President:
President:
Dr J. Mousley
School of Education
Deakin University
Geelong, Vic, 3217
president@merga.net.au
Dr J. Anderson
Faculty of Education and Social Work
University of Sydney
Sydney, NSW, 2006
j.anderson@edfac.usyd.edu.au
August 18, 2009
Mogens Niss
Chair of the ICMI Awards Committee
IMFUFA, NSM, Building 27
Roskilde University
P.O. Box 260
DK-4000 Roskilde
DENMARK
mn@ruc.dk
Dear Mogens,
On behalf of the Mathematics Education Research Group of Australasia (MERGA)
and the Australian Association of Mathematics teachers (AAMT), I enclose our joint
nomination of Dr Gilah Leder, Professor Emerita, for the ICMI Felix Klein Medal.
MERGA represents mathematics educators across Australasia: Australia and New
Zealand as well as a smaller number from other countries. AAMT is Australia's
national organisation of mathematics teachers. Its membership network includes
mathematics teachers and mathematics teacher educators from across the whole
country. The support for this nomination from members of both associations has been
overwhelming.
We were requested to offer the names of relevant mathematics educators who could be
contacted for further information, so have included contact details for two well-known
and highly respected researchers from the field: Professor Gabriele Kaiser and
Professor Jeremy Kilpatrick.
Signed
Judith Mousley
and
Judy Anderson
for MERGA
and
for AAMT
Nomination for the ICMI FELIX KLEIN MEDAL
for 2009:
Gilah Leder
Gilah Leder’s love and talent for mathematics was recognised during her secondary
schooling, and one teacher in particular inspired her to study mathematics at
university. While completing a Bachelor of Arts with Honours in Mathematics, Leder
was the only woman studying mathematics at the Honours level. Passionate about
gender equity, and to fulfil her desire to influence future generations of women, Leder
became a mathematics teacher. Nearly five decades later, her early interests in women
and mathematics, and in mathematical opportunity and exceptionality, continue to be
evidenced in her sustained research and contributions to the mathematics education
community.
Recognised as an exceptional and inspired secondary teacher, Leder was soon
seconded to teach mathematics in the teacher education program at what is now the
University of South Australia, and then she moved on to lecturing pure mathematics at
what is now the University of Melbourne. Leder was awarded a Monash University
scholarship to study for a Masters degree and then an Australian Commonwealth
scholarship for a PhD to explore gender differences in mathematics participation and
achievement—specifically the phenomenon of “fear of success”. Leder was promoted
rapidly to Senior Lecturer at Monash University, and then to Associate Professor in
the Faculty of Education: the first woman to be promoted to this position. She became
a full Professor to the Graduate School of Education at La Trobe University in 1994,
the first woman to hold this position.
The entry about Gilah Leder in Notable Women in Mathematics, captured the essence
of Leder’s influence on increasing the participation of women in the discipline in
noting that:
Her career opportunities have been a source of deep satisfaction. She has served as an
exemplary role model to her students and to teachers of mathematics. The mathematics
education of young women and the opportunities now available to them owe much to
her research endeavours. (Forgasz, 1998, p. 122)
It is clear that throughout her professional life, Gilah Leder has made a sustained,
consistent, and outstanding contribution to mathematics education, and to its research
and development—with particular emphasis on the success of girls and women. She
did this through scholarly theoretical work, undergraduate and postgraduate teaching
as well as graduate supervision and mentoring of young researchers and teachers, and
leadership roles in professional associations and the national and international
mathematics education communities. We have used these areas in the following
description of Gilah Leder’s major contributions to mathematics education.
1
1. Theoretical work
The majority of Leder’s theoretical and experimental work has focused on gender
issues, resulting from her concern with girls’ access to and performance in
mathematics as well as higher education.
Leder’s research expertise embraces gender issues, affect, exceptionality, and the
interaction between teaching, learning and assessment of mathematics. Her diverse
vitae include over sixty book chapters in edited collections, more than eighty reviewed
papers in high-quality journals, and over fifty refereed and published conference
papers. Her contributions to the research field also involve more than forty plenary
and invited addresses (including those to PME and PME-NA conferences, ICMI
studies, and ICME congresses) and twelve book reviews. Hardly a year has passed
without Leder presenting research papers to PME, MERGA, and other high-level
conferences. Similarly, Leder is a regular participant at ICME conferences and by
invitation she presented at ICME5, ICME7, ICME8 and ICME11, the Symposium on
the Occasion of the 100th Anniversary of ICMI, and the Nordic pre-conference for
ICME 10. In response to a PME plenary paper by Leder, a Research Forum on gender
and the use of technology for mathematics learning was conducted at PME 27, and
since PME 29 there has been a Discussion Group or a Working Group on the topic of
gender and mathematics education. In short, Leder is respected throughout the
international mathematics education community, particularly for her work in the area
of gender issues in mathematics education.
Leder has also demonstrated versatility in communication formats, winning a Merit
Award for excellence in design and production of video based learning materials,
awarded by the Australian Society for Technology. Publications arising from her
extensive research career have underpinned and supported not only the work of
researchers, but also of teachers and teacher educators. The wide use of her work
internationally is evident from her impressive citation rates — the ISI Web of Science
shows 131 citations of Gilah Leder’s work. A further indication of the number of
people who use her work around the world these days is that her MERGA papers have
been downloaded over 1000 times since they were made available on line less than
two years ago.
It should be noted that Gilah Leder embarked on research in the area of gender and
mathematics before that issue was popularised by feminist educational researchers,
when she pioneered work that took account of the multiple interacting factors that are
so relevant in understanding students’ learning of, and attitudes to, mathematics. Her
work on the interplay of gender with affect, cultural context, and psychological, social,
and situational variables that shape students’ learning, educational, and career
environments has been a major influence in charting research directions in the field.
A strength of Gilah Leder’s work in this area is its focus on methodology, where her
expertise in analysis has been applied in the very difficult area of scientifically
measuring affective factors—attitudes to and beliefs about mathematics, self-concept,
approaches to learning mathematics, and self-judgments about mathematical efficacy.
2
Leder’s reviews in books and journals have continued to be prominent during the last
three decades. Also often cited by teachers are her major reviews of research in the
area of gender and mathematics that have been published in numerous international
handbooks. Her international standing here is evidenced by invitations for her to write,
alone or jointly, the “state of the art” chapters on mathematics and gender for the
Handbook of Research on Mathematics Teaching and Learning (Macmillan), the
International Handbook of Mathematics Education (Kluwer), the Encyclopaedia of
Mathematics Education (Taylor and Francis), and Gender and Education: An
Encyclopaedia (Praeger). Further, Leder contributed to the inaugural MERGA 4yearly review of Australian research that was published in 1984, summarising research
on girls and mathematics, co-edited the next 4-yearly review that came out in 1988,
and has been a regular author in these regularly-published reviews though to 2008.
In her early research on gender and mathematics education, Leder noted persistent
patterns of gender difference in two main spheres: achievement measures and
participation rates, particularly in the most challenging mathematics subjects. She
developed an explanatory framework for these gender differences, and to this day, the
model continues to provide a useful starting point for research on gender issues in
mathematics education, being used by many younger researchers and also senior
mathematics curriculum developers in Australia. Leder’s methodological expertise in
capturing affective variables also became highly respected as she has led some major
research projects and has garnered significant research grants, mainly from Australian,
Swedish, and Norwegian sources. This expertise developed further through her work
with doctoral students—including Forgasz (who modified the Mathematics as a male
domain subscale of the Fennema-Sherman Mathematics Attitude Scales) and Vale
(who developed a scale for examining the relationship between gender and attitudes to
using computers for learning mathematics), as well as other new academics. This work
was also recognised by the Australian Council for Educational Research when Leder
was selected to co-lead the Australian Student Pathways Project to investigate the
ways in which data about gender and education has been collected and used over time.
Further in relation to methodology, Leder has developed a strong reputation for
encouraging colleagues and students’ strengths in both quantitative and qualitative
approaches to data collection and analysis. Leder also made a contribution to the
development of mixed methods research in mathematics education when she was one
of the early researchers to use classroom observation and audio-taping of mathematics
classrooms in her study of interactions in mathematics classrooms and was able to
make distinction between the nature of teachers’ interactions with students and not just
the number of interaction. Gilah Leder has also contributed this range of expertise and
creatively adapted it for use in state and national large-scale data collection and
analysis projects.
Throughout the past three decades, Leder has also made a significant contribution to
mathematics education research through her editorial work. Amongst her numerous
accomplishments, she co-edited books including Assessment and Learning of
Mathematics, Mathematics and Gender (with Fennema, later re-published), and
Beliefs: A hidden variable in mathematics education? (with Pehkonen and Törner,
Kluwer). Her most recent co-edited monographs include Stepping Stones for the 21st
Century (with Forgasz, Sense Publishers), which synthesises the longer-term impact of
3
influential Australasian research in mathematics education. Working with others in
this way gave Leder the opportunity to draw on key theorists in sociology,
psychology, mathematics, and other fields as well as to promote young researchers
and peers in her field. Guest journal editorships in her areas of expertise include
special issues Mathematics and gender: New Perspectives on gender (with Forgasz,
ZDM), Mathematics and Gender (ESM), and Affect and Mathematics Education (with
Grootenboer, MERJ), Mathematically able students (ESM), and Special Bicentennial
issue (with Chapman and Rowley, AJE) and Attitudes and motivation (MERJ).
In relation to her influence on the mathematics teaching community, Leder has made
regular research-based and scholarly contributions to conferences of the Australian
Association of Mathematics Teachers—and those of its state branches such as the
Mathematical Association of Victoria—as well as public lectures, colloquia and
workshops for teachers: particularly with reference to girls and mathematics. Teachers
report that her presentations are practical in useful ways as well as being thought
provoking and stimulating. Leder’s contributions to the professional journals
published by AAMT and state associations are equally well received—again because
her research has direct application to school mathematics. Her articles in teachers’
professional journals and conference proceedings are widely read, as evidenced by the
number of articles, download counts, and citations. For example, Leder contributed
nine articles to the Australian Mathematics Teacher and the Australian Senior
Mathematics Journal— the first in 1976 and the last in 2006—as well as many other
professional journal articles that are not listed in her curriculum vitae.
