Dr Greg Oates holds a Master's degree in logic and a PhD in mathematics education from the University of Auckland and a Diploma in Secondary Mathematics Teaching from the Auckland College of Education, New Zealand. He began his career teaching secondary mathematics, latterly as Head of Department, before returning to Auckland University where he taught undergraduate mathematics and post-graduate mathematics education until 2016, when he moved to the University of Tasmania, Launceston Australia. He currently teaches mathematics education for pre-service teachers in primary and secondary school at UTAS. His research interests include the integration of technology into mathematics curricula and the use of technology to promote collaborative learning in mathematics; and professional development for teachers at all levels (primary to undergraduate), with a specific focus on pedagogical content knowledge (PCK).
Greg Oates (University of Tasmania, Australia)
He has visited Brazil on several occasions, most recently in November 2017 when he presented at the Delta Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics in Gramado. Recent publications with respect to technology and the Brazilian context include:
Oates, G., Neide, I. G. & Borba, M. C. (2017). Guest Editors, Brazil Delta 2017 Conference Special Issue, Proceedings of Brazil Delta ʼ17, The Eleventh Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics,26 November - 1 December 2017, Rio Grande do Sul, Brazil. International Journal of Mathematical Education in Science and Technology, 48 (Sup 1), 1-80.
Thomas, M. O. J., Hong, Y. Y., & Oates, G. (2017). Innovative uses of digital technology in undergraduate mathematics. In E. Faggiano, F. Ferrara & A. Montone (Eds.), Innovation and Technology Enhancing Mathematics Education, Perspectives in the Digital Era, pp 109-136. Springer International Publishing.
Oates, G. (2016). Technology in mathematics education: A stocktake & crystal-ball gazing. In W-C Yang, D. B. Meade & K. Khairee (Eds.), Proceedings of the 21st Asian Technology Conference in Mathematics, pp. 103-119. Pattaya, Thailand: Mathematics & Technology, LLC (https://mathandtech.org/).
Ratnayake, I., Oates, G. & Thomas, M. O. J. (2016). Supporting teachers developing mathematical tasks with digital technology. In White, B., Chinnappan, M. & Trenholm, S. (Eds.). Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia), pp. 543-551. Adelaide: MERGA.
McMullen, S., Oates, G. & Thomas, M.O.J. (2015). An integrated technology course at university: Orchestration and mediation. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1), pp. 249-257. Hobart, Australia: PME.
Oates, G. (2011). Sustaining integrated technology in undergraduate mathematics. International Journal of Mathematical Education in Science and Technology, 42(6), 709-721.
Oates, G.(2010). Integrated Technology in Undergraduate Mathematics: Issues of Assessment. Electronic Journal of Mathematics and Technology, 4(2), pp. 162-174. Available at https://www.radford.edu/ejmt