DR SUE GORDON

Senior Lecturer, Mathematics Learning Centre

Honorary, Faculty of Education and Social Work


Research interests
Learning & teaching in higher education
Statistics and mathematics education (tertiary level)

Keywords
higher education, pedagogy, statistics education, phenomenography, student diversity, introduction to professional disciplines

Editorial Boards
Guest Editor: Special Edition of Statistics Education Research Journal (2010) – Qualitative Research in Statistics Education
Studying Teacher Education (Advisory Board)
International Education Studies (Editorial Board)
Associate Editor of the Mathematics Education Research Journal 2000-2003.


Book chapters

  • Gordon, S., Reid, A. & Petocz, P. (2014). Using Statistics for Research in Creative and Qualitative Disciplines. In MacGillivray, H., Martin, M., and Phillips, B. (eds) Topics from Australian Conferences on Teaching Statistics: OZCOTS 2008-2012, Springer Science+Business Media, New York.
  • Gordon, S., Reid, A. & Petocz, P. (2012). Students’ and lecturers’ views of engagement in higher education. In I. Solomonides, A. Reid & P. Petocz (Eds.), Engaging with Learning in Higher Education, (pp. 71-93), Faringdon, UK: Libri.
  • Petocz, P., Gordon, S. & Reid, A. (2012). Towards a method for research interviews using e-mail. In C. S. Silva (Ed.) Online Research Methods in Urban and Planning Studies, (pp. 70-85). Hershey, Pennsylvania: IGI Global.
  • Gordon, S. (2011). Opportunities for learning — A self-study of teaching statistics in a Mathematics Learning Centre. In S. Schuck and P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content, (pp.119-134), New York, Springer.

Selected Published Journal and Conference Papers (2004-present) Most recent first

  • Gordon, S. & Nicholas, J. (2013). Prior decisions and experiences about mathematics of students in bridging courses. International Journal of Mathematical Education in Science and Technology, 44(7), 1081-1091. Online at http://dx.doi.org/10.1080/0020739X.2013.823249
  • Gordon, S. & Nicholas, J. (2013). Students' conception of mathematics bridging courses. Journal of Further and Higher Education, 37(1), 109-125. Online at http://dx.doi.org/10.1080/0309877X.2011.644779
  • Gordon, S. & Nicholas, J. (2012). Measuring the impact of early mathematics support for students enrolled in an introductory calculus unit of study. In M. Sharma & A. Young (Eds.) Proceedings of the Australian Conference on Science & Mathematics Education (18th Annual UniServe Science Conference - Teaching and Learning Standards: What does a standard mean to you) (pp 99-104), University of Sydney, 26 Sept to 28 Sept 2012.
  • Gordon, S. & Nicholas, J. (2011). Challenges and responses: lessons from students in mathematics bridging courses. Proceedings of the 8th Delta Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics (pp 111-119), 27 November – 2 December, Rotorua, New Zealand.
  • Gordon, S., Reid, A. & Petocz, P. (2010). Educators’ conceptions of student diversity in learning and teaching. Studies in Higher Education, 35(8), 961–974. DOI:10.1080/03075070903414305
  • Reid, A., Petocz, P. & Gordon, S. (2010). University teachers’ intentions for introductory professional classes. Journal of Workplace Learning, 22(1,2), 67–78. DOI:10.1108/13665621011012861
  • Gordon, S. & Nicholas, J. (2010). Teaching with examples and statistical literacy: views from teachers in statistics service courses. International Journal of Innovation in Science and Mathematics Education, 18(1), 14-25. Online at http://escholarship.library.usyd.edu.au/journals/index.php/CAL/article/viewFile/3527/5424
  • Gordon, S. & Nicholas, J. (2010). Teachers’ reflections on the challenges of teaching mathematics bridging courses. In M. D. Sharma (Ed.) Proceedings of the 16th UniServe Science Annual Conference - Creating ACTIVE Minds in our Science and Mathematics Students (pp. 58–64). The University of Sydney, 29 September-1 October.
  • Gordon, S., Reid, A. & Petocz, P. (2010). Editorial: Qualitative approaches in statistics education research. Statistics Education Research Journal, 9(2), 2-6, http://www.stat.auckland.ac.nz/serj.
  • Gordon, S. & Nicholas, J. (2009). Using examples to promote statistical literacy. In A. Hugman Uniserve Science - Motivating Science Undergraduates: Ideas and interventions (pp. 58–64). The University of Sydney, 1-2 October.
  • Gordon, S., Petocz, P. & Reid, A. (2009). What makes a ‘good’ statistics student and a ‘good’ statistics teacher in service courses? The Montana Mathematics Enthusiast, 6(1, 2), 25-39.
  • Buchanan, J., Gordon, S. & Schuck, S. (2008). From mentoring to monitoring: The impact of changing work environments on academics in Australian universities. Journal of Further and Higher Education, 32 (3), 241-250.
  • Schuck, S., Gordon, S. & Buchanan, J. (2008). What are we missing here? Problematising wisdoms on teaching quality and professionalism in higher education. Teaching in Higher Education, 13(5), 537-547.
  • Reid, A., Petocz, P. & Gordon, S. (2008) Research interviews in cyberspace. Qualitative Research Journal, 8(1), 47-61.
  • Gordon, S., Reid, A. & Petocz, P. (2007). Teachers’ conceptions of teaching service statistics courses. International Journal for the Scholarship of Teaching & Learning, 1(1). Online at: http://academics.georgiasouthern.edu/ijsotl/v1n1/gordon_et_al/index.htm
  • Schuck, S., Buchanan, J. & Gordon, S. (2007). Teaching to improve students’ learning: Questions we should be asking ourselves? In C. Rust (Ed.), Improving Student Learning Through Teaching. Proceedings of the 14th Improving Student Learning Symposium, 282-292, Oxford: The Oxford Centre for Staff and Learning Development.
  • Petocz, P., Gordon, S. & Reid, A. (2006). Recognising and developing good statistics teachers. In Rossman, A. and Chance, B. (Eds.), Proceedings of the Seventh International Conference on Teaching Statistics, ICOTS7, Salvador, Brazil: ISI, Voorburg, The Netherlands (On CD). Online at: http://www.stat.auckland.ac.nz/~iase/publications/17/5B2_PETO.pdf
  • Gordon, S. & Fittler, K. (2004). Learning by teaching: a cultural historical perspective on a teacher's development. Outlines, 6(2), 35-46 (Invited journal submission).
  • Gordon, S. (2004). Understanding students' experiences of statistics in a service course. Statistics Education Research Journal, 3(1), 40-59, Online at: http://www.stat.auckland.ac.nz/serj