Through her engagement with the mathematics teaching community Leder brought the
attention of teachers and curriculum writers to gender issues in mathematics education
and laying the foundation for the development of gender inclusive mathematics
curriculum in Australia and elsewhere. In all, it is mainly due to Leder’s influence and
that of people she has worked with that affective factors are seen as particularly
important in mathematics curriculum development, pedagogy, and assessment across
Australia and New Zealand. This influence was summarised in an article entitled “The
Impact of 20 Years of Research”, about Australian research that has made a difference
nationally and internationally. Professor Graham Jones (Illinois State University and
Griffith University) wrote:
Gilah Leder has been a world leader in this field for two decades as attested by her book
with Elizabeth Fennema (1990) … These major international works, her prodigious
research, and her leadership have inspired other Australasian researchers … to make
this field their own. In a plenary address at the 25th annual conference of PME
International (2001), Gilah Leder looked back over the last 30 years of research on
mathematics and gender. … In a real sense, this paper is not only a description of the
history and major issues in gender and mathematics research, it is also a history of
Leder’s contribution to it. It also foreshadowed the directions of contemporary research
where Leder and other Australasian researchers are making a major impact in the
international scene … the strength of the impact made by Australasian research in
gender and mathematics continues unabated as it revisits key questions in the literature
and charters new waters. On the one hand, changes in the way girls and boys perceive
mathematics and its teaching are being corroborated from several sources; on the other
4
hand, new philosophical positions are creating the need for new practice in gender
research. (Jones, 2004, p. 7)
Leder’s work has made an impact on policy development in Australia across a
significant span of time since the 1970s when she worked on numerous reports to the
Federal and State governments on girls and school mathematics. Her work is cited
frequently in government documents and it is quite clear that her knowledge has
influenced curriculum development. It was Leder’s practical influence in the statewide Curriculum Frameworks development that brought gender to the fore in primary
and secondary mathematics pedagogy and professional development, long before the
feminist movement expounded on the need for access and equity in mathematics
education. Then Leder was the mathematics curriculum member of the small reference
group for the Victorian Essential Learning Standards, which involved the creation of
new forms of assessment—including features that have become influential throughout
Australia and New Zealand. Leder is still influential in government policy and
curriculum development, and is also still sought after for membership of state and
national reference groups. Recently she was an invited member of the Advisory
Council for a major review of the mathematical sciences in Australia: Mathematical
Sciences: Adding to Australia.
It is clear that the intensity of Gilah Leder’s contributions has not diminished from the
earliest days of PME and MERGA until—and since—her retirement from La Trobe
University. As the attached list of publications shows, in her retirement position as
Emerita Professor (La Trobe University) and Adjunct Professor (Monash University),
Gilah Leder has continued this sustained and distinguished research achievement
across her professional lifetime.
2. Graduate supervision and mentoring
Gilah Leder has been a sought-after supervisor, particularly by women in mathematics
education, because she encouraged creativity and independence. At Monash
University (with 55,000 students and 7000 academic staff), Leder had the distinction
of being named “Supervisor of the Year” in 1993. This attested to her unfailing energy
and attentiveness to students’ needs, her high expectations for quality research and
writing, and her prompt and detailed feedback on written work. Later at La Trobe
University (with 300 graduate courses) she had the further distinction of being named
supervisor of the “2002 Exemplary Doctoral Thesis”. In fact, across her career, Leder
has supervised more than 60 research students to successful completion. Many of her
students now have international, national, and state standing and impact as professors,
associate professors, and lecturers as well as curriculum developers and Education
Department personnel. Many of her former students now hold very senior positions at
other Australasian universities, and several have won prestigious university, national
or international awards, grants, and honours. As the majority are women and many
have focused their research on gender, access and equity, and related issues, the
impact of Leder’s influence in this area (as well as other areas) is widespread.
A further significant contribution that Gilah Leder has made to mathematics education
over her time as a teacher, teacher educator, researcher, and leader relates to
mentoring. As a young teacher then lecturer, Leder soon gained a reputation for
5
supporting the development of students’ and teachers’ confidence and expertise in
mathematical methods, and for continuing to support graduates through their early
years of teaching mathematics. Leder has not only published prodigiously with
teachers, her students, graduates, curriculum developers, and mathematicians, but she
has also freely given detailed advice to this range of professionals about grant
applications, drafts of conference papers and journal articles, promotion applications,
job applications, and appropriate professional networking. There are many members
of MERGA and AAMT who have Gilah Leder to thank for such advice, personal and
academic references, and other forms of collegial support. Leder’s graduates have
found that she opens doors for them: she has proved to be extremely inclusive and
generous, and always takes time to answer when approached by students or colleagues
for advice, references, co-writing, etc. These personal qualities are highly valued in
the academic and teaching communities and she has been a strong role model in this
respect. In particular, MERGA and AAMT members appreciate the fact that Leder has
continued to be so supportive in these ways into her retirement years.
In fact, much of Leder’s mentoring work that has been appreciated throughout the
mathematics education community has not been very public — but it has resulted in
opportunities for and public recognition of young academics as well as international
colleagues. These include:
 reviewing research papers for various levels of conferences and journals;
 assessing many Honours, Masters and PhD theses;
 organising regular seminars for her off-campus and on-campus doctoral students
and others;
 arranging academic teacher exchanges and organising exchanges of doctoral
students to assist the internationalisation of mathematics education research;
 giving many young researchers opportunities to present at her significant seminar
series held in Melbourne; and
 sponsoring visiting mathematics and mathematics education researchers and
hosting visiting doctoral and post-doctoral students.
Over the years, Gilah Leder gained insights into research and supervision processes
that few could match, and these have been shared willingly throughout the
mathematics education community—not only within Australia. For example, Leder
was a Guest Professor at University of Kristianstad during 2002-2005, collaborating
with Professor Barbro Grevholm. During this time she assisted with the supervision of
doctoral students, gave seminars for doctoral students and supervisors, and visited the
ten different departments that were part of the Swedish Graduate School in
Mathematics Education. Leder’s outstanding experience and knowledge about
doctoral supervision was of utmost value to her colleagues in Sweden. She also
organised doctoral study visits for several of the Swedish doctoral students, which was
important to their development. Further, in 2005, Leder was one of the group leaders
in the Nordic Graduate School summer course in Jyväskylä in Finland. Here she gave
a highly valued lecture then lead one of the groups of doctoral students over six
sessions of 90 minutes group work on their studies. Through this and invited roles in
other countries, Leder has become known not only for her significant body of work in
the areas of gender and mathematics, students' attitudes and beliefs, and talented
6
mathematics students, but also on techniques of, and approaches to, graduate
supervision and graduate studies at the highest level.
La Trobe University (a widely-respected multi-campus Australian university with over
26,000 students) recognised such contributions, and especially her research leadership,
by making her Professor in the Graduate School of Education (from1993), Director of
Graduate Studies for the University (from 2000), and then Inaugural Director of its
Institute for Advanced Study (from 2000). Despite the demands of this latter position,
Leder has continued to support her discipline.
3. Leadership roles
A significant aspect of Gilah Leder’s achievements is the leadership that she has
undertaken for the international and Australasian mathematics education communities.
Leder was a member of the Executive Committee of the International Commission of
Mathematical Instruction for two four-year terms. She was an active IC member who
attended all meetings and was involved in the planning and shaping of several ICMI
studies, serving on the IPC of several such studies. Leder contributed actively to two
of the ICMI affiliates — IOWME and especially PME.
It is appreciated by Australasians that during her time on the ICMI and Aust ICMI
executive committees she encouraged and supported the participation of younger
Australian and New Zealand mathematics educators in a range of ICMI conferences
and studies. Thus Leder ensured that many of her Australian and New Zealand
mathematics education colleagues, including younger people who were new to
academia, became both aware of and involved in ICMI activities.
Contributing to ICME conferences in various ways — whether as presenter of a
regular lecture or the ICMI-Centennial symposium in Rome, or as organizer of a
Working or Discussion Group, Leder not only enriched the international mathematics
education community but also drew in younger mathematics education researchers.
Her time as a guest professor in Sweden coincided with the planning for ICMI 11 in
Copenhagen so she supported this event behind the scenes.
Leder has also coordinated international working and discussion groups and symposia
for PME. As President of the International Group for the Psychology of Mathematics
Education (PME) from 1999 to 2001, Leder was a strong and decisive leader with a
definite vision as to what needed to be done. She was willing to go out of her way to
help Local Organising Committees and took the necessary steps to ensure that a high
standard of academic quality and sound management procedures were maintained.
In recognition of her contributions to Mathematics Education Research Group of
Australasia (MERGA) throughout its entire 33 years of existence, and her standing in
the mathematics community, Gilah Leder has been made a life member of the
association. The citation referred to her active, continuous membership and significant
contributions since the first meeting of MERGA 30 years previously. Leder was an
inaugural member and helped compile the first proceedings. She was regarded as a
strong advocate for MERGA at a time in which it was difficult for the fledgling
MERGA to gain a foothold among Australia’s established mathematics and science
organizations. Leder served as a member of the first MERGA executive and was
7
Treasurer for two 3-year terms. As Treasurer—an unusual role for a woman at that
time—Leder was a major player in establishing MERGA on a sound financial footing,
and she was particularly instrumental in assisting the association to obtain
“Incorporation”. Later Leder returned to MERGA’s Executive as its first female
President, from 1994 to 1996. During her presidency, Leder strengthened MERGA in
two major ways: (a) by introducing a set of Vice Presidencies with distinct portfolios;
and (b) by managing a successful merger with the Mathematics Education Lecturers
Association—including the introduction of a second flourishing journal to focus on
teacher education and development. Leder became President of MERGA shortly after
some events associated with national curriculum frameworks development created
tensions between MERGA and AAMT. She recognised the detrimental effect of a
division between these two organisations, given that they have complementary interest
in and a shared commitment to school mathematics education. At Leder’s initiative, a
meeting between the Executives of the two organisations was held in July 1995. This
meeting marked the end of any actual or perceived tension between AAMT and
MERGA. Since that time, the organisations have collaborated constructively in a
range of areas that are too numerous to mention—this joint nomination being just one
example.
Gilah Leder also served on the executive of the Australian Association for Research in
Education and the Australian sub-committee of the International Commission of
Mathematical Instruction; and she continues to serve on various state, national, and
international committees as well as a number of community-based educational and
service organizations.
4. Peer recognition
Gilah Leder is proud of her listing amongst Notable Women in Mathematics, because
it recognised her impact on mathematics as aside from education. This level of
recognition has been echoed in the wider academic community by her being elected as
a Fellow of the Academy of the Social Sciences in Australia. Fellows of the Academy
are elected by their peers on the basis of having achieved a very high level of scholarly
distinction and for having made a distinguished contribution to a discipline of the
social sciences. The Academy is Australia’s peak body devoted to the advancement of
knowledge and research in the various social sciences, and its peer-elected fellows
represent the cream of the nation’s researchers in various discipline areas.
Leder’s mathematics, mathematics education, research, and editing knowledge—as
well as her significant and on-going scholarly contributions to publications in the
field—have been acknowledged through invitations to editorial committees. Even
though now retired, she is still a member of the following editorial groups: the Journal
for Mathematics Teacher Education, the Journal for Research in Mathematics
Education, Mathematical Thinking and Learning, Mathematics Education Research
Journal, Pythagoras, and The Australian Journal of Teacher Education, as well as the
book series Mathematics Education Library (Kluwer).
