Dr Linda Parish

Linda is a lecturer, primarily in early childhood and primary mathematics education. She has previously taught in primary schools, and at a Year 9/10 equivalent with "at risk youth" in the TAFE sector. Her passion for improving mathematics teaching and learning developed, in part, through her experience with these disadvantaged youth.

Her interest in vulnerable students is reflected in her research areas, with research in both students who struggle with learning mathematics in their early years of school, as well as a PhD focused on primary-aged students who show high capability in mathematics.

 Refereed Papers Published in Conference Proceedings

Parish, L. (2015). Challenging the mindset of Sammy: A case study of a grade 3 mathematically highly capable student. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia), pp. 477&ndash484. Sunshine Coast: MERGA.

Gervasoni, A., Perry, B. & Parish, L. (2015). The impact of Let&rsquos Count on children&rsquos mathematics learning. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia), pp. 253&ndash260. Sunshine Coast: MERGA. 

Parish, L. (2014). Defining mathematical giftedness. In J. Anderson, M. Cavanagh & A. Prescott (Eds.). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia) pp. 509&ndash516. Sydney: MERGA.

Gervasoni, A., Parish, L., Livesey, C., Croswell, M., Bevan, K., Hadden, T., & Turkenburg, K. (2013). Longitudinal progress of 6-year-old students who participated in an &lsquoExtending Mathematical Understanding&rsquo mathematics intervention program. In V. Steinle, L. Ball & C. Bardini (Eds.), Mathematics education: Yesterday, today and tomorrow (Proceedings of the 36^th annual conference of the Mathematics Education Research Group of Australasia), pp. 346-353. Melbourne, VIC: MERGA.

Gervasoni, A., Parish, L., Hadden, T., Livesey, C., Bevan, K., Croswell, M., & Turkenburg, K. (2012). The progress of grade 1 students who participated in an Extending Mathematical Understanding intervention program. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons, (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia), pp. 306-313. Singapore: MERGA, Inc

Gervasoni, A., Parish, L., Bevan, K., Croswell M., Hadden, T., Livesey, C., & Turkenburg, K. (2011). Exploring the mystery of children who read, write and order 2-digit numbers, but cannot locate 50 on a number line. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey: PME.

Gervasoni, A., Parish, L., Hadden, T., Turkenburg, K., Bevan, K., Livesey, C., & Croswell M. (2011). Insights about children&rsquos understanding of 2-digit and 3-digit numbers. In J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton (Eds.), Mathematics: Traditions and [New] Practices (Proceedings of the 23rd biennial conference of The Australian Association of Mathematics Teachers and the 34th annual conference of the Mathematics Education Research Group of Australasia, Vol 1, pp. 315-323). Alice Springs: MERGA/AAMT.

Gervasoni, A., Hart, A., Hodges, L. Croswell M., & Parish, L. (2011). Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap Project in a Kimberley Catholic school. In J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton (Eds.), Mathematics: Traditions and [New] Practices (Proceedings of the 23rd biennial conference of The Australian Association of Mathematics Teachers and the 34th annual conference of the Mathematics Education Research Group of Australasia, Vol 1, pp. 306-314). Alice Springs: MERGA/AAMT.

Gervasoni, A., Parish, L., Upton, C., Hadden, T., Turkenburg, K., Bevan, K., Livesey, C., Thompson,D., Croswell M., & Southwell, J. (2010). Bridging the Numeracy Gap for Students in Low SES Communities: The Power of a Whole School Approach. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education. Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, pp. 202-209, Fremantle: MERGA.

Parish, L. (2010). Facilitating the development of proportional reasoning through teaching ratio. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education. Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, pp. 469-476, Fremantle: MERGA.

Non-referees Journal Articles

Parish, L. (2015). The power of creativity: Supporting the learning of highly capable students. Prime Number, 30(1), 14-16.

Parish, L. (2013). I want to learn too!: Catering for the young Einsteins of the 21^st century. Prime Number, 28(3), 3-6.