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  • Dr Vesife Hatisaru

    Dr Vesife Hatisaru

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Dr Vesife Hatisaru

Lecturer

Staff Member Details
Email: v.hatisaru@ecu.edu.au
ORCID iD: https://orcid.org/0000-0003-2101-1764

Vesife is a Lecturer in secondary mathematics education at the School of Education.

Current teaching

  • EMT6000 Curriculum Perspectives: Chance and Data
  • MPE 6262 Transition Mathematics: Geometric Thinking
  • MPE 6263 Transition Mathematics: Early Algebraic Thinking
  • MSE 6101 Teaching Lower Secondary Mathematics

Background

Vesife has vast experience both inside and outside higher education. In her former roles, Vesife was responsible for teaching mathematics to secondary school students. In her role as a K-12 Accreditation Officer with the Turkish Ministry of National Education, Vesife examined the educational systems of different countries around the world. In her role as a Senior Project Officer with the Turkish Ministry of European Union (EU), Vesife was responsible of supervising multinational research projects funded by the EC and implemented in collaboration with Turkish and EU institutions active in education.

Vesife has an extensive portfolio of peer-reviewed publications, a proven track record of applying for, and success in receiving internal and, importantly, external funding in support of her research, and demonstrated commitment to scholarly engagement in school, university, and wider education communities.

Before joining in ECU in January 2022, Vesife was a Postdoctoral Research Fellow in Mathematics Education in the School of Education at the University of Tasmania.

Professional associations

  • 2021 - Mathematical Views Group, MAVI (Board member)
  • 2021 - Mathematical Association, MA (Member)
  • 2020 - Mathematical Associations Tasmania, MAT (Executive)
  • 2020 - British Society for Research into Learning of Mathematics, BSRLM (Member)
  • 2017 - Mathematical Views Group, MAVI (Member)
  • 2017 - 2018 Association for Turkish Women in Maths (Member)
  • 2016 - 2017 Turkish Mathematics Education Association (Member)
  • 2011 - Mathematics Education Research Group of Australasia, MERGA (Member)

Awards and recognition

National and international research awards

  • University of Tasmania, Vice Chancellor Early Career Research Award, 2021.

Research areas and interests

  • Mathematics education
  • Teacher pedagogical content knowledge
  • Teacher beliefs
  • Teaching practices
  • Student affective outcomes
  • Drawing on education
  • Images of mathematics and mathematicians
  • Problem-based learning
  • STEM education

Qualifications

  • Doctor of Philosophy Secondary Science and Math Education, Turkey, 2013.
  • Masters in Elementary Education Mathematics Teaching, Turkey, 2008.

Research Outputs

2024

Journal Articles

  • Hatisaru, V. (2024). Non-specialist secondary mathematics teachers learning in study groups by engaging with activities of algebra. Journal on Mathematics Education, 15(1), 131-150. https://doi.org/10.22342/jme.v15i1.pp131-150.

2023

Journal Articles

  • Rott, B., Barton, L., Hatisaru, V. (2023). What do mathematics lessons look like? Analyses of primary students’ drawings. Frontiers in Psychology, 14(2023), Article number 1019299. https://doi.org/10.3389/fpsyg.2023.1019299.
  • Hatisaru, V., Richardson, S. (2023). A structural perspective to mathematics teaching. Mathematics Teaching, 2023(286), 8-10.
  • Hatisaru, V. (2023). Mathematical connections established in the teaching of functions. Teaching Mathematics and Its Applications, 42(3), 207-227. https://doi.org/10.1093/teamat/hrac013.
  • Hatisaru, V., Falloon, G., Seen, A., Fraser, S., Powling, M., Beswick, K. (2023). Educational leaders’ perceptions of STEM education revealed by their drawings and texts. International Journal of Mathematical Education in Science and Technology, 54(8), 1437-1457. https://doi.org/10.1080/0020739X.2023.2170290.
  • Hatisaru, V. (2023). Teacher knowledge and its sources: Perceptions of lower secondary teachers of mathematics. Quadrante, 32(2), 77-105. https://doi.org/https://doi.org/10.48489/quadrante.31130.
  • Hatisaru, V., Seen, A., Fraser, S. (2023). Perceptions of Teaching and Learning of STEM Revealed in University Academics’ Drawings. Journal of College Science Teaching, 52(6), 68-75.

