Ms Anne Roche

(DipT, BEd, MEd)

I was a primary school teacher from 1982 to 1988 and commenced work at ACU in 1999 as a research assistant for the Early Numeracy Research Project. This continued until 2001. Since then I have had some experience working with preservice and postgraduate students at ACU but my main role since 2002 has been managing the research in the Mathematics Teaching and Learning Research Centre. I completed my Master of Education specialising in Early Numeracy in 2004. I also coordinated the development of the Fractions and Decimals Online Interview and support materials for the Victorian Department of Education and Early Childhood Development. My main research has involved understanding and assessing student thinking about decimals and fractions, and assessing teachers’ pedagogical content knowledge in this area. Two current research projects involve learning about strategies teachers can use to encourage students to persist when they are working on challenging mathematics tasks (Encouraging Persistence Maintaining Challenge Project), and exploring needed support for teachers to implement the Australian Curriculum: Mathematics. In some recent research and professional development projects, I have enjoyed developing new classroom tasks and activities and working in classrooms to try them out.

Book Chapters

Bobis, J., Higgins, J., Cavanagh, M., & Roche, A. (2012). Professional knowledge of practising teachers of mathematics. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees (Eds.), Research in mathematics education in Australasia: 2008-2011 (pp. 313-341). Rotterdam: Sense Publications.

Roche, A. (2011). Which is larger? A decimal dilemma. In J. Way & J. Bobis (Eds.), Fractions: Teaching for understanding (pp. 116-124). Adelaide: Australian Association of Mathematics Teachers.

Clarke, D., Roche, A., & Mitchell, A. (2011). One-to-one student interviews provide powerful insights and clear focus for the teaching of fractions in the middle years. In J. Way & J. Bobis (Eds.), Fractions: Teaching for understanding (pp. 23-32). Adelaide: Australian Association of Mathematics Teachers.

Roche, A. (2008). Research-based hints for addressing misconceptions about decimals. In A. Gervasoni (Ed.), Extending mathematical understanding through place value (pp. 43-49). Ballarat: BHS Publishing.

        Refereed Journal Articles

Clarke, D. M., Roche, A., Cheeseman, J., & Sullivan, P. (2014). Encouraging students to persist when working on challenging tasks: Some insights from teachers. Australian Mathematics Teacher, 70(1), 3-11.

Roche, D., & Clarke, D. (2013). Music Cards: A task rich in possibilities for revealing students’ mathematical thinking. Mathematics Teaching in the Middle School, 19(5), 301-307.

Roche, A., Clarke, D., Sullivan, P., & Cheeseman, J. (2013). Strategies for encouraging students to persist on challenging tasks: Some insights from work in classrooms. Australian Primary Mathematics Classroom, 18(4), 27-32.

Roche, A. (2013). Sandy Point fun run: A context for understanding and using scale. Australian Primary Mathematics Classroom, 18(3), 35-40.

Clarke, D., Roche, A., Wilkie, K., Wright, V., Brown, J., Downton, A., Horne, M., Knight, R., McDonough, A., Sexton, M., & Worrall, C. (2013). Demonstration lessons in mathematics education: Teachers’ observation foci and intended changes in practice. Mathematics Education Research Journal, 25(2), 217-230. (DOI) 10.1007/s13394-012-0058-z

Roche, A. (2013). Choosing creating and using story problems: Some helpful hints. Australian Primary Mathematics Classroom, 18(1), 30-35.

Roche, A., & Clarke, D. M. (2013). Primary teachers’ representations of division: Assessing mathematical knowledge that has pedagogical potential. Mathematics Education Research Journal, 25(2), 257-278. (DOI) 10.1007/s13394-012-0060-5

Clarke, D., Clarke, B., & Roche, A. (2011). Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one interviews. ZDM Mathematics Education, 43(6), 901-913.

Clarke, D. M., Downton, A. & Roche, A. (2011). The one-minute challenge. Teaching Children Mathematics, 17(6), 342-349.

Roche, A. (2010). Decimats: Helping students to make sense of decimal place value. Australian Primary Mathematics Classroom, 15(2), 4-10.

  Clarke, D., & Roche, A. (2010). The power of a single game to address a range of important ideas in    fraction learning. Australian Primary Mathematics Classroom, 15(3), 18-24.

Clarke, D. M., & Roche, A. (2009). Using mathematical tasks built around “real” contexts: Opportunities and challenges for teachers and students. Australian Primary Mathematics Classroom, 14(2), 24-31.

Clarke, D. M., & Roche, A. (2009). Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction. Educational Studies in Mathematics, 72, 127-138.

Clarke, D., Roche, A., & Mitchell, A. (2008). Ten practical tips for making fractions come alive and make sense. Mathematics Teaching in the Middle School, 13(7), 373-380.

Roche, A. (2005). Longer is larger – Or is it? Australian Primary Mathematics Classroom, 10(3), 11-16.

Refereed conference proceedings

Clarke, D. M., Roche, A., & Knight, R. (2013). Teachers and observers learning from demonstration lessons in mathematics education. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37^th Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 44). Kiel, Germany: PME.

Sullivan, P., Clarke, D., Clarke, D., & Roche, A. (2013). Teachers’ decisions about mathematics tasks when planning lessons. In V. Steinle, L. Ball & C. Bardini (Eds), Mathematics education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, pp. 626 - 633). Melbourne, VIC: MERGA.

Cheeseman, J., Clarke, D., Roche, A. & Wilson, K. (2013). Teachers’ views of the challenging elements of a task. In V. Steinle, L. Ball & C. Bardini (Eds), Mathematics education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, pp. 154-161). Melbourne, VIC: MERGA.