8
Gilah Leder’s standing in mathematics education, education more generally, and the
wider community is illustrated by her current honorary positions as:
 Fellow of the Academy of the Social Sciences
 Life member of the Mathematics Education Research Group of Australasia
 Distinguished Professor & Professor Emerita (La Trobe University)
 Adjunct Professor (Monash University)
It is notable that Leder commands respect not only from university administrators and
academics but also from mathematics teachers and their representatives on national
bodies. For example, AAMT and MERGA personnel who worked with Leder on highlevel grant applications and other projects have been particularly impressed by her
openness to ideas, her generosity in sharing her knowledge and wisdom, and her
genuine desire to produce results that had the potential to impact positively on the
lives and professional work of mathematics teachers, and her support and guidance for
women in a range of roles.
Conclusion
In summary, MERGA and AAMT believe that Gilah Leder has made an outstanding
contribution to the field of mathematics education through her research, mentoring,
and leadership. Her support for women and girls in the field has made a real difference
in Australasia and internationally, increasing the participation and success of women
in the fields of mathematics and mathematics education. Leder has served as an
exemplary role model for her students, for teachers of mathematics, and for academics
in mathematics education. Women and the opportunities now available to them owe
much to her endeavours.
In conclusion, MERGA and AAMT have great pleasure in jointly honouring the
sustained, outstanding contribution by Gilah Leder to mathematics education by
nominating her to be the recipient of the 2009 ICMI Felix Klein medal.
References
Jones, G. A. (2004). The impact of 20 years of research. In B. Perry, G. Anthony &
C. Diezmann (Eds.), Research in mathematics education in Australasia, 2000–2003
(pp. 339–386). Flaxton, Qld: Post Pressed.
Forgasz, H. J. (1998). Gilah Chaya Vanderhoek Leder. In C. Morrow & T. Perl (Eds.),
Notable women in mathematics. A biographical dictionary (pp. 118–123). Westport, CT:
Greenwood Press.
Attachments
(1) Letter of support from the Australian Mathematical Sciences Institute.
(2) Letter of support from Prof. Barbro Grevholm.
9
Summary statement
Gilah Leder has dedicated her working life to mathematics education, unstintingly
supporting the advancement of the field nationally and internationally. Throughout her
professional career, she has inculcated her love of mathematics, as well as a keen
interest in mathematics education and its research, in others.
Leder’s major contribution to the theory of mathematics education is in the area of
gender—specifically, the participation of girls and women in mathematics and in
mathematics education research at all levels. It is clear that throughout her
professional life, Leder has made a sustained, consistent, and outstanding contribution
to this domain of mathematics education in schools, academia, curriculum
development, leadership and administration, as well as graduate studies.
Leder has made this major contribution through her scholarly research and editorial
work, her teaching and graduate supervision as well as mentoring of young
researchers and teachers, and in a range of leadership positions. Most importantly,
Gilah Leder has been, and continues to be, an exemplary role model for women in
mathematics education.
Contacts for further information
Prof. Jeremy Kilpatrick
105 Aderhold Hall
University of Georgia
Athens, GA 30602-7124
USA
Prof. Gabriele Kaiser
Faculty of Education
Didactics of Mathematics
University of Hamburg
Von-Melle-Park 8
20146 Hamburg
GERMANY
Phone: +1 706 5424163
E-mail: jkilpat@uga.edu
Phone : +49 40 428385320
Email: gabriele.kaiser@uni-hamburg.de
10
Curriculum Vitae: Gilah C. Leder
Present Positions .................................................................................................................. 11
Earlier Appointments........................................................................................................... 11
University Degrees .............................................................................................................. 12
Major Scholarships, Honours, and Awards ......................................................................... 12
Books, Reports, and Guest Editor of Special Issues of Refereed Journals .......................... 13
Book Chapters ..................................................................................................................... 14
Papers in refereed journals .................................................................................................. 19
Book reviews ....................................................................................................................... 23
Papers in refereed conference proceedings.......................................................................... 24
Research grants received .................................................................................................... 30
Invited editorial positions ................................................................................................... 31
Current membership of professional associations ............................................................... 32
Major committee responsibilities ........................................................................................ 32
Selected key note and major invitational addresses ............................................................ 32
Present Positions
July 2007 to the present
IAS Distinguished Professor & Professor Emerita, La Trobe University
and
Adjunct Professor, Monash University
Earlier Appointments
2007–1994
Professor: La Trobe University
2007–2000
Director Institute for Advanced Study and Director of Graduate Studies,
La Trobe University
1993–1988
Associate Professor of Education,
Monash University
1987–1982
Senior Lecturer in Education: Monash University
1982–1978
Lecturer in Education, Monash University
11
1977–1973
Tutor in Mathematics method, Education Faculty, Monash University
1973
Lecturer (part-time) at the Council of Adult Education
Research Assistant (part-time) to Professor C. Wood, Monash University
1969–1966
Full-time homemaker
1965–1964
Tutor in Pure Mathematics at the Secondary Teachers College
(now The University of Melbourne)
1963
Teacher at:
Woodville High School, South Australia
Lakeside High School, Victoria
1962
Tutor (part-time) in Mathematics, Adelaide Teachers College
(now The University of South Australia)
University Degrees
B.A. (Hons) (1963), Dip.Ed. (1965) (The University of Adelaide)
M.Ed. (1973), Ph.D. (1979) (Monash University, Clayton)
Ph.D. (1979), Topic: Fear of success and sex differences in participation and
performance in mathematics.
Major Scholarships, Honours, and Awards
1975–1977: Commonwealth Postgraduate Research Award (for Ph.D. studies)
1970–1971: Monash University Post Graduate Scholarship (for M.Ed.)
1994–1998: President of the Mathematics Education Research Group of Australasia
1999–2001: President of the International Group for the Psychology of Mathematics
Education
2001: Elected Fellow of the Academy of the Social Sciences in Australia
2002: Life Membership by the Mathematics Education Research Group of Australasia
2002–2004: Guest Professor – Sweden (concurrent with other positions)
1991: Merit Award for excellence in design and production of video based learning
materials-category 1, awarded by the Australian Society for Technology
12
PUBLICATIONS
Books, Reports, and Guest Editor of Special Issues of Refereed Journals
Leder, G. C., & Forgasz, H. J. (Eds.) (2008). Mathematics education: New
perspectives on gender - Special issue of ZDM, The International Journal on
Mathematics Education, (pp. 513–714). Berlin/Heidelberg: Springer.
Leder, G. C., & Forgasz, H. J. (Eds.) (2007). Stepping stones for the 21st Century.
Australasian mathematics education research. Rotterdam, the Netherlands:
Sense Publishers.
Leder, G. C., & Grootenboer, P. (2005). Affect and mathematics education (Special
issue of the Mathematics Education Research Journal).
Leder, G. C., Pehkonen, E., & Törner, G. (Eds.) (2002). Beliefs: A hidden variable in
mathematics education? Dordrecht, The Netherlands: Kluwer.
Leder, G. C. (1995). Mathematics and gender. (Special issue of Educational Studies in
Mathematics).
Yates, L. & Leder, G. C. (1996). Student pathways. A review and overview of national
databases and gender equity. Canberra, ACT: Department of Education
Training and Children’s Youth and Family Bureau.
Forgasz, H., Jones, T., Leder, G., Lynch, J., Maguire, K., & Pearn, C. (Eds.) (1996).
Mathematics: Making connections. Brunswick, Victoria: Mathematical
Association of Victoria.
Fennema, E., & Leder, G. C. (Eds.) (1993). Mathematics and gender. St. Lucia,
Queensland: University of Queensland Press [an earlier version of this book
was published in 1990 by Teachers College Press.
Gunstone, R., & Leder, G. C. (1992). Quantitative methods in education research.
A case study. Geelong, Victoria: Deakin University Press.
Leder, G. C. (Ed.) (1992). Assessment and learning of mathematics. Hawthorn,
Australia: Australian Council for Educational Research.
Leder, G. C. (1992). Attitudes and motivation. (Special issue of the Mathematics
Education Research Journal).
Leder, G. C., & Sampson, S. N. (Eds.) (1989). Educating girls: Practice and research.
Sydney: Allen and Unwin.
Chapman, J., Leder, G. C., & Rowley, G. (1988). Special bicentennial issue. (Special
issue of the Australian Journal of Education).
Leder, G. C. (1986). Mathematically able students. (Special issue of Educational
Studies in Mathematics).
13
Book Chapters
Leder G. C. (2008). Pathways in mathematics teacher education: Individual teachers
and beyond. In K. Krainer & T. Wood (Eds.), International handbook of
mathematics teacher education: Vol.3. Participants in mathematics teacher
education (pp. 355–368). Rotterdam/Taipei: Sense Publishers
Forgasz, H. J., & Leder, G. C. (2008). Beliefs about mathematics and mathematics
teaching. In P. Sullivan & T. Wood (Eds.), International handbook of
mathematics teacher education: Vol.1. Knowledge and beliefs in mathematics
teaching and teaching development (pp. 173–192). Rotterdam/Taipei: Sense
Publishers.
Leder G. C. (2007). Mathematics performance. In B. Bank (Ed.), Gender and
education. An encyclopedia (pp.435–441). Westport, CT: Praeger Publishers.
Leder, G. C. (2007). Beliefs: What lies behind the mirror? The Montana Mathematics
Enthusiast, Monograph 3 (pp. 39–50). The Montana Council of Teachers of
Mathematics.
Forgasz, H. J., & Leder, G. C. (2007). Introduction. In G. C. Leder & H. J. Forgasz
(Eds.), (2007). Stepping stones for the 21st Century. Australasian Mathematics
Education Research (pp. 1–3). Rotterdam, the Netherlands: Sense Publishers.
Leder, G. C. (2006). Affect and mathematics learning. In J. Maasz & W. Schoeglman
(Eds.), New mathematics education research in practice (pp. 203–208).
Rotterdam, The Netherlands: Sense Publishers.
Leder, G. C. (2006). Affect and mathematics learning: concluding comments. In
J. Maasz & W. Schoeglman (Eds.), New mathematics education research in
practice (pp. 257–261). Rotterdam, The Netherlands: Sense Publishers.
Leder, G .C., & Forgasz, H. J. (2006). Affect and mathematics education, In
A. Gutièrrez, & P. Boero (Eds.), Handbook of research on the psychology of
mathematics education: Past, present and future (pp. 403–427). Rotterdam,
The Netherlands: Sense Publishers.
Leder, G. C., & Holliday, L. (2006). Research skills and writing a thesis. In
C. Denholm & T. Evans (Eds.), Doctorates downunder. Keys to successful
doctoral study in Australia and New Zealand (pp. 191–197). Camberwell,
Victoria: Australian Council for Educational Research.
Leder, G. (2004). Perspective. In T. P. Carpenter, J. Dossey, & J Koehler (Eds.),
Classics in mathematics education research (Vol. 1, p. 26). Reston, VA:
National Council of Teachers of Mathematics.
