Lorraine Day

Senior Lecturer
B. Ed (WACAE), M. Ed (Murdoch)

Email: lorraine.day@nd.edu.au
Phone: 9433 0163

  • Biography

    Lorraine’s teaching experience spans many decades in schools and university. She is a former Editor of Australian Primary Mathematics Classroom, a former President and Life Member of The Mathematical Association of Western Australia, a Life Member of the Australian College of Educators, member of the Mathematics Education Research Group of Australasia and past member of the National Council of the Australian Association of Mathematics Teachers. Lorraine has been a member of the Reframing Mathematical Futures II research team, and as part of this team was a recipient of the 2018 Beth Southwell Practical Implications Award. In 2018 she was awarded an Australian Award for University Teaching Citation and a Vice Chancellor’s Award for An Outstanding Contribution for Student Learning.

    Lorraine’s passions are engaging students in mathematics learning and supporting the important work of teachers. She is a regular contributor to mathematics education journals and has presented at state, national and international conferences. She has written two books to assist teachers and enjoys working with schools in their professional learning programs.

  • Teaching areas

    Lorraine’s teaching expertise is in the area of primary and middle years’ mathematics education. Her particular focus is on using engaging pedagogies to allow teachers to create working mathematically classrooms where students are able to make sense of the mathematics they are being taught. She does this by developing mathematical content and pedagogy together, using a Concrete-Representational-Abstract learning framework, to increase her students’ mathematical pedagogical content knowledge and mathematical knowledge for teaching.

    Undergraduate courses taught

    • EDUC1635 Mathematics 1: Introduction to Mathematics Teaching
    • EDUC2652 Mathematics 2: Number and Algebra
    • EDUC3636 Diagnostic Mathematics Clinic
    • EDUC4639 Mathematics 4: Statistics and Probability
    • EDUC4321 Research and Scholarship: Mathematics

    Postgraduate courses taught

    • EDUC6068 Leading Learning in the Middle Years
    • EDUC6069 Developing Mathematical Thinking
    • EDUC6070 Mathematics Learning in the Middle Years
    • EDUC6071 Assessment, Intervention and Differentiation in Mathematics Teaching and Learning

    Short courses taught

    • LEAP Course: Developing Mathematical Pedagogical Content Knowledge in Years 7 and 8
    • Horizons Course: Developing Mathematical Pedagogical Content Knowledge in Years 7 and 8

  • Research expertise and supervision

    Lorraine’s research interests are in improving the effectiveness of teachers of mathematics. She is particularly interested in mathematics education research that directly affects teachers in classrooms. Over the last seven years, she has been working on developing evidence-based learning progressions and the associated teaching advice to assist teachers to identify where their students are and how to move them forward in their learning journeys. Two particular areas of research interest and expertise are algebraic reasoning and multiplicative thinking.

    Weblinks:

    Current research projects

    • 2023-2024. Lighthouse Maths Program Evaluation. Funding: Scitech.

    Completed research projects

    • 2020 – 2021. AISWA Brightpath: Next Steps Project. Dr Derek Hurrell (UNDA). Funding: AISWA.
    • 2020 – 2021. Growing Mathematically: Multiplicative Thinking. Australian Association of Mathematics Teachers, Prof Dianne Siemon (RMIT), Assoc Prof Rosemary Callingham (UTas), Rachael Whitney-Smith (ACARA). Funding: Department of Education, Skills and Employment.
    • 2018 – 2019. Principals as STEM Leaders. Prof Kim Beswick (UNSW), Prof Sharon Fraser (UTas), Prof Vince Geiger (ACU), Prof Chris Branson (ACU), Assoc Prof Julie Clark (Flinders), Prof Garry Falloon (Macquarie), Dr Vesife Hatisaru (UTas), Dr Jodie Miller (UQ), Andrew Pierpoint (President, Australian Secondary Principals’ Association), Assoc Prof Stephen Viller (UQ), Prof Helen Watt (Sydney), Dr Derek Hurrell (UNDA), and Malcolm Elliot (President, Australian Primary Principals Association). Funding: Department of Education, Skills and Employment (DESE)
    • 2018 – 2019. The Impact of the Western Australian Curriculum: Mathematics ‘Documents’ on Teaching in Western Australian Schools (2018 – 2019)
    • 2014 – 2018. Reframing Mathematical Futures II: Building a learning and teaching resource to enhance mathematical reasoning. Prof Dianne Siemon (RMIT), Assoc Prof Marj Horne (RMIT), Dr Rebecca Seah (RMIT), Dr Tasos Barkatsas (RMIT), Prof Jane Watson (UTas), Assoc Prof Rosemary Callingham (UTas), Prof Max Stephens (Melb), Dr Greg Oates (UTas), Bruce White (UniSA). Funding: Department of Education and Training through the Australian Mathematics and Science Partnership Program.
    • 2015 – 2016. AISWA Fractions Project. Dr Derek Hurrell (UNDA)
    • 2014 – 2015. Children Thinking Multiplicatively. Dr Chris Hurst (Curtin), Dr Derek Hurrell (UNDA).
    • 2013 – 2014. AISWA Algebra Project. Dr Derek Hurrell (UNDA).
    • 2012 – 2013. Teaching Teachers for the Future. Every ITE university in Australia. Funding: Australian Council of Deans of Education.
    • 2012. National Partnerships Project: Developing algebraic reasoning resources. St Brigid’s College. Funding: Catholic Education Office, WA.