Conference Publications

  • Kapofu, W., Chick, H., Hatisaru, V., Murphy, C. (2023). Mathematical Connections Evident in Secondary Students’ Concept Maps on Transformations of the Parabola. Weaving mathematics education research from all perspectives (307-314). The Mathematics Education Research Group of Australasia Inc..
  • Hatisaru, V., Collins, J. (2023). Preservice secondary mathematics teachers’ perceptions of teacher knowledge and its sources. Weaving mathematics education research from all perspectives (251-258). The Mathematics Education Research Group of Australasia Inc..

2022

Journal Articles

  • Thomas, DP., Hopwood, B., Hatisaru, V., Hicks, D. (2022). Gender differences in reading and numeracy achievement across the school years. The Australian Educational Researcher, 2022(article in press), 1-26. https://doi.org/10.1007/s13384-022-00583-8.
  • Falloon, G., Stevenson, M., Hatisaru, V., Hurrell, D., Boden, M. (2022). Principal Leadership and Proximal Processes in Creating STEM Ecosystems: An Australian Case Study. Leadership and Policy in Schools, 2022(article in press), 1-24. https://doi.org/10.1080/15700763.2022.2094810.
  • Falloon, G., Powling, M., Fraser, S., Hatisaru, V. (2022). Shaping science, technology, engineering and mathematics curriculum in Australian schools: An ecological systems analysis. Australian Journal of Education, 66(2), 171-195. https://doi.org/10.1177/00049441221083347.
  • Hatisaru, V. (2022). Investigating secondary mathematics teachers’ analogies to function. International Journal of Mathematical Education in Science and Technology, 2022(Article in Press), 20. https://doi.org/10.1080/0020739X.2022.2032440.
  • Hatisaru, V. (2022). How to develop a structural conception of algebra in school students. International Journal of Mathematical Education in Science and Technology, 7(1), 56-66.
  • Hatisaru, V. (2022). The use of representations in solving mathematical problems. Australian Mathematics Education Journal, 4(2), 9-14. https://doi.org/10.3316/informit.589932835442188.
  • Hatisaru, V. (2022). The knowledge produced through student drawings. Frontiers in Psychology, 13(2022), article number 1042383. https://doi.org/10.3389/fpsyg.2022.1042383.

Conference Publications

  • Hatisaru, V., Seen, A., Fraser, S. (2022). Regarding STEM: perceptions of academics revealed in their drawings and text. Mathematical confluences and journeys: Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (258-265). The Mathematics Education Research Group of Australasia Inc.
  • Hatisaru, V., Chick, H., Oates, G. (2022). Developing proficiency with teaching algebra in teacher working groups: understanding the needs. Mathematical Confluences and Journeys. Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (250-257). The Mathematics Education Research Group of Australasia Inc.

2021

Journal Articles

  • Hatisaru, V. (2021). A reflection on Star and Seifert’s (2006) operationalisation of flexibility in equation solving. For the Learning of Mathematics: an international journal of mathematics education, 41(1), 37-39.
  • Hatisaru, V. (2021). Theory-driven determinants of school students’ STEM career goals: a preliminary investigation. European Journal of STEM Education, 6(1), article number 2.
  • Beasy, K., Hunter, M., Hicks, D., Pullen, D., Brett, P., Thomas, D., Reaburn, R., Baker, W., Fan, F., Cruickshank, V., Stephenson, E., Hatisaru, V. (2021). Walking the Walk: Democratizing Change in Teacher Education. Journal of the Scholarship of Teaching and Learning, 21(4), 195-205. https://doi.org/10.14434/josotl.v21i4.32757.
  • Hatisaru, V., Fraser, S. (2021). Make room for D-STEM! A way to inform the teaching of STEM in schools. Teaching Science, 67(1), 11-20.

