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Adjunct Professor Rod Nason

Faculty of Education,
School of Curriculum

Personal

Name
Adjunct Professor Rod Nason
Position(s)
Research Associate
Faculty of Education,
School of Curriculum
Adjunct Professor
Faculty of Education,
School of Curriculum
Discipline *
Education Systems, Curriculum and Pedagogy, Specialist Studies in Education
Phone
+61 7 3138 3338
Fax
+61 7 3138 3985
Email
Location
View location details (QUT staff and student access only)
Qualifications

PhD (Deakin University), MEdSt (University of Queensland)

Professional memberships
and associations
  • Psychologists in Mathematic Education (PME)
  • American Educational Research Association (AERA)
  • Association for the Advancement of Computing in Education
  • Australian Association of Mathematics Teachers (AAMT)
  • Australian Association for Research in Education (AARE)
  • Mathematics Education Research Group of Australasia (MERGA)
  • Queensland Association of Mathematics Teachers (QAMT)
  • Australian Society for Computers in Learning in Tertiary Education (ASCILITE)
  • Computer Human Interface Special Interest Group – IEEE Computer Society
Keywords

Education in prisons, Information technology in education & training, Mathematics education

* Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2008

Biography

Areas of research

  • computer-support for mathematics teaching and learning,
  • preservice education of mathematics teachers,
  • computer-support for collaborative learning in mathematics, and
  • numeracy education in prisons.

He has been the recipient of over $1.8 million in Australian Research Council (ARC) and Social Sciences and Humanities Research Council of Canada (SSHRCC) competitive grants since 1992. His research involves collaborations with top international research teams in Canada and the USA.

This information has been contributed by Adjunct Professor Rod Nason.

Teaching

Achievement record

  • Experience of undergraduate and graduate teaching in 4 universities and 2 CAEs in Faculties of Education. Substantive areas of teaching are Mathematics Education, Information and Communication Technologies in Education, and Research Design and Methods
  • Supervision of 12 PhD, 2 EdD, 5 MEd(Research) and 2 BEd (Research Pathways) students. Currently supervising 4 PhD and 3 EdD students.
  • Positive evaluations of teaching from Undergraduate Students
  • Positive evaluations of supervision from Research Pathways and Postgraduate Students
  • Team teaching member of Ed.D ? Australia `s most successful program of its kind.
  • Innovative use of information and communication technologies to improve quality of learning
  • Innovative use of Computer-Supported Collaborative Learning (CSCL) environments within undergraduate and postgraduate programs
  • Introduction of innovative program to address needs of pre-service primary teacher education students with inadequate repertoires of mathematics subject-matter knowledge
  • Introduction of innovative program to address needs of math-anxious pre-service primary teacher education students
  • Introduction of research apprenticeship program for undergraduate students considering a research pathway in their careers.
  • QUT Teaching and Learning Grant: Academic Literacies – Transition from student to scholar. $10 000 (2007-08)

Teaching strategy

  • Close nexus between research and teaching: I am a researcher who considers that his research is enriched through a ceaseless dialectic between the creation of knowledge and its dissemination through supervision and teaching.
  • Utilisation of innovative Computer-Supported Collaborative Learning environments to facilitate knowledge-building by pre-service and postgraduate students
  • Utilisation of powerful and innovative information and communication tools to facilitate knowledge-building by pre-service and postgraduate students
  • Integration of undergraduate and postgraduate students into my research program. Seven APAI applications included for current ARC Discovery and Linkage rounds.

Aims

  • To focus more on the development of metacognitive knowledge in pre-service mathematics education units
  • To integrate school-based research with pre-service mathematics education units
  • To focus on the development of positive identities by mathematically-anxious pre-service teacher education students as users and teachers of mathematics

 

This information has been contributed by Adjunct Professor Rod Nason.

Publications

For publications by this staff member, visit QUT ePrints, the University's research repository.