    Current higher degree by research students

    • Whitney-Smith, R. (PhD). Factors that influence Western Australian teachers of years 7-10 mathematics implementing pedagogies that cultivate students’ STEM capabilities and 21st century skills. Co-supervisor Dr Derek Hurrell.
    • Moore, M. (M. Phil). Exploring the role of early years’ teachers in preparing young children with 21st century mathematics skills. Co-supervisor Dr Derek Hurrell.
    • Drury, S. (PhD). The effect of coaching others on a teacher’s own mathematical pedagogical content knowledge. Co-supervisor Dr Derek Hurrell.
    • O’Hare, V. (PhD). Factors influencing the teaching and learning of early number skills for children with a developmental language disorder: Perspectives of teachers, speech pathologists and principals in Language Development Centres. Co-supervisor Dr Shane Lavery.

    Completed higher degree by research students

    • O’Neill, J. (M. Phil, 2018). Western Australian teachers’ perceptions of effective secondary mathematics teaching through the lens of the ‘actions’ of mathematics – the proficiency strands. https://researchonline.nd.edu.au/theses/203/

  • Books

    • Hurrell, D., & Day, L. (2018). Developing a conceptual understanding of fractions. A-Z Type.
    • Day, L. (2014). Algebra tiles Australia: A concrete, visual, area-based model (2nd ed.). A-Z Type.

  • Book chapters

    • Day, L., Horne, M., & Stephens, M. (2019). Reframing Mathematical Futures II: Developing students’ algebraic reasoning in the middle years. In D. Siemon, T. Barkatsas, & R. Seah (Eds.) Researching and using progressions (trajectories) in mathematics education (pp. 126-156). Brill/Sense.
    • Hurrell, D., & Day, L. (2015). Visiting teachers’ perceptions about working with teacher assistants and teachers. In D. J. Chambers (Ed.) Working with teacher assistants and other support staff for inclusive education (pp. 153-172). Emerald Publishing.