Clarke, D. M., Downton, A., Wilkie, K., Wright, V., & Roche, A. (2012). Primary teachers’ intended observation foci during mathematics demonstration lessons. In Proceedings of the 12^th International Congress on Mathematics Education (Topic Study Group 25) Seoul, Korea, July 2012.

Sullivan, P., Clarke, D., Michels, D., Mornane, A., & Roche, A. (2012). Supporting teachers in choosing and using challenging mathematics tasks.  In J. Dindyal, Lu Pien Cheng, & Swee Fong Ng (Eds), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, pp. 688 – 695). Singapore: MERGA.

Roche, A., & Clarke, D. (2011). Some lessons learned from the experience of assessing teacher pedagogical content knowledge in mathematics. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: traditions and [new] practices (Proceedings of the 23^rd biennial conference of the Australian Association of Mathematics Teachers Inc. and the 34^th annual conference of the Mathematics Education Research Group of Australasia Inc., Vol. 2, pp. 658-666). Adelaide: MERGA.

Clarke, D., & Roche, A. (2010). Teachers’ extent of use of particular task types in mathematics and choices  behind that use In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematical education (Proceedings of the 33^rd annual conference of the Mathematics Education Research Group of Australasia Vol. 1, pp. 153-160). Freemantle: MERGA.

Clarke, B. A., Clarke, D. M., O’Shea, H., Sullivan, P., & Roche A. (2009). Likes and learning: Students’ perceptions of the value of different mathematical task types. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), In search of theories in mathematics education (Proceedings of the 33rd Conference of the International Group of Psychology of Mathematics Education, Vol. 1, p. 361). Thessaloniki, Greece: PME.

Clarke, D. M., Roche A., & Downton, A. (2009). Assessing teacher pedagogical content knowledge: Challenges and insights. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), In search of theories in mathematics education (Proceedings of the 33rd Conference of the International Group of Psychology of Mathematics Education, Vol. 1, p. 362). Thessaloniki, Greece: PME.

Clarke, D., & Roche, A. (2009). Opportunities and challenges for teachers and students provided by tasks built around “real” contexts. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia Incorporated, pp. 722- 725). Palmerston: MERGA.

Roche, A., & Clarke, D. (2009). Making sense of partitive and quotitive division: A snapshot of teacher’s pedagogical content knowledge. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia Incorporated, Vol. 2, 467-474). Palmerston: MERGA.

Dole, S., Clarke, D. M., Wright, T., Hilton, G., & Roche, A. (2008). Eliciting growth in teachers’ proportional reasoning: Measuring the impact of a professional development program. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions (Proceedings of the 31^st annual conference of the Mathematics Education Group of Australasia, pp. 163-170). Adelaide: MERGA.

Clarke, D. M., Roche, A., & Mitchell, A. (2007). Year six fraction understanding: A part of the whole story. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice (Proceedings of the 30^th annual meeting of the Mathematics Education Group of Australasia, Vol. 1, pp. 207-216). Adelaide: MERGA.

Roche, A., & Clarke, D. M. (2006). When successful comparison of decimals doesn’t tell the full story. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group of Psychology of mathematics Education (Vol. 4, pp. 425-432). Prague: PME.

Clarke, D. M., Roche, A., Mitchell, A., & Sukenik, M. (2006). Asssessing student understanding of fractions using task-based interviews. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group of Psychology of mathematics Education (Vol. 2, pp. 337-344). Prague: PME.

Roche, A., & Clarke, D. M. (2004). When does successful comparison of decimals reflect conceptual understanding? In I. Putt, R. Farragher & M. McLean (Eds.), Mathematics education for the third millenium: Towards 2010 (Proceedings of the 27^th annual conference of the Mathematics Education Research Group of Australasia, pp. 486-493). Townsville, Queensland: MERGA.

Papers in Non-Refereed Conference Proceedings

Sullivan, P., Cheeseman, J., Michels, D., Mornane, A., Clarke, D., Roche, A., & Middleton, J. (2011). Challenging mathematics tasks: What they are and how to use them. In L. Bragg (Ed.), Maths is multi-dimensional (Proceedings of the 48th Annual Conference of the Mathematical Association of Victoria, pp. 33-46). Melbourne: Mathematical Association of Victoria.

Clarke, D. M., Mitchell, A., & Roche, A. (2005). Student one-to-one assessment interviews: A powerful tool for teachers. In J. Mousley, L. Bragg, & C. Campbell (Eds.), Mathematics: Celebrating achievement (pp. 66-80). Brunswick, Victoria: Mathematical Association of Victoria.

 Video and Other Published Material

Clarke, D. M., Mitchell, A., & Roche, A. (2005). Students’ understanding of fractions and decimals. Mathematics Teaching and Learning Centre, ACU.

Other publications

Roche, A. (2013). Riley’s fish: Using estimation to build a feeling for the measurement of mass. Prime Number, 28(2), 3-6.

Clarke, D. M., Roche, A., & Mitchell, A. (2010). Tio satt att gora brak levande. Namnaren 174, 37-44.

 Understanding and assessing students’ thinking about decimals and fractions, and teachers’ pedagogical content knowledge in this area. More recently, my focus has been on how teachers can encourage students to persist on challenging tasks, and exploring what support teachers might need to implement the new Australian Curriculum: Mathematics.

 Teaching Masters’ units in mathematics education in Victoria and Tasmania