Leder, G. C. (2004). New directions in assessment: Challenges for students and
teachers. In Jianpan Wang & Binyan Xu (Eds.), Trends and challenges in
Mathematics Education (pp. 3–13). Shanghai: East China Normal University.
Leder, G. C., (2004). Mathematics, gender, and equity issues – Another perspective. In
B. Clarke, D. M. Clarke, G. Emanuelsson, B. Johansson, D. V. Lambdin,
F. K. Lester, A. Wallby, & K. Wallby, (Eds.), International perspectives on
learning and teaching mathematics (pp. 253–266). Göteborg: National Center
for Mathematics Education.
14
Forgasz, H. J., Leder, G. C., & Thomas, J. (2003). Mathematics participation,
achievement and attitudes: What’s new in Australia? In Leone Burton (Ed.),
Which way social justice in mathematics education? (pp. 241–260). Westport,
CT: Greenwood Press.
Leder, G. C., Pehkonen, E., & Törner, G. (2002). Setting the scene. In G. C. Leder,
E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics
education? (pp. 1–10). Dordrecht, The Netherlands: Kluwer.
Leder, G. C., & Forgasz, H. J. (2002). Measuring mathematical beliefs and their
impact on the learning of mathematics: A new approach. In G. C. Leder,
E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics
education? (pp. 95–113). Dordrecht, The Netherlands: Kluwer.
Leder, G. C. (2001). Women and mathematics, international comparisons of career
and educational problems. In L. S Grinstein & S. L. Lipsey (Eds.),
Encyclopedia of mathematics education (pp. 824–827). New York: Routledge
Falmer.
Forgasz, H. J., & Leder, G. C. (2001). A+ for girls, B for boys: Changing perspectives
on gender equity and mathematics. In B. Atweh, H. Forgasz, & B. Nebres
(Eds.), Sociocultural research on mathematics education: An international
perspective (pp. 347–366). Mahwah, NJ: Lawrence Erlbaum & Associates.
Forgasz, H. J., Leder, G. C., & Lynch, J. (2001). The social context and women’s
learning of mathematics. In J. E. Jacobs, J. R. Becker, & G. F. Gilmer (Eds.),
Changing the faces of mathematics: Perspectives on gender (pp.141–150).
Reston, VA: National Council of Teachers of Mathematics.
Lynch, J., Leder, G. C., & Forgasz, H. J. (2001). Mathematics: A dilemma for
feminists. In E. L. MacNabb, M. J. Cherry, S. L. Popham, & R. P. Prys (Eds.),
Transforming the disciplines. A women’s studies primer (pp.185–192).
Binghamton, NY: Haworth Press.
Forgasz, H., Leder, G., & Vale, C. (2000). Gender and mathematics: Changing
perspectives. In K. Owens & J. Mousley (Eds.), Research in Mathematics
Education in Australia (pp. 305–340). University of Western Sydney:
MERGA.
Leder, G. C., Rowley, G., & Brew, C. (1999). Gender differences in mathematics
achievement: Here today and gone tomorrow? In G. Kaiser, E. Luna, &
I. Huntley (Eds.), International comparisons in mathematics: The state of the
art (pp. 213–224). London: Falmer Press.
Leder, G. C. (1998). The aims of research. In J. Kilpatrick & A. Sierpinska (Eds.),
Mathematics education as a research domain: A search for identity
(pp. 131–140). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Leder, G. C. (1998). Educating the gifted: An historical overview. In J. Landvogt
(Ed.), Issues in gifted education: Probing deeper (pp. 1–10). Melbourne:
Hawker Brownlow Education.
15
Leder, G. C. (1998). A report card on education: our best and brightest have their say.
In J. Landvogt (Ed.), Issues in gifted education: Probing deeper (pp. 67–74).
Melbourne: Hawker Brownlow Education.
Leder, G. C., & Forgasz, H. J. (1998). Is it ever too late to study mathematics: An
Australian perspective. In T. Wedege & M. Niss (Eds.), Justification and
enrolment problems in education involving mathematics or physics (pp. 219–
234). Roskilde, Denmark: Roskilde University Press.
Leder, G. C., & Forgasz, H. J. (1998). Single-sex groupings for mathematics: An
equitable solution? In C. Keitel (Ed.), Social justice and mathematics (pp. 162–
179). Berlin: Freie Universität.
Leder, G. C., Forgasz, H. J., & Landvogt, J. (1998). Higher degree supervision: Why it
worked. In J. Malone, B. Atweh, & J. Northfield (Eds.), Research and
supervision in mathematics and science education (pp. 129–149). Mahwah,
New Jersey: Lawrence Erlbaum Associates.
Leder, G. C., & Lynch, J. (1997). Data gathering through questionnaires: New
perspectives. In C. McNaught (Ed.), Teaching with technology at La Trobe
(pp. 135–144). Bundoora, Victoria: Academic Development Unit, La Trobe
University.
Leder, G. C. (1996). Equity in the mathematics classroom: beyond the rhetoric. In
L. H. Parker, L. J. Rennie, & B. J. Fraser (Eds.), Gender, science and
mathematics: Shortening the shadow (pp. 95–105). Dordrecht, The
Netherlands: Kluwer Academic Publishers.
Leder, G. C. (1996). Gender equity: A reappraisal. In G. Hanna (Ed.), Towards gender
equity in mathematics education. An ICMI study (pp. 39–47). Dordrecht, The
Netherlands: Kluwer Academic Publishers.
Leder, G. C., Forgasz, H. J., & Solar, C. (1996). Research and intervention programs
in mathematics education: A gendered issue. In A. Bishop, K. Clements,
C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of
mathematics education (pp. 945–985). Dordrecht, Netherlands: Kluwer
Academic Publishers.
Leder, G. C. (1995). Equity inside the mathematics classroom: Fact or artefact? In W.
G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in
mathematics education (pp. 209–224). New York: Cambridge University
Press.
Leder, G. (1995). Equal or different? Cultural influences on learning mathematics. In
P. Rogers & G. Kaiser (Eds.), Equity in mathematics education. Influences of
feminism and culture (pp. 117–125). Washington, DC: Falmer Press.
Leder, G. C. & Forgasz, H. J. (1995). Girls and mathematics: Research for action. In
J. Pegg & L. Grimison (Eds.), Teaching secondary mathematics: Theory into
practice (pp. 186–207). Sydney: Harcourt Brace.
16
Leder, G. C., Forgasz, H. J., Holmes, M., Lentini, F., De Fontaine, D., Higgins, M.,
& Pearson, J. (1995). Case study: Korowa Anglican Girls School. In P.
Montgomery (Ed.), Maths in schools: A journey in professional development.
(Vol. 2, pp. 100–107). Brunswick, Victoria: Mathematical Association of
Victoria.
Leder, G. & Taylor, P. (1995). Mathematics and gender: A question of testing? In
B. Grevholm & G. Hanna (Eds.), Gender and mathematics education. An ICMI
Study (pp. 271–280). Lund: Lund University Press.
Leder, G. C. (1993). Preface. In E. Fennema & G. C. Leder (Eds.) (1993).
Mathematics and gender (pp. ix–xviii). St. Lucia, Queensland: University of
Queensland Press.
Leder, G. C. (1992). Mathematics and gender: changing perspectives. In D. A. Grouws
(Ed.), Handbook of research in mathematics teaching and learning (pp. 597–
622). New York: Macmillan.
Leder, G. C. (1992). Curriculum planning + assessment = learning? In G. C. Leder
(Ed.), Assessment in mathematics (pp. 330–346). Hawthorn, Vic: Australian
Council for Educational Research.
Leder, G. C. (1992). Assessment: As we sow we reap. In M. Stephens & J. Izard
(Eds.), Reshaping assessment practices: Assessment in the mathematical
sciences under challenge (pp. 114–124). Hawthorn, Vic: Australian Council
for Educational Research.
Leder, G. C. (1992). Teacher-student interaction revisited. In R. Gunstone & G. C.
Leder (Eds.), Quantitative methods in education research. A case study (pp.
39–43). Geelong, Victoria: Deakin University Press.
Leder, G. C. & Forgasz, H. J. (1992). Perspectives on learning, teaching and
assessment. In G. C. Leder (Ed.), Assessment in mathematics (pp. 1–23).
Hawthorn, Vic: Australian Council for Educational Research.
Leder, G. C. & Forgasz, H. J. (1992). Gender: a critical variable in mathematics
education. In B. Atweh & J. Watson (Eds.), Research in mathematics
education in Australasia 1988–1991 (pp. 67–95). Kelvin Grove, Queensland:
Mathematics Education Research Group of Australasia.
Leder, G. C. (1991). Universal scientific literacy. In W.A. Pullman (Ed.), Women in
science and technology: A vital asset (pp. 16–25). Perth: Industry Education
Forum.
Sullivan, P. & Leder, G. (1991). Questions and explanations in primary mathematics
teaching: A classroom investigation. In P. Sullivan & D. Clarke (Eds.),
Communication in the classroom: The importance of good questioning
(pp. 51–59). Geelong, Victoria: Deakin University Press.
Leder, G. C. (1990). Gender differences in mathematics: An overview. In E. Fennema
& G. C. Leder (Eds.), Mathematics and gender (pp. 10–26). New York:
Teachers College Press.
17
Leder, G. C. (1990). Teacher/student interactions in the mathematics classroom: A
different perspective. In E. Fennema & G. C. Leder (Eds.), Mathematics and
gender (pp. 149–168). New York: Teachers College Press.
Leder, G. C., & Fennema, E. (l990). Gender differences in mathematics: A synthesis.
In E. Fennema & G. C. Leder (Eds.), Mathematics and gender (pp. 188–199).
New York: Teachers College Press.
Leder, G. C. (l990). Gender and classroom practice. In L. Burton (Ed.), Gender and
mathematics: An international perspective (pp. 9–19). London: Cassell.
Leder, G. C. (1989). In N. F. Ellerton & M. A. Clements (Eds.), School mathematics.
The challenge to change (pp. 1–3, pp. 47–49, pp. 97–100, pp. 171–173,
pp. 217–219). Geelong, Victoria: Deakin University Press.
Leder, G. C. (1989). Do girls count in mathematics? In G. C. Leder & S. N. Sampson
(Eds.), Educating girls: Practice and research, (pp. 84–97). Sydney: Allen and
Unwin.
Leder, G. C. (1989). The image of mathematics in society: A case study. In C. Keitel
(Ed.), Mathematics, education and society (Science and technology education.
Document series no. 35) (pp. 40–42). Paris: UNESCO.
Leder, G. C. (1987). Attitudes to mathematics. In T. A. Romberg & D. Stewart (Eds.),
The monitoring of school mathematics (Vol.2, pp. 261–278). University of
Wisconsin, Madison: Wisconsin Center for Education Research.
Leder, G. C. (1986). Profiles of able mathematics students. In A. J. Cropley, K. K.
