Dianne (Di) Siemon is a Professor of Mathematics Education in the School of Education at RMIT's Bundoora campus, where she is involved in the preparation of pre-service teachers and the supervision of higher degree students.
An active researcher, Di has directed a number of large-scale research projects (see below). She is currently the Project Director and Lead Researcher of the 'Reframing Mathematical Futures II: Building a Learning and Teaching Resource to Enhance Mathematical Reasoning in Years 7 to 10' project (2014–2017).
Di is actively involved in the professional development of practicing teachers, particularly in relation to the development of the 'big ideas' in numbers and the use of rich assessment tasks to inform the teaching and learning of mathematics in Years K to 10. She is a past President of the Australian Association of Mathematics Teachers and a life member of the Mathematical Association of Victoria. She has also been closely involved with National reviews of curriculum and was on the National Mathematics Advisory Panel for the development of the Australian Curriculum: Mathematics.
Since 2000, Di has been an active researcher, attracting over $3 million in funded research projects and over $450,000 in consultancy income as a consequence of her work with schools and educational systems nationally. The primary focus of this work is the development of number ideas and strategies in years K–9 with a particular emphasis on the use of performance-based assessment tasks to identify learning needs and inform teaching. Dianne also has a longstanding interest in access and equity issues surrounding the provision of Indigenous education in remote communities. Significant roles include:
Project Director and Lead Researcher
Reframing Mathematical Futures II: Building a Learning and Teaching Resource to Enhance Mathematical Reasoning in Years 7–10
An Australian Mathematics and Science Partnership Program (AMSPP) Competitive Grant Project (2014–2017). This project will develop, trial and evaluate a set of validated assessment tools to identify student learning needs in relation to mathematical reasoning and create task-based professional learning modules to develop teachers understanding of core aspects of mathematical reasoning in Years 7 to 10, represented as algebraic, spatial and statistical reasoning.
Project Director and Lead Researcher
Reframing Mathematical Futures
An Australian Mathematics and Science Partnership Program (AMSPP) Priority Project (2013–2014), aimed at improving student outcomes in relation to multiplicative thinking and proportional reasoning in years 7 to 9. Existing research-based materials were used to deepen teacher knowledge in this domain and improve responsiveness to student learning needs.
Chief Investigator and Project Director
Building Community Capital to Support Sustainable Numeracy Education in Remote Locations 2006–2008
An Australian Research Council (ARC) Linkage Project (LP0667848) that investigated an alternative approach to Indigenous teacher education with the Northern Territory Department of Employment, Education and Training (NT DEET), and colleagues from Charles Darwin University and Batchelor Institute of Indigenous Tertiary Education. A significant outcome of this project was the development of a K–7 Number curriculum for use in remote Indigenous school settings.
Chief Investigator and Project Director
Scaffolding Numeracy in the Middle Years 2003–2006
An ARC Linkage Project (LP0348448) that investigated the development of multiplicative thinking in Years 4 to 8 in collaboration with the Victorian Department of Education and Training (DE&T) and the Tasmanian Department of Education.
Mapping the Big Ideas in Number Materials 2011
A project used to support the development of e-book boxes by the Department of Education & Early Childhood Education and curriculum development in schools.
'Assessment of Common Misunderstandings Tools 2007' and 'Probe Tasks 2003–2006'
Two research-based projects used to support classroom practice and professional development in Victoria, SA, and Tasmania education systems and Indigenous education in NT and Queensland.
'NT Strategic Numeracy Research and Development Project: Supporting Indigenous Student Achievement in Numeracy 2003–2004' and 'Evaluation of Teaching and Learning Coaches Initiative 2008'
Initiatives for the Department of Education & Early Childhood Development
'Primary Numeracy Research Project 2001–2003' (PNRP) and 'Middle Years Numeracy Research Project 1999–2001' (MYNRP)
Projects commissioned by the Victorian Department of Education, Employment and Training, the Catholic Education Commission of Victoria, and the Association of Independent Schools of Victoria.
PhD, The role of metacognition in childrens’ mathematical problem solving. Faculty of Education, Monash University, 1993
M Ed, The development of seriation in young children. Faculty of Education, Monash University, 1977
Dip Ed, Monash University, 1972. Double methods in secondary mathematics and history method.
BA(Hons), Monash University, 1971. Majors in pure mathematics and history with first class honours in pure mathematics.
- Siemon, D. (2017). Developing Learning Progressions to Support Mathematical Reasoning in the Middle Years: Introducing the Reframing Mathematical Futures II Project In: 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne Australia, 2-6 July 2017
- Siemon, D.,Horne, M.,Clements, D.,Confrey, J.,Maloney, A.,Sarama, J.,Tzur, R.,Watson, A. (2017). Researching and using learning progressions (trajectories) in mathematics education In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Singapore, 17-22 July 2017
- Siemon, D. (2017). Reflections on pedagogy in a remote Indigenous community In: Mathematics Education and Life at Times of Crisis - Proceedings on the Ninth International Conference of Mathematics Education and Society, Volos, Greece, 7-12 April 2017
- Siemon, D. (2013). Launching mathematical futures: The key role of multiplicative thinking In: Proceedings of the 24th Biennial Conference of the Australian Association of Mathematics Teachers (AAMT 2013), Melbourne, Australia, 10-13 July 2013
- Siemon, D.,Bleckly, J.,Neal, D. (2012). Working with the big ideas in number and the Australian curriculum: mathematics In: Engaging the Australian National Curriculum: Mathematics - Perspectives from the Field, Mathematics Education Research Group of Australasia, Adelaide, Australia
- Siemon, D. (2011). Realising the 'big ideas' in number: Vision impossible? In: Curriculum Perspectives, 31, 66 - 69
- Siemon, D. (2009). Developing mathematical knowledge keepers - Issues at the intersection of communities of practice In: Eurasia Journal of Mathematics, Science & Technology Education, 5, 221 - 223
- Diezmann, C.,Fox, J.,De Vries, E.,Siemon, D.,Norris, G. (2008). Investigating the learning of a professional development team: The years 1-3 mathematics probes project In: Mathematic Teacher Education and Development, 8, 94 - 116
- Siemon, D.,Izard, J.,Breed, M.,Virgona, J. (2006). The derivation of a learning assessment framework for multplicative thinking In: mathematics in the centre, ,
- Siemon, D.,Breed, M.,Virgona, J. (2005). From additive to multiplicative thinking - The big challenge of the middle years In: Mathematics - Celebrating Achievement, Proceedings of the 42nd Conference of the mathematical Association of Victoria, ,
- Reframing Mathematical Futures: Buiding a learning and teaching resource to enhance mathematical reasoning in Years 7 to 10. Funded by: Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education Contract from (2014 to 2018)
- Reframing mathematical futures. Funded by: Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education Contract from (2013 to 2014)
- Building community capital to support sustainable numeracy education in remote locations. Funded by: ARC Linkage Project 2006 Round 1 from (2006 to 2010)
- Scaffolding numeracy in the middle years: an investigation of a new assessment-guided approach to teaching mathematics using authentic assessment tasks.. Funded by: ARC Linkage Projects 2003 Round 2 from (2003 to 2006)
- Primary Numeracy Research Project Tender No. 00/01-42. Funded by: DEST C'wealth Numeracy Research & Development Initiative from (2001 to 2003)
5 PhD Current Supervisions8 PhD Completions and 2 Masters by Research Completions