  • Journal articles and proceedings

    • Day, L. (2023). Algebraic reasoning: Connecting research to practice. In P. Drijvers, C. Csapodi, H. Palmer, K. Gosztonyi, & E. Konya (Eds.) Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), (pp. 528-535). Alfred Renyi Institute of Mathematics and ERME.
    • Whitney-Smith, R., & Day, L. (2023). Exploring the impact on practice of secondary teachers’ beliefs and attitudes towards 21st century skills and mathematical proficiency. In B. Reid-O’Connor, E. Priet-Rodriguez, K. Holmes, & A. Hughes (Eds.), Weaving mathematics education research from all perspectives. Proceedings of the 45th annual conference of the Mathematical Education Research Group of Australasia (pp. 541-548). Newcastle: MERGA.
    • Whitney-Smith, R., Hurrell, D., & Day, L. (2022). The role of mathematics education in developing students’ 21st century skills, competencies and STEM capabilities. In N. Fitzallen, C. Murphy, V. Hatisaru, & N. Maher (Eds.), Mathematical confluences and journeys (Proceedings of the 44th annual conference of the Mathematics Education Research Group of Australasia, July 3-7), pp. 554-561. Launceston: MERGA.
    • Siemon, D., Callingham, R., & Day, L. (2021). The development and validation of two new assessment options for multiplicative thinking. In Y.K., Leong, B. Kaur, B.H.Choy, & S.L. Chin (Eds.). Excellence in mathematics education: Foundations and pathways. Proceedings of the 43rd annual conference of the Mathematics Education Research Group of Australasia (pp. 369-376). Singapore: MERGA.
    • Stephens, M., Day, L., & Horne, M. (2021). An empirically based practical learning progression for generalisation, an essential element of algebraic reasoning. Australian Journal of Education, 65(3),313-328. https://doi.org/1177/00049441211044798
    • Day, L., & Hurrell, D. (2018). Process over product: It’s more than an equation. In G. FitzSimons (Ed.) Teachers creating impact: Proceedings of the 55th annual conference of The Mathematical Association of Victoria (pp. 23-29). Bundoora, VIC: MAV.
    • Siemon, D., Callingham, R., Day, L., Horne, M., Seah, R., Stephens, M., & Watson, J. (2018). From research to practice: The case of mathematical reasoning. In J. Hunter, P. Perger, & L. Darragh (Eds.) Making waves, opening spaces: Proceedings of the 41st annual conference of the Mathematical Education Research Group of Australasia (pp. 40-49). Auckland, NZ: MERGA.
    • Day, L., Stephens, M., & Horne, M. (2017). Developing learning progressions to support mathematical reasoning in the middle years: Algebraic reasoning. In A. Downton, S. Livy, & J. Hall (Eds.) 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 655-658). Melbourne, VIC: MERGA.
    • Day, L. (2017). Generalisation through noticing structure in algebraic reasoning. In V. Baker, T. Spencer, & K. Manual (Eds.) Capital maths: Proceedings of the 26th Biennial Conference of the Australian Association of Mathematics Teachers (pp. 99-107). Canberra, ACT: AAMT.
      (Re-printed in Australian Mathematics Teacher 73(3), 19-26)
    • Day, L., Horne, M., & Stephens, M. (2017). Reframing Mathematics Futures II Project: Development of a draft learning progression for algebraic reasoning. In B. Kaur. W. H. Ho, T. L. Toh, & B. H. Choy (Eds.) Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 265-272). Singapore: PME.
    • Day, L., & Hurrell, D. (2016). Professional learning as a vehicle to promote teachers’ confidence, attitudes and beliefs about algebra. In 13th International Congress on Mathematics Education Proceedings, 24-31 July 2016, Hamburg, Germany.