Urban, H. Wagner, & W. Wieczerkowski (Eds.), Giftedness over the decade: A
continuing world wide challenge (pp. 256–264). New York: Trillium Press.
Leder, G. C. (1984). Girls and mathematics: Single sex or mixed schooling? In
P. Costello, S. Ferguson, K. Slinn, M. Stephens, D. Trembath, & D. Williams
(Eds.), Facets of Australian mathematics education (pp. 169–172). Blackburn,
Victoria: AAMT, Academic Press.
Leder, G. C. (1984). Girls and mathematics: An annotated bibliography of Australian
Research. In J. Briggs (Ed.), Summary of research in mathematics education in
Australia (pp. 63–81). Brisbane: MERGA.
Leder, G. C. (1984). Brief biographies of some woman mathematicians. In M. Barnes,
R. Plaister, & A. Thomas (Eds.), Girls count in mathematics and science,
(pp. 194–196). Darlinghurst, NSW: MANSW.
Leder, G. C. (1981). Fear of success, mathematics and career choice. In A. H. Kramer
(Ed.), Gifted children: Challenging their potential. New perspectives and
alternatives (pp. 165–77). New York: Trillium Press.
18
Papers in refereed journals
Leder, G., & Forgasz, H. (2008). Mathematics education: New perspectives on gender.
Zeltralblatt für Didaktik der Mathematik, Mathematics Education, 40, 513–
518.
Leder, G. C. (2007). Using large scale data creatively: Implications for instruction.
Zeltralblatt für Didaktik der Mathematik, The International Journal on
Mathematics Education, 39, 87–94.
Brandell, G., Leder, G., & Nyström, P. (2007). Gender and mathematics: Recent
development from a Swedish perspective. Zeltralblatt für Didaktik der
Mathematik, 39, 235–250.
Forgasz, H. J. & Leder G. C. (2006). Academic life: Monitoring work patterns and
daily activities. The Australian Educational Researcher, 33(1), 1–22.
Forgasz, H. J & Leder G. C. (2006). Work patterns and stressors of experienced and
novice mathematics teachers. Australian Mathematics Teacher, 62(3), 36–40.
Leder, G. C., & Grootenboer, P. (2005). Editorial: Affect and mathematics education.
Mathematics Education Research Journal, 17(2), 1–8.
Leder, G. (2004). Gender differences among gifted students: contemporary views.
High Ability Studies, 15(1), 103–108.
Cox, P. J., Leder, G. C., & Forgasz, H. J. (2004). The Victorian Certificate of
Education – Mathematics, science and gender. Australian Journal of
Education, 48(1), 27–46.
Forgasz, H. J., Leder, G. C., & Kloosterman, P. (2004). New perspectives on the
gender stereotyping of mathematics. Mathematical Thinking and Learning,
6(4), 389–420.
Leder, G. C., Brandell, G., & Grevholm, B. (2004). The Swedish graduate school in
mathematics education: Conception, birth and development of a new doctoral
programme. Nordisk Matematikk Didaktic, 9(2), 165–182.
Leder, G. C. and Forgasz, H. J. (2004). Australian and international mature age
students: The daily challenges. Higher Education Research and Development,
23(2), 183–198.
Vale, C. M., & Leder, G. C. (2004). Student views of computer based mathematics in
the middle years: Does gender make a difference? Educational Studies in
Mathematics, 56, 287–312.
Barkatsas, A. N., Forgasz, H. J., & Leder, G. C. (2002). The stereotyping of
mathematics: gender and cultural factors. Themes in Education (ΘΕΜΤΑ στήυ
Εкπαίδενσή), 3(2), 199–216.
Leder, G. C. (2002). Sex differences in achievement scores: can we design
assessments that are fair, meaningful, and valid for girls and boys? A
commentary - Invited major commentary on the position paper written by
Diane Halpern. Issues in Education, 8(1), 2002, 55–63.
Leder, G. C., & Forgasz, H. J. (2002). Two new instruments to probe attitudes about
gender and mathematics. ERIC document number ED463312/TM033744
19
Forgasz, H. J., & Leder, G. C. (2001). The Victorian Certificate of Education: A
gendered affair? Australian Educational Researcher, 28(2), 53–66.
Landvogt, J., Leder, G. C., & Abbott, C. (2001). Experiences of learning and teaching
in an accelerated program: The view from within. TalentEd, 19(2), 1–9.
Forgasz, H., Leder, G., & Kaur, B. (2001). Who can[’]t do maths—boys/girls? Beliefs
of Australian and Singaporean secondary schools. Asia Pacific Journal of
Education, 21(2), 106–116.
Brew, C. R., & Leder, G. C. (2000). Curriculum and assessment: A question of
politics? Australian Journal of Teacher Education, 25(2), 4–13.
Forgasz, H. J, & Leder, G. C. (2000). Perceptions of the tertiary learning environment:
is mathematics worth the effort? International Journal of Science and
Technology, 31(1), 37–42.
Leder, G. C. (1999). Measuring up: Linking learning and assessment. Reflections,
24(1), 7–10.
Forgasz, H. J., Leder, G. C., & Gardner, P. L. (1999). The Fennema-Sherman
“Mathematics as a male domain scale” re-examined. Journal for Research in
Mathematics Education, 30(3), 342–348.
Forgasz, H. J. & Leder, G. C. (1998). Tertiary mathematics students: Why are they
here? Nordisk Matematik Didaktik (Nordic Studies in Mathematics), 6(2),
7–27.
Landvogt, J. E., Leder, G. C., & Forgasz, H. J. (1998). Sugar, spice and puppy dog
tails: Gendered perceptions of talent and high achievement. Australasian
Journal of Gifted Education, 7(2), 9–20.
Leder, G. C., & Forgasz, H. J. (1997). A case study in mathematics: Looking back
towards the future. Australian Educational Researcher, 24(3), 97–113.
Leder, G. C., & Forgasz, H. J. (1997). Single-sex classes in a coeducational high
school: Highlighting parents’ perspectives. Mathematics Education Research
Journal, 9(3), 274–291.
Leder, G. C., & Forgasz, H. J. (1997). Single-sex groupings: A solution for sex
differences in mathematics learning? Perceptual and Motor Skills, 84, 194.
Leder, G. C. (1996). Hunt and minstrel’s exposition on effective instruction in science
and mathematics. Issues in Education: Contributions from Educational
Psychology, 2(2), 177–182.
Forgasz, H. J., & Leder, G. C. (1996). Mathematics classrooms, gender and affect.
Mathematics Education Research Journal, 8(2), 153–173.
Forgasz, H. J. & Leder, G. C. (1996). Mathematics and English: Stereotyped domains?
Focus on Learning Problems in Mathematics, 18(1, 2 & 3), 129–137.
Taylor, P. J., Leder, G. C., Pollard, G. H., & Atkins, W. J. (1996). Gender differences
in mathematics: Trends in performance. Psychological Reports, 78, 3–17.
Leder, G. C. (1995). Higher degree supervision: A question of balance. Australian
University Review, 38(2), 5–8.
20
Leder, G. (1995). Guest Editorial. Educational Studies in Mathematics, 28(3), 195–
198.
Leder, G. C. (1995). Learning mathematics: the importance of (social) context. The
New Zealand Mathematics Magazine, 32(3), 27–40.
Forgasz, H. J., & Leder, G. C. (1995). Single-sex mathematics classes: Who benefits?
Nordisk Matematik Didaktik (Nordic Studies in Mathematics), 3(1), 27–46.
Leder, G. C. & Taylor, P. (1995). Achievement in the Australian Mathematics
Competition: A question of age? Mathematics Education Research Journal,
7(2), 95–110.
Yates, L. & Leder, G. (1995). The students’ pathways project: a study of large databases and gender equity. Unicorn, 21(4), 39–47.
Leder, G. C., Fullarton, S., & Taylor, P. (1994). Mathematically gifted students:
Challenging the stereotype. Australian Senior Mathematics Journal, 8(2),
13–19.
Atkins, W., Taylor, P., Leder, G. C., & Pollard, G. (1994). Where are Raelene,
Marjorie and Betty now? The Australian Mathematics Teacher, 50(1), 40–42.
Fennema, E., Damarin, S. K., Campbell, P. B., Leder, G. C., & Becker, J. R. (1994).
Gender and mathematics education research. National Center for Research in
Mathematical Sciences Education, 3(3), 6–10.
Leder, G. C., & Forgasz, H. J. (1994). A case study of single sex mathematical
education classes in a co-educational setting: A scientific educology.
International Journal of Educology , 8(1), 64–96.
Leder, G. C. (1993). Constructivism: Theory for practice? Higher Education research
and Development, 12(1), 5–20.
Leder, G. C., & Taylor, P. (1993). Mathematics achievement: A question of age?
Research Briefs, 8, 26–29.
Leder, G. C. (1992). Mathematics before formal schooling. Educational Studies in
Mathematics, 23, 383–396.
Leder, G. C. (1992). Attitudes to mathematics. Mathematics Education Research
Journal, 4(3), 1–7.
Sullivan, P. & Leder, G. C. (1992). Students’ influence on seven novice Australian
teachers’ thoughts and action, regarding mathematics teaching: Two case
studies. Elementary School Journal, 92(5), 621–642.
Leder, G. C. (1991). Is teaching learning? Australian Mathematics Teacher, 47(1),
4–7.
Leder, G. C. (1991). Television and school mathematics. Australian Mathematics
Teacher, 47(2), 18–19.
Leder, G. C. (1991). Is teaching learning? - A response. Australian Mathematics
Teacher, 47(3), 22.
Atkins, W. J., Leder, G. C., O'Halloran, P. J. O., Pollard, G. M., & Taylor, P. J. (1991).
Measuring risk taking. Educational Studies in Mathematics, 22, 297–308.
21
Leder, G. C. (l990). Talking about mathematics. The Australian Researcher, 17(2),
17–27.
Leder, G. C. & Atkins, W. (1990). The Australian Mathematics Competition: Results
and implications. Australian Senior Mathematics Journal, 4(2), 65–73.
Leder, G. C., & Gunstone, R. F. (1990). Perspectives on mathematics learning.
International Journal of Educational Research, 14, 105–120.
Leder, G. C. (1989). Number concepts in preschool children. Perceptual and Motor
Skills, 69, 1048–1050.
Leder, G. C. (1989). Inside the mathematics classroom: A question of equity.
Australian Mathematics Teacher, 45(3), 30–31.
Leder, G. C. (1988). Fear of success imagery in the print media. Journal of
Psychology, 122, 305–306.
Leder, G. C. (1988). Do teachers favour high achievers? Gifted Child Quarterly, 32,
315–320.
Chapman, J., Leder, G. C., & Rowley, G. (1988). Research and reflection: Thirty years
of the Australian Journal of Education. Australian Journal of Education, 32,
257–271.
Leder, G. C. (1988). Teacher-student interactions: The mathematics classroom.
Unicorn, 14, 161–166.
