practice in secondary schools. Australian Journal of Teacher  Education, 39(5), 99-116.
    • Hine, G.S.C., & Lavery, S.D. (2013). Perceptions of high school principals on leadership  programs. Catholic Education: A Journal of Inquiry and Practice, 17(1), 41-66.
    • Hine, G.S.C. (2013). The importance of action research in teacher education programs. Issues in Educational Research (Special Issue), 23(2), 151-163.
    • Hine, G.S.C. (2013). Student leadership experiences: A case study. Leading and Managing, 19(1), 32-50.
    • Hine, G.S.C. (2012). Exploring the need for improvement in a student leadership  program. Journal of Catholic School Studies, 84(1), 12-22.
    • Hine, G.S.C. (2005). Are American schools facing a shortage of qualified administrators?  Catholic Education: A Journal of Inquiry and Practice, 7(2), 266-277.
  • Conference papers

    Full Refereed Conference Publications – ERA Category E1

    • Lesseig, K., Hine, G., & Boardman, K. (2018). Preservice secondary mathematics teachers’ perceptions of proof in the secondary mathematics classroom. In T.E. Hodges, G.J. Roy, & A.M. Tyminski, (Eds.),  Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology for Mathematics Education (pp. 671-678). Greenville, SC: University of South Carolina  & Clemson University.
    • Hine, G., & Thai, T. (2018). Readiness to teach secondary mathematics: A study of pre-service mathematics teachers’ self-perceptions. In Hunter, J., Perger, P., & Darragh, L. (Eds.). Making waves, opening  spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia) pp. 392-399. Auckland: MERGA.
    • Hine, G.S.C. (2017). Proof by mathematical induction: Professional practice for secondary teachers. Australian Association of Mathematics Teachers Biennial Conference. Canberra, Australia.
    • Hine, G.S.C. (2017). Exploring reasons why Australian senior secondary students do not enroll in higher-level mathematics courses. Mathematics Education Research Group of Australasia. Melbourne,  Australia.
    • Cranley, L., & Hine, G.S.C. (2016). Are there any winners in high-stakes testing? A qualitative case study exploring student, parent and teacher attitudes towards NAPLAN numeracy tests in Years 3 and 5.  Mathematics Association of Victoria Conference. Melbourne: Victoria.
    • Hine, G.S.C. (2016). Investigating declining enrolments in secondary mathematics. Mathematics Education Research Group of Australasia. Adelaide, Australia.
    • Hine, G., Joyce, C., & Anderton, R. (2015). Mathematics: A good predictor for success in a health sciences degree. Australian Conference on Science and Mathematics Education. Perth: Curtin University.
    • Hine, G.S.C. (2015). Preparing secondary mathematics teachers: A review of research. Mathematics Association of Victoria Conference. Melbourne: Victoria.
    • Hine, G.S.C. (2015). Improving the mathematical content knowledge of pre-service middle school teachers. STEM & Education Conference, University of Hawaii: Hawaii.
      4 Hine, G.S.C. (2015). Strengthening pre-service teachers’ mathematical content knowledge. Teaching & Learning Forum, Perth: The University of Western Australia.
    • Hine, G.S.C., & Lavery, S.D. (2014). The importance of action research in teacher education programs: Three testimonies. Teaching & Learning Forum, Perth: The University of Western Australia.
    • Hine, G.S.C., & Lavery, S.D. (2013). Student leadership in Catholic schools: A matter of service! Research paper presented at the Australian Catholic University Leadership Conference, Sydney: Wentworth  Sofitel Hotel.
    • Hine, G.S.C. (2013). The importance of action research in teacher education programs. Teaching and Learning Forum, Perth: Murdoch University.
  • Original creative works

    Peer-Reviewed Secondary Textbooks Published
    Hine, G.S.C., & McNab, N. (2016). Mathematics Specialist Year 12 ATAR Units 3 & 4. Academic Associates: Singapore.
    Hine, G.S.C. (2014). Mathematical Methods Year 11 ATAR Units 1 & 2. Academic  Associates: Singapore.
    Hine, G.S.C., & McNab, N. (2014). Mathematical Specialist Year 11 ATAR Units 1 & 2. Academic Associates: Singapore.
    Hine, G.S.C. (2010). WACE Examination Papers for 3A/3B Mathematics Course of Study. Academic Associates: Singapore.
    Hine, G.S.C. (2009). WACE Study Guide 3A & 3B Mathematics Course of Study. Academic  Associates: Singapore.

    Peer-Reviewed Secondary Textbook Chapters Published
    Hine, G.S.C. (2014). Sequences and series. Lightbook: Mathematical Methods (Years 11 & 12). Melbourne: Pearson Publishing Australia.
    Hine, G.S.C. (2014). Polynomials. Lightbook: Mathematical Methods (Years 11 & 12). Melbourne: Pearson Publishing Australia.

  • In the media

  • Professional affiliations

    2014 – present  The Mathematics Education Research Group of Australasia (MERGA)
    2014 – present  Australian Association of Mathematics Teachers (AAMT)
    2014 – present  Mathematical Association of Western Australia (MAWA)
    2011 – present  Western Australian Institute for Educational Research (WAIER)

  • Community engagement

    • 2018 Mathematical Induction; Differential Calculus. Staff & Students of Butler College.
    • 2018 Exploring reasons why Western Australian senior secondary students do not enrol in higher-level mathematics courses. Presentation given to Heads of
      Learning Area:  Mathemat-ics at CEWA & AISWA Planning  Day: Doubleview.
    • 2016 Investigating declining enrolments in secondary mathematics. Presentation given to Heads of Learning Area: Mathematics at CEWA Planning Day:    
      Secondary Mathematics, Leederville.
    • 2015 Student leadership – Why not? Presentation given to all staff at Servite Catholic College, Tuart Hill, WA.
    • 2014 The Power of Telling Our Story. Presentation given at St. Joseph’s Parish, Subiaco.
    • 2012 Keynote Presenter, Bunbury Catholic College Retreat, Bunbury.
  • Awards

    • 2019  Recipient of 2018 Vice Chancellor’s Award for Teaching Excellence Undergraduate teaching), The University of Notre Dame Australia.
    • 2017  Commendation for Tertiary (Wholly Australian) Student Resource (Teaching Secondary Mathematics). Educational Publishing Awards  Australia.
    • 2017  Outstanding Professional Service Award, Professional Teaching Council of Western Australia.
    • 2016  Early Career Award, Western Australian Institute for Educational Research.
    • 2015  Best Senior Secondary Student Resource Award (Pearson Lightbook: Mathematics Methods). Educational Publishing Awards Australia.
    • 2014  UniJobs Lecturer of the Year Award: Top 10 Nominee at The University of Notre Dame Australia.