    • Day, L. (2016). Accessing mathematical content through the proficiency strands. In Maths explosion: MAV annual conference proceedings (pp. 24-29). Bundoora, VIC: MAV.
    • O’Neill, J., & Day, L. (2016). A teacher’s journey through multiplicative thinking with early secondary students. In Maths explosion: MAV annual conference proceedings (pp. 71-77). Bundoora, VIC: MAV.
    • Day, L. (2015). Mathematically rich, investigative tasks for teaching algebra. Mathematics Teacher, 108(7), 512-518.
    • Day, L., & Hurrell, D. (2015). An explanation for the use of arrays to promote the understanding of mental strategies for multiplication. Australian Primary Mathematics Classroom, 20(1), 20 – 23.
    • Day, L. (2015). From arrays to algebra. In N. Davis, K. Manuel, & T. Spencer (Eds.) Mathematics: learn, lead, link: Proceedings of the 25th Biennial Conference of the Australian Association of Mathematics Teachers Inc. (pp. 56-63). Adelaide, SA: AAMT.
    • Hurrell, D., & Day, L. (2015). Learning environments that support the development of multiplicative thinking. In N. Davis, K. Manuel, & T. Spencer (Eds.) Mathematics: learn, lead, link: Proceedings of the 25th Biennial Conference of the Australian Association of Mathematics Teachers Inc. (pp. 64-70). Adelaide, SA: AAMT.
    • Hurrell, D., & Day, L. (2015). Developing proportional reasoning. In Back to the future: Proceedings of the 52nd Annual Conference of the Mathematical Association of Victoria (pp. 89-98). Bundoora, VIC: MAV.
    • Day, L. (2014). Purposeful statistical investigations. Australian Primary Mathematics Classroom, 19(3), 20-26.
    • Day, L., & Hurrell, D. (2014). An explanation for the use of arrays to promote the understanding of mental strategies for multiplication. Australian Primary Mathematics Classroom, 20(1), 20-23.
    • Day, L. (2014). ICT: The changing landscape. Australian Primary Mathematics Classroom, 19(2), 23-27.
    • Day, L. (2013). A snapshot of the use of ICT in primary mathematics classrooms in Western Australia. Australian Primary Mathematics Classroom, 18(1), 16-24.
    • Bate, F., Day, L., & Macnish, J. (2013). Conceptualising changes to pre-service teachers’ knowledge of how to best facilitate learning in mathematics: A TPACK inspired initiative. Australian Journal of Teacher Education, 38(5), 14-30.
    • Day, L., & Hurrell, D. (2013). Can professional learning improve teachers’ confidence, attitudes and beliefs about algebra? In Mathematics: Launching Futures. Proceedings of the 24th Biennial Conference of the Australian Association of Mathematics Teachers Inc. (pp. 73-77).
    • Day, L. (2013). Using statistics to explore cross-curricular and social issues opportunities. The Australian Mathematics Teacher, 69(4), 2-7.
    • Day, L., & Hurrell, D. (2013). The reasoning proficiency. In Mathematics of Planet Earth. Proceedings of the 50th Annual Conference of the Mathematical Association of Victoria. (pp. 52-56).
    • Day, L., & Hurrell, D. (2012). A teaching team: More than the sum of its parts. In Creating an inclusive learning environment: Engagement, equity, and retention. Proceedings of the 21st Annual Teaching Learning Forum, 2-3 February 2012. Perth: Murdoch University. http://otl.curtin.edu.au/tlf/tlf2012/refereed/day.html
    • Bridge, C., Day, L., & Hurrell, D. (2012). From routine to rich. Australian Primary Mathematics Classroom, 17(4), 8-12.

