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PhD (University of Adelaide), DipEd (University of Adelaide), BSc(Hons) (University of Adelaide)
Tom is Professor of Mathematics Education and Director of the YuMi Deadly Centre in the School of Teacher Education and Leadership. Tom has been working in mathematics education since 1976, working with schools since 1979 and supervising higher degrees since 1986. He was Head of the School of Mathematics, Science and Technology Education at QUT from 1991 to 2005 and since then has focused on research, co-founding the YuMi Deadly Centre with Associate Professor Annette Baturo in 2009 and co-developing the YuMi Deadly Maths pedagogy. Tom has been Chief Investigator in over $18 million of research grants including six ARC Linkage, one ARC Discovery and two ARC Discovery Indigenous grants. He has a passion for understanding and improving mathematics teaching and learning in schools containing Aboriginal, Torres Strait Islander, immigrant, refugee and low-SES students. Tom’s research interests include algebra learning, teacher change, social justice and mathematics pedagogy; his research in these areas has formed the basis of the YuMi Deadly Maths pedagogy used to train teachers in over 250 schools across Australia since 2010. Tom has supervised over 25 PhD, EdD and MEd (Research) students to completion, has co-written over 100 publications and has presented regularly at national and international conferences. He has led the development of numerous mathematics books, modules and other resources based on the YuMi Deadly Maths pedagogy. Tom was appointed by the Australian Federal Minister for Education as a Numeracy Ambassador for National Literacy and Numeracy Week in 2007 and 2008.Projects (Chief investigator)
- Accelerated Inclusive Mathematics - Early Understandings (AIM EU)
- Accelerated Inclusive Mathematics (AIM)
- Accelerating Mathematics Learning (XLR8)
- ARC Linkage VET Skilling Indigenous Australia
- Get Into Vocational Education (GIVE)
- JAM Music and Mathematics (JAMATH)
- Junior Secondary Mathematics Program (JSMP)
- Mathematicians in Training Initiative (MITI)
- PRIME Futures Program
- Teaching Indigenous Mathematics Education (TIME)
- YDM Integrated Secondary Schools and Integrated School Mathematics (YDM ISS/ISM)
- YuMi Deadly Maths Teacher Development Training
Projects
Additional information
- Type
- Funding Award
- Reference year
- 2015
- Details
- Third Chief Investigator on ARC Discovery Indigenous grant, IN150100045 Unlocking the learning potential of incarcerated and low SES young people,2015-2018, Total Funding Awarded: $450,000
- Type
- Keynote Speaker/Expert Panel Member/Invited Speaker for a Conference
- Reference year
- 2014
- Details
- Invited speaker for inaugural ATSIMA national conference, Creating Connections & Growing Understanding, on numeracy, mathematics and Indigenous learners held in Adelaide from 10-11 November 2014.
- Type
- Funding Award
- Reference year
- 2012
- Details
- First Chief Investigator on ARC Linkage grant, LP120200591 Accelerating the mathematics learning of low socio-economic status junior secondary students (2013-2015), ARC Funding $684,742
- Type
- Keynote Speaker/Expert Panel Member/Invited Speaker for a Conference
- Reference year
- 2009
- Details
- Invited guest speaker at conferences and activities for South Australian Literacy and Numeracy Week, 23-28 August 2009
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2008
- Details
- Appointed Numeracy Ambassador for National Literacy and Numeracy Week
- Type
- Academic Honours, Prestigious Awards or Prizes
- Reference year
- 2007
- Details
- Appointed Numeracy Ambassador for National Literacy and Numeracy Week
- Chalmers, C., Carter, M., Cooper, T. & Nason, R. (2017). Implementing 'big ideas' to advance the teaching and learning of science, technology, engineering, and mathematics (STEM). International Journal of Science and Mathematics Education, 15, 25–43. https://eprints.qut.edu.au/103304
- Cooper, T. & Carter, M. (2016). Large-scale professional development towards emancipatory mathematics: The genesis of YuMi Deadly Maths. Opening up mathematics education research: Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia, 174–181. https://eprints.qut.edu.au/99696
