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

    Mathematics Education

  • Research expertise and supervision

    Research Projects
    Principals as STEM Leaders. National Project (2018-2019)
    The Impact of the Western Australian Curriculum: Mathematics ‘Documents’ on Teaching in Western Australian Schools (2018-2019)
    Reframing Mathematical Futures II: Building a learning and teaching resource to enhance mathematical reasoning. National Project (2014-2018)
    AISWA Fractions Project (2015-2016)
    Children Thinking Multiplicatively (2014-2015)
    AISWA Algebra Project (2013-2014)
    Teaching Teachers for the Future. National Project (2012-2013)
    National Partnerships Project, St Brigid’s College (2012)

    HDR Supervision
    Completed
    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.
    In progress
    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.
    Moore, M. (M. Phil). Exploring the role of early years’ teachers in preparing young children with 21st century mathematics skills.
    Mola, R. (Ed. D). Nature play and creativity: Primary school teachers creatively involving students in STEM projects within nature settings.

  • Books

    • Hurrell, D., & Day, L. (2018). Developing a conceptual understanding of fractions. WA: A-Z Type.
    • Day, L. (2014). Algebra tiles Australia: A concrete, visual, area-based model (2nd ed.) WA: 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). Netherlands: 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). UK: Emeralds Publishing.
  • Journal articles and proceedings

    • 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.
    • Day, L. (2015). Algebra: Mathematically rich investigative tasks. Mathematics Teacher, 108(7), 512-518.
    • 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 (in press).
    • 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. (see Appendix 2)
    • 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.
    • Day, L. (2012). RANTs (and raves!): Rich algebra and number tasks. In It’s My Maths: Personalised Mathematics Learning. Proceedings of the 49th Annual Conference of the Mathematical Association of Victoria. (pp. 23-30).
  • Conference papers

    Recent Conference Presentations (2015-2019)

    • 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. (2019). Developing a conceptual understanding of fractions. Workshop presented at MANSW Primary and Middle Years Conference. Bankstown: MANSW.
    • Day, L. (2019). Algebraic reasoning: It’s about noticing structure. Workshop presented at MANSW Primary and Middle Years Conference. Bankstown: MANSW.
    • 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.
    • Day, L. (2018). Algebraic reasoning: It’s about noticing structure. 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. Workshop presented at the Mathematics Teaching and Learning Centre Primary and Secondary Teachers’ Mathematics Conference. Melbourne, 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. 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.
    • Siemon, D., Callingham, R., Day, L., Horne, M., Seah, R., Stephens, M., & Watson, J. (2018). From research to practice: The case of mathematical reasoning. Keynote address for the Beth Southwell Practical Implications Award at Mathematics Education Research Group of Australasia, Auckland, NZ.
    • 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). Developing algebraic reasoning with your students. Workshop presented at Pentagonal Schools Collective. Melbourne, Vic.
    • Day, L. (2017). Developing algebraic reasoning using generalisation. Workshop presented at MANSW Primary and Middle Years Conference. Bankstown, NSW.
    • Day, L., & Hurrell, D. (2017). Accessing mathematical concepts through working mathematically. Workshop presented at MANSW Primary and Middle Years Conference. Bankstown, NSW.
    • 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. 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). Developing algebraic reasoning through generalisation. Workshop presented at the ACU Primary and Secondary Mathematics Conference. Melbourne, Victoria.
    • Day, L., & Hurrell, D. (2016). Accessing mathematical content through the proficiency strands. Workshop presented at the ACU Primary and Secondary Mathematics Conference. Melbourne, Victoria.
    • 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. (2016). Accessing algebra through the proficiency strands. Workshop presented at the Mathematical Association of NSW Primary and Middle Years Conference. Bankstown, NSW.
    • Day, L. (2016). Rich tasks in statistics and probability. Workshop presented at the Mathematical Association of NSW Primary and Middle Years Conference. Bankstown, NSW.
    • 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. 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

    Recent Community Engagement (2015-2019)
    St Jerome’s CPS: Place Value (series of workshops)
    Fremantle College and feeder primary schools: Multiplicative Thinking
    Hammond Park CPS: Developing a Conceptual Understanding of Fractions (series of workshops)
    Cecil Andrews College: Proportional Reasoning
    Cecil Andrews College: Multiplicative Thinking
    Carey Baptist College: How to get the most out of maths300
    Australian Association of Mathematics Teachers: maths300 (2 day workshop)
    Schools that take ND practicum students: How to develop mathematical reasoning in your school
    Cecil Andrews College: Statistical Reasoning
    Cecil Andrews College: Mathematical Reasoning
    RMFII Project Schools: Algebraic Reasoning Collaborates (national)
    DoEWA: Mathematical Reasoning and RMFII Project Roadshows
    Duncraig SHS, Churchlands SHS & Carine SHS: Getting the most out of maths300
    DoEWA: Mathematical Reasoning
    Pentagonal Schools Collective (Victoria): Algebraic Reasoning
    Halls Head College: Mathematical Reasoning
    Various schools: Mathematics a Human Endeavour (4 day intensive course)
    AISWA: Fractions: Making Understanding the Common Denominator (series of workshops)
    West Greenwood Primary: Using the CRA Approach to Investigate Algebraic Reasoning
    Various schools: A Ramble Across the Landscape of Mathematics Education (4 day intensive course)
    Cocos Islands DHS: Years 7 and 8 Number and Algebra
    Our Lady of Lourdes: Rich assessment tasks
    Corpus Christi: From Arrays to Algebra
    Our Lady of Lourdes: Getting the most out of Maths300
    Corpus Christi: Proportional Reasoning
    Corpus Christi: Transition from Primary to Secondary
    Newman College: The Mathematical Proficiency Strands

  • 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