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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 been leading Mathematics Education research in the School of Education at Edith Cowan University since January 2021. She was educated at Dicle, Baskent and Middle East Technical Universities, where she completed a Bachelor, Masters, and eventually PhD degrees, all three are in Mathematics Education. After ten years teaching mathematics in secondary comprehensive schools in Mardin and Ankara, she became a teacher educator and researcher.

Vesife has worked on the mathematics pedagogy aspects of teacher education at Hacettepe and Baskent Universities in Turkey, and then at the University of Tasmania in Tasmania, where she has also completed her Post Doctoral Training in Mathematics Education.

Vesife’s main research themes include mathematical knowledge for teaching and its impact on student learning outcomes, with a specific focus on algebra, and individuals’ perceptions of mathematics and its teaching and learning.

Vesife collaborates mathematics education researchers both nationally and internationally. She supervises higher degree by research students in the mentioned and other related areas.

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

  • 2022 - Edith Cowan University, School of Education Research Awards (Teacher Education).
  • 2022 - Edith Cowan University, Vice-Chancellor’s Staff Excellence Awards in the Inspirational Individual Category: Courage, Nominee.
  • 2021 - University of Tasmania, Vice Chancellor Early Career Research Award.

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

  • Jones, M., Geiger, V., Falloon, G., Fraser, S., Beswick, K., Holland-Twining, B., Hatisaru, V. (2024). Learning contexts and visions for STEM in schools. International Journal of Science Education, 2024(Article in press), TBD. https://doi.org/10.1080/09500693.2024.2323032.
  • Hatisaru, V., Stacey, K., Star, JR. (2024). Mathematical Connections in Preservice Secondary Mathematics Teachers' Solution Strategies to Algebra Problems. Avances de Investigación en Educación Matemática, 25(1), 33-55. https://doi.org/https://doi.org/10.35763/aiem25.6354.
  • 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.

Conference Publications

  • Hatisaru, V., Boylan, F. (2024). WHAT DO STUDY GROUPS OFFER FOR SUPPORTING MATHEMATICS TEACHER LEARNING? THE CASE OF ALGEBRA STUDY GROUP. ICME Proceeding (in preperation) (...). ICME.
  • Hatisaru, V. (2024). PEDAGOGICAL CONTENT KNOWLEDGE IN PRESERVICE SECONDARY MATHEMATICS TEACHER SOLUTIONS TO AN ALGEBRA PROBLEM. ICME Proceeding (...). ICME.
  • Hatisaru, V., Collins, J., Richardson, S., Lozanovski, C. (2024). Secondary Mathematics Teachers’ Mathematical Competence. Surfing the waves of mathematics education (263-270). Mathematics Education Research Group of Australasia Inc..
  • Hatisaru, V., Johnston, O., Collins, J., Harmon, W. (2024). Teacher Expectations of Student Strategies for Algebra Problems. Surfing the waves of mathematics education (271-278). Mathematics Education Research Group of Australasia Inc..

2023

Journal Articles

  • 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., Richardson, S. (2023). A structural perspective to mathematics teaching. Mathematics Teaching, 2023(286), 8-10. https://ro.ecu.edu.au/ecuworks2022-2026/2865.
  • 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). Mathematical sophistication: A valuable construct. Australian Mathematics Education Journal, 5(4), 6-10.
  • 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.
  • 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., 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. https://ro.ecu.edu.au/ecuworks2022-2026/3332.

Conference Publications

  • 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.. https://ro.ecu.edu.au/ecuworks2022-2026/3310.
  • 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.. https://ro.ecu.edu.au/ecuworks2022-2026/3311.

2022

Journal Articles

  • 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.
  • 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.
  • 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.
  • 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. https://ro.ecu.edu.au/ecuworks2022-2026/1442.

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. https://ro.ecu.edu.au/ecuworks2022-2026/1627.
  • 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. https://ro.ecu.edu.au/ecuworks2022-2026/1628.

2021

Journal Articles

  • 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. (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., Fraser, S. (2021). Make room for D-STEM! A way to inform the teaching of STEM in schools. Teaching Science, 67(1), 11-20.
  • 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.

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

  • 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.
  • 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.

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. (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., 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.
  • 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., 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.

2019

Journal Articles

  • 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.
  • 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.

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

Principal Supervisor

  • Master of Education, Family engagement and its influence on children's academic self-efficacy: the Children's University program in Western Australia

Completed Supervisions

Principal Supervisor

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