Leder, G. C. (1988). Teaching: Process and product. Australian Senior Mathematics
Journal, 2, 73–81.
Leder, G. C. (1987). Student achievement: A factor in classroom achievement? The
Exceptional Child, 34, 133–141.
Leder, G. C. (1987). Teacher student interaction: A case study. Educational Studies in
Mathematics, 18, 255–272.
Leder, G. C. (1987). Response to ‘A cautionary note’. Educational Studies in
Mathematics, 18, 325–326.
Leder, G. C. (1987). The mathematics classroom: Mature reflections. For the learning
of mathematics, 7(2), 11–17.
Leder, G. C., Jones, P. L., Paget, N. S., & Stillwell, J. C. (1987). Peer perspectives on
teaching: A case study in mathematics. Higher Education Research and
Development, 6, 185–196.
Leder, G. C. (1986). Successful females: Print media profiles and their implications.
Journal of Psychology, 120, 239–248.
Leder, G. C. (1986). Mathematics: Stereotyped as a male domain? Psychological
Reports, 59, 955–958.
Leder, G. C. (1986). Success in mathematics. The Australian Mathematics Teacher,
42, 19–22.
Leder, G. C. (1985). Sex related differences in mathematics: An overview. In
E. Fennema (Ed.), Explaining sex-related differences in mathematics:
Theoretical models. Educational Studies in Mathematics, 16, 304–307.
22
Leder, G. C. (1985). Measurement of attitude to mathematics. For the learning of
Mathematics, 5(3), 18–21, and 34.
Leder, G. C. (1985). Able mathematics students: How others perceive them. Research
in Mathematics Education in Australia, 5, 18–23.
Leder, G. C. (1984). Sex differences in attributions of success and failure.
Psychological Reports, 54, 57–58.
Leder, G. C. (1984). Girls and mathematics: An annotated bibliography. Research in
Mathematics Education in Australia, 18–26.
Clarkson, P., & Leder, G. C. (1984). Causal attributions for success and failure in
mathematics. Educational Studies in Mathematics, 15, 413–422.
Leder, G. C. (1983). The gifted and talented in the (print) media. Educational
Research and Perspectives, 10, 16–29.
Leder, G. C. (1982). Mathematics achievement and fear of success. Journal for
Research in Mathematics Education, 13, 124–135.
Leder, G. C. (1981). The Ladies Diary. The Australian Mathematics Teacher, 37, 3–5.
Leder, G. C. (1980). Bright girls, mathematics and fear of success. Educational
Studies in Mathematics, 11, 411–422.
Rimm, S., Davis, G. A., Bartin, B., Bien, Y., Leder, G., Culbertson, F., & Rimm, A.
(1980). Five years of international research with GIFT: An instrument for the
identification of creativity. The Journal of Creative Behavior, 14, 35–46.
Leder, G. C. (1976). Contextual setting and mathematics performance. The Australian
Mathematics Teacher, 32, 119–127, 165–174.
Leder, G. C. & White, R. T. (1976). Three aspects of the occupational aspirations of
boys and girls. Australian and New Zealand Journal of Sociology, 16, 90–93.
Wood, C., Brown, H., Chang, A., & Leder, G. (1975). Depression and anticipated
family size. Australian Family Physician, 4, 1057–1061.
Leder, G. C. (1974). Sex differences in mathematics problem appeal as a function of
problem context. The Journal of Educational Research, 67, 351–353.
Book reviews
Leder, G. C. (2005). Review of Gallagher, A. M. & Kaufman, J. C. (2005). Gender
differences in mathematics. An integrative approach. Cambridge, UK:
Cambridge University Press (pp xvi and 351). Reproduced: Mathematics
Education Research Journal, 17(3), 116–120.
Leder, G. C. (2003). Review of John Mason’s Researching your own practice: the
discipline of noticing. British Educational Research Journal, 29(6), 946–947.
Leder, G. C. (2000). Review of Cooper, B., & Dunne, M: “Assessing children’s
mathematical knowledge”. Zeltralblatt für Didaktik der Mathematik, 32 (5),
162–163.
23
Leder, G. C. (1997). Review of Schmidt, W.H. et al: “Characterizing pedagogical
flow. An investigation of mathematics and science teaching in six countries”.
Zeltralblatt für Didaktik der Mathematik, 6, 194–195.
Leder, G. C. (1996). Review of Romberg, T. A. (Ed.): “Reform in school mathematics
and authentic assessment”. Zeltralblatt für Didaktik der Mathematik, 96(3),
73–75.
Leder, G. C. (1994). Review of “Investigations into assessment in mathematics
education-an ICMI study” and “Case of assessment in mathematics educationan ICMI study”. Zentralblatt fur Didaletik der Mathematik, 26(5), 149–150.
Leder, G. C. (1993). “Mathematics assessment and evaluation”. Review of T.A.
Romberg (Ed.), (1992) “Mathematics assessment and evaluation. Imperatives
for mathematics educators”. Zentralblatt fur Didaktik der Mathematik, 25
(June), 99–100.
Leder, G. C. (l991) “Beyond computational skill”. Review of G. Kulm (Ed.) (1990)
“Assessing higher order thinking in mathematics.” Journal for Research in
Mathematics Education, 22, 252–256.
Leder, G. C. (1989). Review of Willis, S. (1989) “‘Real girls don’t do maths’: Gender
and the construction of privilege.” Mathematics Education Research Journal,
1(2), 46–47.
Leder, G. C. (1989). Review of Jones, W. (1988) “Secondary school mathematics and
technological careers”. Australian Educational Researcher, 16, 77–79.
Leder, G. C. (1984). “Mathematics in the vernacular”. Review of Lancy, D. F. (1983),
“Cross-cultural studies in cognition and mathematics”. Journal for Research in
Mathematics Education, 15, 69–73.
Leder, G. C. (1982). Review of Cooper, M. (1981). “Statistical methods for
researchers in the social sciences”. Australian Educational Researcher, 9(4),
55–56.
Papers in refereed conference proceedings
Leder, G. C. (2008). High achievers in mathematics: What can we learn from and
about them? In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents
and charting directions. Proceedings of the 31st annual conference of the
Mathematics Education Research Group of Australasia (Vol 1, pp. 323–330).
The University of Queensland, Brisbane: MERGA
Leder, G. C., & Radford. L. (2008). Mathematics education: An ICMI perspective.
Report of Working Group 5. In M. Menghini, F. Furinghett, L. Giacardi, &
F. Arzarello (Eds.), The first century of the International Commission on
Mathematical Instruction (1908–2008). Reflecting and shaping the world of
mathematics education (pp. 301–311). Roma: Istituto della Enciclopedia
Italiana.
24
Leder, G. C. (2006). Catering for individual differences: Lessons learnt from the
Australian Mathematics Competition. In P. Grootenboer, R. Zevenbergen, &
M. Chinnappan (Eds.), Identities cultures and learning spaces. Proceedings of
the 29th annual conference of Mathematics Education Research Group of
Australasia (Vol. 2, pp. 336–343). Adelaide: MERGA.
Leder, G. C., & Forgasz, H. J. (2006). Mathematics teachers in context: Practices and
perceptions. Paper presented at the 2005 Annual Australian Association for
Education conference, Parramatta, NSW, Nov 27–Dec 1. Retrieved December
24, 2006, from http://www.aare.edu.au/05pap/led05027.pdf.
Leder, G. C., Forgasz, H. J., & Taylor, P. J. (2006). Mathematics, gender, and large
scale data: New directions or more of the same? In J. Novotná, H. Moraová,
M. Krátká, & N. Stehliková (Eds.), Mathematics in the centre. Proceedings of
the 30th conference of the International Group for the Psychology of
Mathematics Education (Vol 4, pp. 33–40). Prague: Charles University.
Forgasz, H. J., & Leder, G. C. (2005). Mathematics teachers: A study of life inside
school and beyond. In P. Clarkson, A. Downton, D. Gronn, M. Horne,
A. McDonough, R. Pierce, & A. Roche (Eds.), Building connections: Theory,
Research and Practice Vol 1 (pp. 361–368). Sydney: MERGA.
Leder, G. (2004). Education and competence development – Group reflection and
synthesis. In R. Strässer, G. Brandell, B. Grevholm, & O. Helenius (Eds.),
Education for the future. Proceedings of an International Symposium on
Mathematics Teacher Education (pp. 211–220). Göteborg, Sweden: NCM and
The Royal Swedish Academy of Sciences.
Forgasz, H. J., & Leder, G. C. (2003). Academics: How do they spend their time?
Paper presented at joint NZARE/AARE conference held in Auckland Nov 29 –
Dec 3. Retrieved January 10, 2005 from
http://www.aare.edu.au/03pap/for03109.pdf.
Leder, G C (2003). Equity, mathematics learning and technology – introduction. In N.
A. Pateman, B. J. Dougherty, & J. Zilliox (Eds.), Navigating between theory
and practice. Proceedings of the 27th Annual Conference of the International
Group for the Psychology of Mathematics Education (Vol. 1, pp. 153–156).
Honolulu, Hawai’I: CRDG, College of Education, University of Hawai’i.
Leder, G. C., & Forgasz, H. J. (2003). Achievement self-rating and the gender
stereotyping of mathematics. In L. Bragg, C. Campbell, G. Herbert, &
J. Mousley (Eds.), Mathematics education research: Innovation, networking,
opportunity. Proceedings of the 26th Annual Conference of the Mathematics
Education Research Group of Australasia (Vol 2, pp. 476–483). Melbourne:
Deakin University.
Leder, G. C., Pederson, D. G., Pollard, G. H. (2003). Mathematics competitions,
gender, and grade level: Does time make a difference? In N. A. Pateman,
B. J. Dougherty, & J. Zilliox (Eds.), Navigating between theory and practice.
Proceedings of the 27th Annual Conference of the International Group for the
Psychology of Mathematics Education (Vol 3, pp. 189–196). Honolulu,
Hawai’i: CRDG, College of Education, University of Hawai’i.
25
Barkatsas, A., Forgasz, H., & Leder, G. (2001). The gender stereotyping of
mathematics: Cultural dimensions. In J. Bobis, B. Perry, & M. Mitchelmore
(Eds.), Numeracy and beyond. Proceedings of the 24th annual conference of the
Mathematics Education Research Group of Australasia (Vol. 1, pp. 74–81).
Sydney: MERGA.
Leder, G. C. (2001). Pathways in mathematics towards equity: A 25 year journey . In
M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th conference of the
International Group for the Psychology of Mathematics Education, (Vol 1,
pp. 41–54). Utrecht, the Netherlands: Freudenthal Institute, Faculty of
Mathematics and Computer Science, Utrecht University.
Leder, G. C., & Forgasz, H. J. (2000). Mathematics and gender: Beliefs they are a
changin’. In J. Bana & A. Chapman (Eds.), Mathematics education beyond
2000. Proceedings of the 23rd Annual Conference of the Mathematics
Education Research Group of Australasia (pp. 370–376). Perth: Executive
Press
Forgasz, H. J., & Leder G. C. (2000). The ‘mathematics as a gendered domain’ scale.