Conference Publications

  • Hatisaru, V. (2021). The use of pictorial representations in mathematical problem solving. Proceedings of the International Symposium Elementary Mathematics Teaching (194-202). Charles University.

2020

Book Chapters

  • Hatisaru, V. (2020). “[He] Has Impaired Vision Due to Overworking”: Students’ Views About Mathematicians. Theorizing and Measuring Affect in Mathematics Teaching and Learning (89-100). Springer. https://doi.org/10.1007/978-3-030-50526-4_9.
  • Ingram, N., Hatisaru, V., Grootenboer, P., Beswick, K. (2020). Researching the Affective Domain in Mathematics Education. Research in Mathematics Education in Australasia 2016-2019 (147-175). Springer. https://doi.org/10.1007/978-981-15-4269-5_7.

Journal Articles

  • Hatisaru, V. (2020). School students’ depictions of mathematics teaching and learning practices. International Electronic Journal of Elementary Education, 13(2), 199-214. https://doi.org/10.26822/iejee.2021.184.
  • Hatisaru, V., Oates, G., Fraser, S., Murphy, C., Maher, N., Holland, B., Seen, A. (2020). A peer learning circle approach to professional learning: Promoting representational fluency. Australian Mathematics Education Journal, 2(4), 4-10.
  • Hatisaru, V. (2020). Secondary mathematics teachers’ content knowledge for teaching the concept of function. International Journal for Mathematics Teaching and Learning, 21(1), 94-119.
  • Hatisaru, V. (2020). Exploring evidence of mathematical tasks and representations in the drawings of middle school students. International Electronic Journal of Mathematics Education, 15(3), Article Number: em0609. https://doi.org/10.29333/iejme/8482.
  • Hatisaru, V., Fraser, S., Beswick, K. (2020). “My picture is about opening up students' minds beyond our school gate!” School principals’ perceptions of STEM learning environments. Journal of Research in STEM Education, 6(1), 18-38.
  • Hatisaru, V. (2020). Perceived need for mathematics among lower secondary students. Australian Mathematics Education Journal, 2(1), 9-14 pp.

2019

Journal Articles

  • Hatisaru, V., Murphy, C. (2019). “Creature” teachers “monster” mathematicians: Students’ views about mathematicians and their stated attitudes to mathematics. International Journal of Education in Mathematics, Science and Technology, 7(3), 215-221.
  • Hatisaru, V. (2019). Lower secondary students’ views about mathematicians depicted as mathematics teachers. Lumat, 7(2), 27-49. https://doi.org/10.31129/LUMAT.7.2.355.

Conference Publications

  • Hatisaru, V. (2019). Putting the spotlight on mathematics classrooms. Proceedings of the International Symposium Elementary Mathematics Teaching (182-192). International Symposium Elementary Mathematics Teaching.
  • Hatisaru, V., Beswick, K., Fraser, S. (2019). STEM learning environments: perceptions of STEM education researchers. Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia (340-347). Mathematics Education Research Group of Australasia.

2018

Book Chapters

2017

Journal Articles

  • Hatisaru, V., Erbas, A. (2017). Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes. International Journal of Science and Mathematics Education, 15(4), 703-722. https://doi.org/10.1007/s10763-015-9707-5.
  • Hatisaru, V. (2017). A Review on Turkey’s Participation in Erasmus+: The Case of Strategic Partnerships and Knowledge Alliances. Ankara Journal of European Studies, 16(2), 65-83.

Research Student Supervision

Current Supervisions

Completed Supervisions

Principal Supervisor

  • Teacher Attitudes, Perceived Competence and Use of Data to Inform Classroom Practice
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