- Warren, E., Miller, J. & Cooper, T. (2013). Exploring young student's functional thinking (Exploracion del pensamiento funcional de estudiantes jovenes). PNA (Revista de Investigacion en Didactica de la Matematica), 7(2), 75–84. https://eprints.qut.edu.au/71235
- Ewing, B., Sarra, G. & Cooper, T. (2013). YuMi Deadly Maths Program: efficacy and collaboration. Education Today, 13(1), 28–30. https://eprints.qut.edu.au/57679
- Warren, E., Miller, J. & Cooper, T. (2012). Repeating patterns: Strategies to assist young students to generalise the mathematical structure. Australasian Journal of Early Childhood, 37(3), 111–120. https://eprints.qut.edu.au/60107
- Sarra, G., Matthews, C., Ewing, B. & Cooper, T. (2011). Indigenous mathematics : Creating an equitable learning environment. In HR. Bell, N. Purdie & G. Milgate (Eds.), Two way teaching and learning: Toward culturally reflective and relevant education (pp. 173–185). ACER Press. https://eprints.qut.edu.au/43819
- Cooper, T. & Warren, E. (2011). Years 2 to 6 students' ability to generalise: models, representations and theory for teaching and learning. In J. Cai & E. Knuth (Eds.), Early Algebraization: A Global Dialogue from Multiple Perspectives (pp. 187–214). Springer. https://eprints.qut.edu.au/39454
- Warren, E., Cooper, T. & Baturo, A. (2010). Pedagogies to support Indigenous students' mathematics learning in rural and remote Queensland classrooms. In J. Zajda (Ed.), Globalization, Education and Social Justice (pp. 161–184). Springer. https://eprints.qut.edu.au/14540
- Warren, E. & Cooper, T. (2009). Developing mathematics understanding and abstraction: The case of equivalence in the elementary years. Mathematics Education Research Journal, 21(2), 76–95. https://eprints.qut.edu.au/28113
- Warren, E. & Cooper, T. (2008). Patterns that support early algebraic thinking in the elementary school. In C. Greenes & R. Rubenstein (Eds.), Algebraic and Algebraic Thinking in School Mathematics (pp. 113–126). National Council of Teachers of Mathematics. https://eprints.qut.edu.au/15699
- Title
- Unlocking the Learning Potential of Incarcerated and Low SES Young People
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- IN150100045
- Start year
- 2016
- Keywords
- Indigenous; Education; Incarcerated; Mathematics; Pedagogy; Numeracy; Indigenous Youth; Low SES Youth
- Title
- Accelerating the mathematics learning of low socio-economic status junior secondary students
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- LP120200591
- Start year
- 2013
- Keywords
- Education; Mathematics; Secondary; Numeracy
- Title
- Skilling Indigenous Australia: Effective Numeracy Learning For Employment By Regional And Remote Indigenous Students In Vocational Education And Training Courses
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- LP0989663
- Start year
- 2009
- Keywords
- Indigenous; Mathematics; Vocational Education and Training; Postsecondary Education; Indigenous Empowerment; Numeracy
- Title
- Young Student's Generalisation in Arithmetic and Algebra: Patterns and Mathematical Structure
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP0987737
- Start year
- 2009
- Keywords
- Generalsing Matematical Thinking; Early Algebraic Thinking; Cognitive Development; Primary Education; Structure of Matematics
- Two-Way Strong: A Study of Vertebrates Using Queensland Indigenous Knowledges and Montessori Linnaean Materials to Engage Indigenous Secondary School Students (2015)
- Co-constructing Decimal Number Knowledge (2013)
- Behavioural beliefs concerning gender and high-risk sexual behaviours in the context of HIV/AIDS in PNG: Views from within teacher education (2012)
- Leading Indigenous Education in a remote location: Reflections on teaching to be Proud and Deadly. (2009)
- Knowledge Construction of 3D Geometry in Virtual Reality Microworlds (2007)
- An Investigation into a School-Based ICT PD Program (2005)
- A Study of the Cognitive and Affective Characteristics of High and Low Achievers in Year 10 Algebra (2003)
- Mathematics and Mathematics Education in Hong Kong: Pre-service Teachers' Affective Characteristics, Learning Approaches and Achievement (2003)