  • Conference papers

    Invited Presentations

    • Day, L. (2024). Noticing structure and relationships to develop algebraic reasoning. Invited workshop presented at MANSW Primary and Middle Years Conference. Penrith: MANSW.
    • Day, L., & Hurrell, D. (2019). Developing a conceptual understanding of fractions. Invited workshop presented at MANSW Primary and Middle Years Conference. Bankstown: MANSW.
    • Day, L. (2019). Algebraic reasoning: It’s about noticing structure. Invited workshop presented at MANSW Primary and Middle Years Conference. Bankstown: MANSW.
    • Day, L. (2018). Algebraic reasoning: It’s about noticing structure. Invited workshop presented at the Mathematics Teaching and Learning Centre Primary and Secondary Teachers’ Mathematics Conference. Melbourne, VIC.
    • Day, L., & Hurrell, D. (2018). Process over product: It’s more than an equation. Invited workshop presented at the Mathematics Teaching and Learning Centre Primary and Secondary Teachers’ Mathematics Conference. Melbourne, VIC.
    • Siemon, D., Callingham, R., Day, L., Horne, M., Seah, R., Stephens, M., & Watson, J. (2018). From research to practice: The case of mathematical reasoning. Invited keynote address for the Beth Southwell Practical Implications Award at Mathematics Education Research Group of Australasia, Auckland, NZ.
    • Day, L. (2017). Developing algebraic reasoning with your students. Invited workshop presented at Pentagonal Schools Collective. Melbourne, Vic.
    • Day, L. (2017). Developing algebraic reasoning using generalisation. Invited workshop presented at MANSW Primary and Middle Years Conference. Bankstown, NSW.
    • Day, L., & Hurrell, D. (2017). Accessing mathematical concepts through working mathematically. Invited workshop presented at MANSW Primary and Middle Years Conference. Bankstown, NSW.
    • Day, L. (2016). Developing algebraic reasoning through generalisation. Invited workshop presented at the ACU Primary and Secondary Mathematics Conference. Melbourne, Victoria.
    • Day, L., & Hurrell, D. (2016). Accessing mathematical content through the proficiency strands. Invited workshop presented at the ACU Primary and Secondary Mathematics Conference. Melbourne, Victoria.
    • Day, L. (2016). Accessing algebra through the proficiency strands. Invited workshop presented at the Mathematical Association of NSW Primary and Middle Years Conference. Bankstown, NSW.
    • Day, L. (2016). Rich tasks in statistics and probability. Invited workshop presented at the Mathematical Association of NSW Primary and Middle Years Conference. Bankstown, NSW.
    • Day, L. (2014). The reasoning proficiency. Invited keynote address DoEWA Midwest Southern Network. Jurien Bay, WA.
    • Day, L. (2014). Rich investigative tasks for the early years. Invited keynote address DoEWA Midwest Southern Network. Jurien Bay, WA.