In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th Conference of
the International Group for the Psychology of Mathematics Education (Vol 2,
pp. 273–279. Hiroshima: Department of Mathematics Education, Hiroshima
University.
Leder, G. C. (2000). Once upon a time to the present: Mathematics education and
gender – Past, present, and future. In K. Hag, I. Holden, & P. van Marion
(Eds.), Handling bak ordene. Artikler om jenter og matematikk (pp. 7–26).
Trondheim, Norway: Norges teknisk-naturvitenskapelige univeristeit.
Brew, C., Leder, G., & Rowley, G. (1999). Mathematics teachers and the VCE:
Broadening the educational landscape. In J. M. Truran & K. M. Truran (Eds.),
Making the difference. Proceedings of the 22nd annual conference of the
Mathematics Education Research Group of Australasia (pp. 98–105). Sydney:
The Mathematics Education Research Group of Australasia.
Leder, G. C., Forgasz, H. J. & Barkatsis, T. (1999). Of course I can[’t] do
mathematics: ethnicity and the stereotyping of mathematics. In J. M. Truran &
K. M. Truran (Eds.), Making the difference. Proceedings of the 23rd annual
conference of the Mathematics Education Research Group of Australasia (pp.
200–206). Sydney: The Mathematics Education Research Group of
Australasia.
Leder, G. C., & Forgasz, H. J. (1999). Returning to university: Mathematics and the
mature age student. In O. Zaslavsky (Ed.), Proceedings of the 22nd conference
of the International group for the Psychology of Mathematics Education
(Vol. 3, pp. 217–224). Haifa, Israel: Department of Education in Technology
and Science, Technion – Israel Institute of Technology.
26
Forgasz, H. J., & Leder, G. C. (1998). Affective dimensions and tertiary mathematics
students. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd
conference of the international group for the Psychology of Mathematics
Education (Vol. 2, pp. 296–303). Stellenbosch, South Africa: Program
committee of the 22nd PME Conference.
Leder, G. C., & Forgasz, H. J. (1998). Tertiary mathematics: Perceptions of school
leavers and mature-age students. In C. Kanes, M. Goos, & E. Warren (Eds.),
Teaching mathematics in new times (Vol. 1, pp. 311–318). Brisbane: MERGA.
Leder, G. C., & Forgasz, H. J., & Brew, C. (1998). Who persists with mathematics at
the tertiary level: A new reality? In A. Olivier & K. Newstead (Eds.),
Proceedings of the 22nd conference of the International group for the
Psychology of Mathematics Education (Vol. 3, pp. 183–190). Stellenbosch,
South Africa: Program committee of the 22nd PME Conference.
Bishop, A., Leder, G., Pearn, C, & Brew, C. (1997). Researching cultural issues with
NESB secondary mathematics students: “In my country it is more difficult”. In
F. Biddulph & K. Carr (Eds.), People in mathematics education (Vol. 1, pp.
96–102). Waikato, New Zealand: University of Waikato Press.
Leder, G. C., & Forgasz, H. J. (1997). Single-sex groupings for mathematics: Not a
simple solution. In M. Hejný & J. Novotná (Eds.), Proceedings of the
European Research Conference on Mathematical Education (pp. 69–73).
Prague: Prometheus.
Leder, G. C., & Forgasz, H. J. (1997). Looking back towards the future: A case study
in mathematics. In F. Biddulph & K. Carr (Eds.), People in mathematics
education (Vol 1, pp. 302–309). Waikato, New Zealand: University of Waikato
Press.
Bishop, A., Brew, C., Leder, G., & Pearn, C. (1996). The influence of significant
others on student attitudes to mathematics learning. In L. Puig & A. Gutiérrez
(Eds.), Proceedings of the 20th conference of the International Group for the
Psychology of Mathematics Education (Vol. 2, pp. 89–96). Valencia, Spain:
Universitat de València, Department de Didàctica de la Matemàtica.
Forgasz, H. J., Leder, G. C., & Gardner, P. L. (1996). The Fennema-Sherman
‘Mathematics as a male domain’ scale: A re-examination. In L. Puig & A.
Gutiérrez (Eds.), Proceedings of the 20th Conference of the International
Group for the Psychology of Mathematics Education (Vol. 2, pp. 361–368).
Valencia, Spain: International Group for the Psychology of Mathematics
Education.
Forgasz, H. J., Leder, G. C., & Lynch, J. (1996). Using the Internet in mathematics
education research. In P. C. Clarkson (Ed.), Technology in mathematics
education (pp. 200–207). Melbourne: MERGA.
Leder, G., Forgasz, H. J., & Landvogt, J. (1996). Supervising higher degrees: The
rights and responsibilities of supervisors and students. Research Reports in
Mathematics Education, (1), 72–95.
27
Pearn, C., Brew, C., Leder, G. C., & Bishop, A. (1996). Attitudes towards
mathematics: What about NESB students? In P. C. Clarkson (Ed.), Technology
in mathematics education. Proceedings of the 19th annual conference of the
Mathematics Education Research Group of Australasia (pp. 445–452).
Melbourne: MERGA.
Armstrong, J., & Leder, G. (1995). Engineering education: How to design a genderinclusive curriculum. In Z. P. Pudlowski & P. LeP. Darvell (Eds.), 1995
International congress of engineering deans and industry leaders (pp. 292–
297). Melbourne: Monash University.
Forgasz, H. J., & Leder, G. C. (1995). Learning mathematics in mixed-sex small group
settings: Three case studies. In R. P. Hunting. G. E. FitzSimons, P. C.
Clarkson, & A. J. Bishop (Eds.), Regional collaboration in mathematics
education: an ICMI regional conference. Conference Proceedings (pp. 261–
270). Melbourne: Monash University.
Leder, G., Rowley, G., & Brew, C. (1995). Second language learners: Help or
hindrance for mathematics achievement? In R. P. Hunting, G. E. FitzSimons,
P. C. Clarkson, & A. J. Bishop (Eds.), Regional collaboration in mathematics
education (pp. 425–434). Melbourne: Monash University.
Leder, G. C., & Forgasz, H. J. (1994). Single-sex mathematics classes in a
coeducational school: A case study. Paper presented at the American
Education Research Association Annual Conference, New Orleans, April
1994. [ERIC Document No.: ED372946].
Leder, G. C. (1993). Reconciling affective and cognitive aspects of mathematics
learning: Reality or a pious hope? In I. Hirabayashi, N. Nohda, K. Shigematsu,
& Fou-Lai Lin (Eds.), Proceedings of the seventeenth international conference
for the Psychology of Mathematics Education (Vol. 1, pp. 46–65). Tsukuba,
Japan: University of Tsukuba.
Leder, G. C. (1993). Diversity and equity: Inevitable or a paradox? In J. R. Becker &
B. J. Pence (Eds.), Proceedings of the fifteenth annual meeting of the
Psychology of Mathematics Education (North American chapter) (Vol. 1,
pp. 3–16). San Jose, California: The Center for Mathematics and Computer
Science Education.
Forgasz, H. J., Landvogt, J., & Leder, G. C. (1993). Videotapes and mathematics
learning: Methodological and technical issues. In B. Atweh, C. Kanes,
M. Carss, & G. Booker (Eds.), Contexts in mathematics education.
Proceedings of the 16th annual conference of Mathematics Education Research
Group of Australasia (pp. 253–258). Brisbane: MERGA.
Leder, G. C., & Forgasz, H. J. (1993). Measuring cognitive and affective behaviors in
the mathematics classroom: A multidimensional approach. In J. R. Becker &
B. J. Spence (Eds.), Proceedings of the fifteenth annual meting of the
Psychology of Mathematics Education (North American chapter) (Vol. 2,
pp. 63–69). San Jose, California: The Center for Mathematics and Computer
Science Education.
28
Leder, G. C. (1992). Gender and the context of learning. Proceedings from the
Feminist educational approaches in higher education symposium (pp. 3–6).
Melbourne: Educational Research and Development Unit, RMIT.
Leder, G. C. (1992). Measuring attitudes to mathematics. In W. Geeslin & K. Graham
(Eds.), Proceedings of the 16th PME conference (Vol. 2, pp. 33–39). Durham,
New Hampshire: PME.
Leder G. C. (1991). Preschoolers, problem solving and mathematics. In F. Furinghetti
(Ed.), Proceedings of the 15th International Conference of Psychology of
Mathematics Education (Vol II, pp. 277–284). Assissi, Italy: PME.
Leder, G. C. (1989). Gender differences in mathematics learning revisited.
Proceedings of the 13th International Conference of Psychology of
Mathematics Education (Vol 2, pp. 218–225). Paris: Didactique Laboratorie de
Psychologie du Developpement.
Burton, L., Cooper, M., & Leder, G. C. (1986). Representation of three dimensional
figures by mathematics-teachers-in-training. Proceedings of the Tenth
International Conference of Psychology of Mathematics Education, (pp. 81–
86). London: PME.
Leder, G. C. (1985). Socialization processes and mathematics learning. In A. Bell,
B. Low, & J. Kilpatrick (Eds.), Theory, research and practice in mathematical
education (pp. 542–550). Nottingham: Shell Centre, University of Nottingham.
Leder, G. C. (1982). Learned helplessness in the classroom: A further look. Research
in Mathematics Education in Australia, 2, (pp. 40–55). Sydney: MERGA.
Leder, G. C. (1981). Learned helplessness in the classroom? Research in Mathematics
Education in Australia, 2, (pp. 192–203). Sydney: MERGA.
Leder, G. C. (1980). Mathematics in the Ladies’ Diary: The early years. Research in
Mathematics Education in Australia (pp. 111–123). Sydney: MERGA.
Leder, G. C. (1980). The Ladies’ Diary: Women and mathematics. In Proceedings of
the tenth annual ANZHES conference (pp. 1–16), Newcastle, NSW: ANZHES.
Leder, G. C. (1979). Attitudes to the teaching of mathematics. Research in
Mathematics Education in Australia (pp. 79–89). Sydney: MERGA.
Leder, G. C. (1977). Mathematics performance and future occupations: Are they
related? Research in Mathematics Education in Australia (pp. 179–188).
Sydney: MERGA.
Not listed
Papers in professional journals, papers in non-refereed conference
proceedings, and unpublished reports.
