Skip to content
Curtin University
Humanities

Staff Profiles

[Log in to edit profiles]

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z 

Dr Chris Hurst

* Teachers Certificate (1968), * Teacher Higher Certificate (1975), * Bachelor of Arts (Murdoch) (1981), * Master of Education (Deakin (2002), * Doctor of Philosophy (Curtin) (2007).
Image of Staff Member
    • Role:
    • Lecturer
    • Department:
    • School of Education
    • Location:
    • Education 315
    • Telephone:
    • +61 8 9266 2196
Chris commenced his career as a primary teacher in 1969 and has since taught in government and independent schools. He has served as a primary deputy principal, curriculum support coordinator and, briefly, as a secondary teacher. Chris is a trained facilitator in First Steps in Mathematics and has conducted many professional development courses for primary teachers, essentially in the area of mathematics. He has been a regular participant in national conferences for mathematics teachers and recently engaged in a teaching exchange to Canada. Chris has been married to his wife, Mary, since 1972 and has two married sons and two grandchildren.

Chris lectures in the School of Education in the areas of Professional Practice (Reflective Practice), Programming and Curriculum Development, and Primary School Mathematics. His responsibilities include unit coordination,and preparation of units for all delivery modes, including on campus, regional, and on-line for Open University Australia (OUA).

Research Interests

Current research interests centre around * The nexus between mathematics and language * Numeracy for Indigenous Australian children * The use of language in mathematics * Enabling children to connect mathematical learning to other contexts * Maths confidence and maths anxiety, and attitudes to learning mathematics * Formative assessment techniques

Research Projects

* Make It Count - a national federally funded four-year project designed to improve numeracy outcomes for urban Indigenous students. * Formative Assessment: tertiary student perspectives - a study into student attitudes and perspectives on formative assessment in tertiary classrooms * Competency and conceptual understanding in mathematics - a study into the relationship between attitudes to mathematics, competency in mathematics, and the effect of targeted interventions designed to improve conceptual knowledge of mathematics.

Teaching - Undergraduate

* Introduction to Teaching 120 * Mathematics Education 440 * Mathematics Education 145 * Mathematics Education 245

Teaching - Postgraduate

* Supervision of candidates for Bachelor of Education (Honours)(2) * Supervision of candidates for Master of Education and Education Philosophy (M.Ed and M.Phil) (2) * Supervision of candidates for Doctor of Philosophy (PhD) (1)

Teaching - Administration

Responsible for unit coordination of * Introduction to Teaching 120 * Mathematics Education 440 * Mathematics Education 245 * Mathematics Education 145

Memberships

* Australian Association of Mathematics Teachers Inc. (AAMT) * Mathematics Education Research Group of Australasia Inc. (MERGA * Mathematical Association of Western Australia (MAWA) * Association for Supervision and Curriculum Development (ASCD) * National Council of Teachers of Mathematics (NCTM)

* Australian College of Educators (ACE)

Awards

* 2007 Early Career Researcher Award from Mathematics Education Research Group of Australasia (MERGA)

Publications

Refereed Articles (Scholarly Journals)

  • Hurst, C, and Sparrow, L. 2010. Effecting affect: Developing a positive attitude to primary mathematics learning. Australian Primary Mathematics Classroom 15(1): 18-24.

Fully written papers (Refereed Conference proceedings)

  • Hurst, C. 2011. Connecting with the Australian Curriculum: Mathematics to Integrate Learning through the Proficiency Strands. AAMT-MERGA 2011, 03/07/2011. Alice Springs, NT: AAMT and MERGA.
  • Hurst, C. 2011. Formative Assessment: Tertiary Student Perceptions. AARE 2011, 27/11/2011. Hobart, Tasmania: AARE.
  • Hurst, C. 2011. Making a Difference for Indigenous Children. AAMT-MERGA 2011, 03/07/2011. Alice Springs, NT: AAMT and MERGA.
  • Hurst, C, Sparrow, L, Cooke, A, and Cavanagh, R. 2011. Situational effects of mathematics anxiety in pre-service teacher education. AARE Conference 2011, 27/11/2011. Hobart, Tasmania: Australian Association for Research in Education.
  • Hurst, C, and Sparrow, L. 2010. The mathematical needs of urban indigenous primary children: A Western Australian snapshot. The Mathematics Education Research Group of Australasia 33rd Annual Conference, 03/07/2010. Fremantle, WA: MERGA inc.
  • Hurst, C. 2008. Using task-based interviews to assess mathematical thinking of primary school students. 31st annual conference of the Mathematics Education Research Group of Australasia Volume 1, 28/06/2008. Brisbane: MERGA.
  • Hurst, C. 2007. Improving mathematical learning through contextualisation. Research Impacts: Proving or Improving?, 25/11/2007. Fremantle: Australian Association for Research in Education Inc..
  • Hurst, C. 2007. Numeracy in action: Students connecting mathematical knowledge to a range of contexts. Mathematics: Essential Research, Essential Practice, 02/07/2007. Hobart: Mathematics Education Research Group of Australasia.
  • Hurst, C. 2007. Reflective teaching + connective teaching = effective teaching. Mathematics: essential for learning, essential for life, 06/07/2007. Hobart: The Australian Association of Mathematics Teachers Inc..