    Conference Presentations

    • Day, L. (2021). Using rich assessment tasks to find out what your students know (Years 7-10). Workshop presented at the Mathematical Association of Western Australia Primary and Secondary Conference.
    • Day, L. (2021). Algebraic reasoning: It’s about noticing structure. Workshop presented at the Mathematical Association of Western Australia Primary and Secondary Conference.
    • Hurrell, D., & Day, L. (2021). Rich assessment tasks (Years 3-6). Workshop presented at the Mathematical Association of Western Australia Primary and Secondary Conference.
    • Day, L., Stephens, M., & Horne, M. (2021). Designing an evidence-based learning progression for algebraic reasoning. Paper presented at The International Congress of Mathematics Education. Shanghai, China.
    • Siemon, D. E., Day, L. F., Callingham, R., & Horne, M. H. (2021) Working with practitioners and learning trajectories: Sharpening the focus on mathematical reasoning in grades 5-9 [Symposium]. AERA Virtual Annual Meeting, USA.
    • Siemon, D. E., Day, L. F., Horne, M. H. & Callingham, R. (2020, Apr 17 - 21) Developing research-based learning trajectories to support mathematical reasoning in the middle years: An Australian perspective [Symposium]. AERA Annual Meeting San Francisco, CA. http://tinyurl.com/yx5spqlc (Conference Cancelled)
    • Day, L., O’Neill, J., & Stephens, M. (2019). A spotlight on algebraic reasoning. Workshop presented at the Biennial Conference of The Australian Association of Mathematics Teachers. Brisbane, QLD.
    • Day, L., & Hurrell, D. (2019). Developing a mathematical reasoning culture in your school. Workshop presented at the Biennial Conference of The Australian Association of Mathematics Teachers. Brisbane, QLD.
    • O’ Neill, J., Hurrell, D., & Day, L. (2019). Who understands the proficiency strands? Research paper presented at The Mathematics Education Research Group of Australasia Conference. Perth, WA: MERGA.
    • Whitney-Smith, R., Day, L., & Hurrell, D. (2019). Factors that influence teachers of years 7-10 mathematics adopting pedagogies that support students’ development of STEM capabilities and 21st century skills: An introduction. Research paper presented at The Mathematics Education Research Group of Australasia Conference. Perth, WA: MERGA.
    • Day, L., & Hurrell, D. (2018). Process over product: It’s more than an equation. Workshop presented at the 55th annual conference of the Mathematical Association of Victoria. Bundoora, VIC.
    • Hurrell, D., & Day, L. (2018). Re-imagining mathematics education (RiME). Research paper presented at the Notre Dame Educator Scholar Conference. Fremantle, WA: UNDA.
    • Day, L., & Hurrell, D. (2018). Developing a culture of mathematical reasoning in your school. Invited workshop presented at the Heads of Learning Area and Numeracy Coordinators’ Day. Perth, WA: MAWA.
    • Day, L. (2018). Using a concrete, visual, area-based model to assist students to understand algebraic concepts. Workshop presented at the Primary and Secondary Conference of The Mathematical Association of Western Australia. Perth, WA.
    • Day, L., & Hurrell, D. (2018). Process over product: It’s more than an equation. Workshop presented at the Primary and Secondary Conference of The Mathematical Association of Western Australia. Perth, WA.
    • Day, L., & Hurrell, D. (2017). Accessing mathematical content through the proficiency strands. Workshop presented at UNDA School of Education 4th Biennial Conference. Fremantle: UNDA.
    • Day, L., & Hurrell, D. (2017). Developing algebraic reasoning through generalisation. Workshop presented at UNDA School of Education 4th Biennial Conference. Fremantle: UNDA.
    • Day, L. (2017). Generalisation through noticing structure in algebraic reasoning. Workshop presented at Australian Association of Mathematics Teachers Biennial Conference. Canberra: AAMT.
    • Day, L., Horne, M., & Stephens, M. (2017). Reframing Mathematics Futures II Project: Development of a draft learning progression for algebraic reasoning. Research paper presented at Conference of the International Group for the Psychology of Mathematics Education. Singapore: PME.
    • Day, L. (2017). Developing an evidence-based draft learning progression for algebraic reasoning. Research paper presented at Western Australian Institute for Education Research Forum. Fremantle: WAIER.
    • Day, L. (2017). Algebraic reasoning: It’s about noticing structure. Workshop presented at Mathematical Association of Western Australia Secondary Convention. Perth: MAWA.
    • Day, L., & Hurrell, D. (2017). Process over product – It’s more than an equation. Research workshop presented at the Hong Kong Education Research Association and World Education Research Association Conference. Shatin, Hong Kong.
    • Day, L. (2016). Using a concrete, visual, area-based model to assist students to understand algebraic concepts. Workshop presented at the Mathematical Association of NSW Conference. Wollongong, NSW.
    • Day, L., & Attard, C. (2016). Accessing mathematical content through the proficiency strands. Workshop presented at the Mathematical Association of NSW Conference, Wollongong, NSW.
    • Day, L. (2016). Using a concrete, area-based model to assist students to understand algebraic concepts. Workshop presented at the Mathematical Association of Western Australia Secondary Convention. Fremantle, WA.
    • Day, L., & Hurrell, D. (2016). Developing proportional reasoning. Workshop presented at the Mathematical Association of Western Australia Secondary Convention. Fremantle, WA.
    • Day, L. (2016). Accessing mathematical content through the proficiency strands. Workshop presented at the Mathematical Association of Victoria. Bundoora, Victoria.
    • O’Neill, J., & Day, L. (2016). A teacher’s journey through multiplicative thinking with early secondary students. Workshop presented at the Annual Conference of The Mathematical Association of Victoria. Bundoora, Victoria.
    • Day, L., & Hurrell, D. (2016). Accessing mathematical content through the proficiency strands. Workshop presented at the Mathematical Association of Western Australia Combined Primary and Secondary Conference. East Perth, WA.
    • Day, L. (2015). Some of my favourite tasks. Workshop presented at the UNDA Education Conference. Fremantle, WA.
    • Day, L. (2015). From arrays to algebra. Workshop presented at the Association of Teachers of Mathematics Conference. Northamptonshire, UK.
    • Day, L. (2015). From arrays to algebra. Workshop presented at the Australian Association of Mathematics Teachers Biennial Conference, Adelaide, SA.
    • Day, L., & Hurrell, D. (2015). Learning environments to support the development of multiplicative thinking. Workshop presented at the Australian Association of Mathematics Teachers Biennial Conference. Adelaide, SA.
    • Day, L., & Hurrell, D. (2015). Designing rich assessment tasks. Invited workshop presented at ACU Primary and Secondary Mathematics Conference. Melbourne, Victoria.
    • Day, L., & Hurrell, D. (2015). Developing proportional reasoning. Workshop presented at the Mathematical Association of Victoria. Bundoora, Victoria.

