Ms Judy Bailey
Qualifications: Master of Education (1st class Hons), University of Waikato; Diploma of Teaching, NZ Department of Education; Bachelor of Science, University of Waikato.
Researcher (Mathematics Education) - Technology, Environmental, Mathematics, and Science Education Research Centre
Senior Lecturer - Te Kura Toi Tangata, Division of Education
I have supervised a number of Masters students (THED590/592) over recent years researching a range of topics including teaching young children whole number place value; peer tutoring in secondary mathematics; the impact of a problem solving approach (for teaching mathematics) on teachers' content and specialised content knowledge; the affordances and challenges teachers face when learning to teach mathematics through problem solving; and the use of materials in supporting young children's learning in mathematics.
The main focus of my research is in the field of problem solving in primary mathematics education. Children’s learning in mathematics remains an international concern, and teaching mathematics with problems/rich tasks are a key part of the effort to more effectively support children’s learning. My research occurs in this space and primarily focuses on teachers’ learning about teaching mathematics in this way.
I am a qualitative researcher with a particular interest in action research, incorporating the
authentic voice of teachers as practitioner researchers. My work is characterised
by in-depth sustained involvement with participants. Focussed on making a
difference for teachers I present research at professional development workshops/conferences, and also publish in professional journals.
I've been a part of several research teams including a 3-year TLRI research project exploring the mathematical knowledge and thinking of pre-service teachers with respect to the wider professional role of teachers; a 2-year school-wide mathematics development and research project, with particular emphasis on supporting a beginning teacher; and involvement with two Teacher-Led Innovation Fund (TLIF) projects, one of these having a key role as Critical Friend. An additional recent project investigated what enables and challenges beginning teachers as they learn to incorporate problem-solving in their mathematics programmes. Drawing on data from these projects, implications for professional development and teacher education are being developed.
Rodley, H., & Bailey, J. (2021). The challenge of teaching children mathematics through meaningful problem-solving. Set: Research Information for Teachers, (1), 43-51. doi:10.18296/set.0195
Bailey, J. (2021). Powerful pedagogies, part 1: Using workshops to support problem solving in mathematics. Retrieved from https://nzareblog.wordpress.com/2021/03/30/powerful-pedagogies-1/
Bailey, J. (2020). Primary teachers positioning problem solving at the heart of mathematics Final report.
Bailey, J., & McChesney, J. (2020). Purposeful problem solving practices in Te Kākano. Early Childhood Folio, 24(2), 15-20. doi:10.18296/ecf.0082
Find more research publications by Judy Bailey
Mathematics Education; Teacher Education; Teaching
Mathematical problem solving/rich tasks; Beginning teachers; Pre-service teacher education