WENDY DEVLIN

I have taught, lectured and written mathematics professional development resources and courses for 46 years. I have kept my research realistic by becoming a classroom teacher every few years to ensure my research and support is realistic and practical. I have just retired from 7 years of Mathematics Curriculum Management where I trained teachers to implement the Australian Curriculum and lift the the school's national assessment scores (NAPLAN) well above the national average. * 25 years in the classroom from Pre K to Year 7. * Professional Development Officer for schools in both Language and Mathematics * Research and Development Officer for Western Australia's Education Department and Murdoch University WA * Co-author and lecturer Early Childhood Numeracy B ED Course Curtin University WA * Co-author of First Steps in Mathematics Resources.(Whole and Decimal Number, Space, Measurement, Chance and Data) * Senior Consultant Steps Professional Learning Edith Cowan University WA * Writer of integrated language and Maths course for Yr 5 students in the School of Isolated and Distant Education WA * Presenter at over 100 conferences for mathematics education K-7 * Presenter at NCSM USA * Consultant for Pearson Education Canada * Consultant for Pearson Education NY City * Consultant for Steps Professional Learning UK * Author of the Diagnostic Resource for Assessing Mathematics (DRAM) * Mathematics Curriculum Co-ordinator K-6.

My teaching style varies according to the student's understanding, the subject focus and the stage of learning. Basically I plan clear discrete objectives then draw out and identify what the students understand, diagnose the level of their conceptual understanding to see if there are misconceptions or partial concepts already. Plan multi-sensory experiences and activities for the students to construct, practise and then apply the concept. This is followed up in subsequent lessons in short mental activities for students to access the concept and develop fluency, then in problem solving activities to develop further reasoning about the concept. Students are enabled to collaborate, represent and present, conjecture, look for more than one proof, evaluate and analyse results. I find students love learning the history of the number and measurement systems. When I assess, the students write on the test papers if they don't understand how to answer a question, or if they have guessed the answer. All of the children at our school knew teachers test to find out what to teach next rather than judge or just grade them. We have changed the culture.

I accepted an invitation to present a paper on the international research findings into misconceptions at the NCSM I was invited to be the Senior International Consultant for STEPS Professional Development Company

* Teaching certificate: Grayland's Teacher's College * Diploma of Education: Edith Cowan University * Bachelor of Education: Edith Cowan University * 4 Research unit towards Master of Education: Murdoch University * Research and Devlopment Officer for Fist Steps in Mathematics

* Invited to present a paper at the National Conference for Supervisors of Mathematics Anaheim USA * Invited to research (Murdoch University) how children learn mathematics for Department of Education and Training Western Australia * Invited to review and report on Analysis of FSiM project for Australian Council of Educational Research