  • Professional affiliations

    • Australian Association of Mathematics Teachers (AAMT)
    • Mathematical Association of Western Australia (MAWA, Life Member)
    • Mathematics Research Group of Australasia (MERGA)
    • Australian College of Educators (ACE, Life Member)
    • Australian Council for Educational Leaders (ACEL)
    • Mathematical Association of Victoria (MAV)
    • Mathematical Association of New South Wales (MANSW)
    • Association for Supervision and Curriculum Development (ASCD, USA)
    • Association of Mathematics Teachers (AMT, UK)
    • American Education Research Association (AERA, USA)
    • National Council of Teachers of Mathematics (NCTM, USA)

  • Community engagement

    Consultancies

    • 2021. Multiplicative Thinking. South Coogee Primary School. Half day workshop presentation.
    • 2020. Algebraic Reasoning. Education Department of South Australia. 3 hour workshop presentation.
    • 2020. Using Differentiation Strategies to Teach Algebra. Canning Vale College. 2 hour workshop presentation.
    • 2019. Place Value. St Jerome’s CPS. Series of three full day workshop presentations.
    • 2019. Fremantle College and feeder primary schools: Multiplicative Thinking. Series of 2 hour workshop presentations.
    • 2018. Developing a Conceptual Understanding of Fractions. Hammond Park CPS. Series of three full day workshops.
    • 2018. Proportional Reasoning. Cecil Andrews College. 2 hour workshop presentation.
    • 2018. Multiplicative Thinking. Cecil Andrews College. 2 hour workshop presentation.
    • 2018. How to get the most out of maths300. Carey Baptist College. 2 hour workshop presentation.
    • 2018. maths300. Australian Association of Mathematics Teachers, SA. 2 day workshop (SA) presentation.
    • 2017. How to develop mathematical reasoning in your school. Schools that take Notre Dame practicum students. Half-day workshop presentation.
    • 2017. Statistical Reasoning. Cecil Andrews College. 2 hour workshop presentation.
    • 2017. Mathematical Reasoning. Cecil Andrews College. 2 hour workshop presentation.
    • 2017. Algebraic Reasoning Collaborates. RMFII Project Schools. 3 one hour presentations.
    • 2017. Mathematical Reasoning and RMFII Project Roadshows. DoEWA. Two one-day workshop presentations.
    • 2016. Getting the most out of maths300. Duncraig SHS, Churchlands SHS & Carine SHS. 2 hour workshop presentation.
    • 2016. Mathematical Reasoning. DoEWA. One-day workshop presentation.
    • 2016. Algebraic Reasoning. Pentagonal Schools Collective (Victoria). One-day workshop presentation.
    • 2016. Mathematical Reasoning. Halls Head College. 2 hour workshop presentation.
    • 2016. Mathematics a Human Endeavour. Various WA schools. 4 day intensive course.
    • 2016. Fractions: Making Understanding the Common Denominator. AISWA. Series of four half-day workshop presentations.
    • 2015. Using the CRA Approach to Investigate Algebraic Reasoning. West Greenwood Primary. Half-day workshop presentation.
    • 2015. A Ramble Across the Landscape of Mathematics Education. Various schools. 4 day intensive course.
    • 2015. Fractions: Making Understanding the Common Denominator. AISWA. Series of four half-day workshop presentations.
    • 2015. Years 7 and 8 Number and Algebra. Cocos Island DHS. 2 hour facilitation.
    • 2015. Rich assessment tasks. Our Lady of Lourdes. 2 hour workshop presentation.
    • 2015. From Arrays to Algebra. Corpus Christi. 2 hour workshop presentation.
    • 2015. Getting the most out of Maths300. Our Lady of Lourdes. 2 hour workshop presentation.
    • 2015. Proportional Reasoning. Corpus Christi 2 hour workshop presentation.
    • 2015. Transition from Primary to Secondary. Corpus Christi. 2 hour workshop presentation.
    • 2015. The Mathematical Proficiency Strands. Newman College. 2 hour workshop presentation.

    Conference Presentations

    • Day, L. (2024). Visualising mathematics: Enhancing understanding of algebraic expansion and factorisation using the ATA manipulatives. Workshop presented at the Mathematical Association of Western Australia Virtual Conference.
    • Day, L. (2023). Visualising mathematics: Enhancing understanding of algebraic expansion and factorisation using the ATA manipulatives. Workshop presented at the Queensland Association of Mathematics Teachers Conference.
    • Day, L. (2023). Using a concrete, area-based model to develop conceptual understanding of expansion and factorisation. Workshop presented at the Mathematical Association of Western Australia Primary and Secondary Conference.
    • Day, L. (2023). Noticing structure and relationships to develop algebraic reasoning. Workshop presented at the Mathematical Association of Western Australia Primary and Secondary Conference.
    • Day, L. (2022). Assist students to notice structure and relationships and reason algebraically. Workshop presented at the Mathematical Association of Western Australia Primary and Secondary Conference.
    • Day, L. (2022). Developing a conceptual understanding of fractions. Workshop presented at the Mathematical Association of Western Australia Primary and Secondary Conference.

  • Awards

    • 2018 Beth Southwell Practical Implications Award
    • 2018 Vice Chancellor’s Award for Significant Contribution to Student Learning
    • 2018 Australian Awards for University Teaching Citation for Significant Contribution to Student Learning
    • 2018 Life Membership of the Mathematical Association of Western Australia
    • 2016 Life Membership of the Australian College of Educators

  • Other

    Editorial Panels and Journals Reviewed

    • Mathematical Educational Research Journal
    • Mathematics Teacher Education Development
    • Asia-Pacific Journal of Education
    • Issues in Educational Research
    • Journal of Mathematical Behavior
    • International Journal of Whole Schooling
    • Australian Journal of Teacher Education
    • Mathematics Teacher
    • Australian Journal of Middle Schooling
    • Australian Primary Mathematics Classroom (Editor: 2015-2019)
    • Research in Mathematics Education