29
Research grants received include:
2008
Frank Theeman Australia-Israel Exchange Scheme
2008
Nurturing capacity: Mathematically talented teenagers as adults
(La Trobe University)
2008
Gate keepers in mathematics: A gender profile
(Monash University, with Dr H. J. Forgasz)
2007
Special grant (La Trobe University)
2005
The working lives of mathematics teachers (with Dr H. J. Forgasz)
2003–2001
Swedish Research Council (with colleagues in Sweden)
2000
Learning in context: Exploring individual differences in metacognitive,
affective and cognitive behaviours among middle secondary school
students (Australian Research Council with Dr J Landvogt)
1999–1997
Students returning to study in mainstream tertiary mathematics courses
(Australian Research Council with Dr H. Forgasz)
1999
Mathematically able students (with Dr K Hag Norwegian Research
Council)
1998
Revising the Fennema-Sherman Mathematics as a Male Domain Scale
(Australian Research Council with Dr H. Forgasz)
1997–1995
The effects of using non-traditional assessment methods in senior
secondary schools
(Australian Research Council with Assoc Prof G. Rowley)
1996
Gender equity in Victorian schools
(Australian Research Council with Dr H. Forgasz)
1996–1994
Learning mathematics in a social context (Australian Research Council)
1996–1994
Exploiting cultural diversity in the mathematics classroom
(Australian Research Council with Prof. A. J. Bishop)
1996
Single-sex settings for grade 9 mathematics in a co-educational school:
A re-evaluation (with Dr H. J. Forgasz)
1995–1994
Student pathways (Department of Education, Employment and Training
with Assoc Prof L. Yates)
1994
Vice Chancellor’s special fund (La Trobe University)
1994–1993
Investigating strategies and performance of students on mathematics
questions (Monash Research Grant)
1993
Effectiveness of Innovative Methods of Assessment in year 12
Mathematics (Australian Research Council with Assoc. Prof.
G. Rowley, Monash University, Clayton and Dr. M. Stephens,
Victorian Curriculum and Assessment Board)
1992
Analysis and Exploration of the Australian Mathematics Competition
data (Australian Research Council with Dr. P. Taylor, University of
Canberra)
30
1992
Single-sex settings for grade 9 Mathematics in a co-educational school:
An evaluation
l992–l991
Gender differences in mathematics achievement: A cross cultural
perspective
l991–l989
Industry interaction project (Monash University Development Fund)
[This grant facilitated production of three videotapes with teaching and
student notes. The second kit in the series received a Merit Award for
excellence in design and production of video based learning materialscategory 1, awarded by the Australian Society for Technology]
1991
Interaction between teaching and learning in mathematics
(Australian Research Council)
l990–l988
Processing of teacher explanations in mathematics classes
l987–l985
The relationship between teacher student interactions, subject areas, sex
and achievement level of students (Australian Research Council)
1986
Peer evaluation of teaching
1984
Establishing profiles of successful mathematics students
1981
Learned helplessness and learning disability—with special reference to
mathematics (with Dr. L. Bartak)
In addition, grants have been attracted from private funding sources, e.g.,
- Ian Potter Foundation (1988, l990)
- Collier Charitable Fund (1990)
Invited Editorial positions (current only)
The Australian Journal of Teacher Education
The Journal for Mathematics Teacher Education
The Journal for Research in Mathematics Education
The book series Mathematics Education Library (Kluwer Publishing Co.)
Mathematical Thinking and Learning
Mathematics Education Research Journal
Pythagoras
Occasional reviewer for other journals including (recent only): the Australian Journal
for Education, the Australian Journal for Gifted Education, Educational Studies in
Mathematics, Learning and Instruction, The Journal for Research in Mathematics,
Psychological Reports, Teaching and Teacher Education and manuscripts submitted
to academic publishers.
31
Current membership of professional associations
American Educational Research Association
Australian Association for Research in Education
Australian Association of Mathematics Teachers
International Group for Psychology of Mathematics Education
Mathematics Association of Victoria
Mathematics Education Research Group of Australasia
National Association of Gifted Children (USA)
National Association of Gifted Children (Australia)
National Council of Teachers of Mathematics
Major committee responsibilities
President of the Mathematics Education Research Group of Australasia from 1994 1998
President of the International Group for the Psychology of Mathematics Education
from 1999–2001.
Executive of the Australian Association for Research in Education
Executive of the International Commission of Mathematical Instruction (two four-year
terms)
Australian sub-committee of the International Commission of Mathematical
Instruction
Various state, national, and international committees, as well as a number of
community-based educational and service organizations.
Selected key note and major invitational addresses
2008 (March) Invited address What can we learn from assessment? at the Symposium
on the Occasion of the 100th Anniversary of ICMI (Rome, Italy).
2008 (July) Invited plenary lecture: Equity: The case for and against gender. At ICME
11 (Monterrey, Mexico).
2008 (November) Invited presentation Lessons from the Australian Mathematics
Competition – in two parts, special conference on “Qualities that lead to
success in educational and career paths” (Haifa, Israel).
2006 (October) Invited keynote address An outsider’s reflections on the Graduate
School in Mathematics Education: The Swedish Graduate School in Context at
the Forskarskolans Jubileumskonferens (Linköpings universitet, Sweden).
2005 (August) Invited plenary lecture Attitudes and beliefs in mathematics education
at the Summer School for doctoral students in mathematics education in the
Nordic countries (Jyväskäla, Finland).
32
2005 (August) Invited presentation Affect in mathematical thinking and learning at the
“Future of mathematics education and mathematics learning conference
(Strobl, Austria).
2003 (May) Invited final synthesis paper at the Conference on the Preparation of
Mathematics Teachers for the Future. Education and Competence
Development (Malmö, Sweden).
2003 (May) Invited keynote address Do we see what we expect? Interpreting research
at the PICME 10 conference (Nordic pre-conference to ICME 10) held at
Vaxjö University (Vaxjö, Sweden).
2003 (June) Invited presentation Mathematics, gender, and equity issues – another
perspective at the National Center for Mathematics Education conference
(Gullmarsen, Sweden).
2002 (April) Keynote address Are girls measuring up? at the conference Kvinnor och
matematik held at the Högskolan (Kristianstad, Sweden).
2002 (April) Presented paper: Mathematics still a male domain? Preliminary data
from a Swedish study, with Gerd Brandell from Lund Universitet, at the same
conference.
2002 (September) Invited presentation Learning beyond school at the International
Conference on Science and Mathematics Education (Rio de Janeiro, Brazil).
2002 (November) Invited presentation Women achieving in science: The case of
mathematics, at the Second National Conference on Women in Science
Technology and Engineering (Sydney, Australia).
2002 Special presentation: The graduate school – progress and challenges, paper
giving an overview of the graduate school visits, presented to supervisors at the
special meeting of the Swedish graduate school in mathematics education
(Sigtuna, Sweden).
2001 (July) at the 25 annual conference of the International Group for the Psychology
of Mathematics Education. Pathways in mathematics towards equity: A 25
year journey.
2001 (December) at the 2001 Anniversary Lecture of the Mathematical Association of
Victoria. What would Hypatia face today? (Melbourne, Australia).
2000 (August) at the 9th International Congress on Mathematical Education. The role
of mathematics in general education for the 21st Century – International Round
Table (Makuhari, Japan).
1999 (May) at the conference Jenter og Matematikk Once upon a time to the present:
Mathematics education and gender – past, present, and future (Trondheim,
Norway).
1999 (August) at the annual conference of the Japan Society for Science Education.
Mathematics at university: Through students’ eyes (Kobe, Japan).
1998 (August) to the annual conference of the Mathematical Association of New
South Wales. Measuring up-linking learning and assessment. (Sydney,
Australia).
33
1997 (August) to the Australasian International Conference on the Education of Gifted
Students [Public Lecture]. A report card on education: Our best and brightest
have their say (Melbourne, Australia).
1996 (July) to the International Congress on Mathematical Education. Mathematics
and gender: A question of social shaping? (Seville, Spain).
1996 (November) Special commemorative Colloquium. Women as an influence in
mathematics education-an Australian perspective (Auckland, New Zealand).
1995 (August) to the Nordic Symposium on “Preparation of researchers in
mathematics education”. Supervising higher degrees—the rights and
responsibilities of supervisors and students (Umea, Sweden).
1995 (August) to the 4th biennial conference of the New Zealand Association of
Mathematics Teachers. Learning mathematics: Can we discount the social
context? (Auckland, New Zealand).
1994 (May) to the International Commission on Mathematical Instruction. The aims of
educational research (College Park, MD, USA).
1994 (July) to the 17th annual conference of the Mathematics Education Research
Group of Australasia. Research in mathematics education: Constraints on
construction? (Lismore, Australia).
1993 (July) to the International Group for the Psychology of Mathematics Education.
Linking affective and cognitive aspects in mathematics education (Tsukuba,
Japan).
1993 (October) to the 15th Annual Meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education. Diversity
and equity (Asilomar, USA).
1992 (August) Keynote address to the 7th International Conference on Mathematical
Education, Measurement of attitudes to mathematics: Multiple perspectives
and invited panelist, Crossfire: Mathematical competitions-do the benefits
outweigh the disadvantages? (Montreal, Canada).
l991 (September) to the Education Industry Forum. Women in science and technology
(Perth, Western Australia).
1991 (June) to the International Organization of Women and Mathematics Education
Conference. The renewal of mathematics teaching and recruitment of women
in the mathematical sciences: Plans for the 1990s (Assissi, Italy).
1991 (April) to the National Centre for Research in Mathematical Sciences Education'.
Equity inside the mathematics classroom: Fact or artifact? (Madison,
Wisconsin, USA).
1991 (April) at the Annual Meeting of the National Council of Teachers of
Mathematics. Calculating gender differences: Current concerns.
(New Orleans, USA).
34
1990 (July) to the 14th annual conference of the International Group for the
Psychology of Mathematics Education and the 12th annual conference of the
Psychology of Mathematics Education -North America division.
Responsibilities of the mathematics education research community (Oaxtepec,
Mexico).
1990 (July) to the 13th Biennial conference of the Australian Association of
Mathematics Teachers. Does teaching equal learning? (Hobart, Tasmania)
1989 (December) to the annual meeting of the Mathematics Association of Victoria
Girls and mathematics: A question of equity (Melbourne, Australia).
1989 (August) to the first national conference of the New Zealand Association of
Mathematics Teachers. Who counts in mathematics? (Hamilton, New
Zealand).
1988 (July) to the Sixth International Congress in Mathematical Education. Girls and
mathematics: Classroom practice (Budapest, Hungary).
1987 (July) to the annual conference of the Mathematics Research Group of
Australasia. Research in mathematics education: Theory and Practice. Invited
symposium (Townsville, Australia).
1984 (October) Invited presentation at the conference on gifted and talented children
from populations with special needs. Challenges provided by the gifted
disabled (Canberra, Australia).
1984 (August) Invited paper presented at the fifth International Congress on
Mathematical Education. Sex differences in participation and performance in
mathematics in Australia and environmental factors affecting these variables
(Adelaide, Australia).
1981 (August) Invited presentation at the conference on Expanding the options –
Girls, mathematics and employment. Barriers to success in mathematics
(Sydney, Australia).
1980 (June) Invited presentation at the ERDC sponsored conference on Improving
mathematics for girls. Sex difference in achievement in mathematics –
A selective review (Adelaide, Australia).
35