Prof. Mohan Cinnapan
(BSc, Dip Ed, BEd, MEdAdmin, PhD)
Brief CV
CURRENT POSITION
Professor (Mathematic Education), University of South Australia
ACADEMIC QUALIFICATIONS
- Doctor of Philosophy (1993): The Flinders University of South Australia. (Title of Thesis: Generative activity in the problem space: A comparative analysis of geometry problem-solving behaviour among high school students.
- Bachelor of Education (1987): The University of Adelaide. (Specialisation: Theories of learning and teaching Mathematics, Mathematics Education)
- Master of Educational Administration (1985): The Flinders University of South Australia (Title of Dissertation: An investigation of the ideal role of the high school principals in South Australia.
- Bachelor of Science (1983) Science University of Malaysia, Malaysia. (Specialisation: Mathematics)
- Diploma (Education) (1984): Science University of Malaysia, Malaysia. (Specialisation: Psychology of Learning and Teaching, Mathematic Methods)
AWARDS
2015
Best Paper Award: Tajudin, N.M., Saad, N, S., & Chinnappan, M. (2015). A path analysis of mathematics teachers’ subject matter knowledge, pedagogical content knowledge and professional learning. In N.J. Ahmad (Ed.), Revitalising science and mathematics teaching and learning culture towards sustainable living, (Proceedings of the 6th International Conference on Science and Mathematics Education, pp.1-9). Penang: SEAMEO-RECSAM.
2010
Citation for Outstanding Contribution to Teaching and Learning, Australian Learning and Teaching Council. The citation: ‘My research findings about developing and using Model-Eliciting Activities in numeracy have been instrumental in significantly enhancing the professional development of teachers’
2008
The Faculty of Education Vice-Chancellor’s Award for Outstanding Contribution to Teaching and Learning, University of Wollongong.
2006
Australian College of Educators Teaching Award in conjunction with the 2006 World Teachers Day. The award was in recognition of my innovative pedagogical approaches to tertiary and classroom mathematics teaching.
1984
Outstanding Student Award: South Australian Institute for Educational Administration Gold Medal and Prize
TEACHING EXPERIENCES
Professor: University of South Australia (2011-present)
Associate Professor: The University of Wollongong, Faculty of Education (2009-2011)
Senior Lecturer: The University of Wollongong, Faculty of Education (2000-2008)
Lecturer: The University of Auckland, Faculty of Education (1998-1999)
Lecturer: Queensland University of Technology, Faculty of Education (1993-1997)
Abstract
Understanding knowledge and knowledge use during teaching: The case of geometry
A significant number of recent research studies have attempted to examine mathematics teaching by considering knowledge that teachers need for their work. Interest in mathematics teacher knowledge that could support better learning has generated several lines of useful inquiry with a great deal of focus on the nature of this knowledge, ways to measure this knowledge and, the use of that information to support the on-going professional development of mathematics teachers. While the specification of knowledge strands for teaching constitutes an important development, the field needs to move forward in identifying how that knowledge is used during in practice. It would seem reasonable to suggest that teachers with rich and sophisticated mathematical and pedagogical knowledge would demonstrate a high level of flexibility in the way their knowledge is exploited in engaging their students. In this talk, I will attempt to sketch the structure and composition of teachers’ geometric content knowledge and teaching of that content knowledge. In so doing, I will be drawing on representations as the theoretical lens to examine knowledge transactions between the teacher and student.