Selected Previous Publications and Scholarly Work

(Most recent listed first in each category/alphabetic section)

PhD and MSc Theses

  • Gordon, S. (1998). Understanding students learning statistics — an activity theory approach. Unpublished doctoral thesis, The University of Sydney, Sydney. Available online: Australian Digital Theses: http://adt.caul.edu.au/.
  • Gordon, S. (1978). Some properties and examples of automorphisms on the bisequence space. Unpublished Master of Science thesis, University of the Witwatersrand, Johannesburg.

Papers in Refereed Journals

  • Cooper, I., Frommer, M., Gordon, S. & Nicholas, J. (2002). University teachers’ conceptions of memorising in learning science. Higher Education Research & Development, 21 (3), 305-321.
  • Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). University mathematics students’ conceptions of mathematics. Studies in Higher Education, 23(1), 87-94.
  • Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university. Learning and Instruction, 8(5), 455-468.
  • Crawford, K., Gordon, S., Nicholas, J. & Prosser, M. (1994). Conceptions of mathematics and how it is learned: The perspectives of students entering university, Learning and Instruction, 4, 331-345.
  • Gordon, S. (2002). Editorial: Reviewing research manuscripts — something like jury duty? Mathematics Education Research Journal, 14(1), 1-3.
  • Gordon, S. (1995a). What counts for students studying statistics? Higher Education Research & Development, 14(2), 167-184.
  • Gordon, S. (1995b). A theoretical approach to understanding learners of statistics. Journal of Statistics Education (Online), 3(3),
    http://www.amstat.org/publications/jse/v3n3/gordon.html.
  • Gordon, S. (1993). Mature students learning statistics: The activity theory perspective, Mathematics Education Research Journal, 5(1), 34-49.

Published Refereed Conference Papers

  • Cooper, I., Frommer, M., Gordon S. & Nicholas, J. (2001). University teachers’ perceptions of the role of memorising in learning science. In Schuck, S. & Segal, G. (Eds.) Proceedings of the Change in Education Research Group (CERG) Conference: Is Education Y2K Compliant? Sydney: University of Technology, Sydney.
  • Crawford, K., Gordon, S., Nicholas, J. & Prosser, M. (1995). Patterns of meaning of students’ mathematical experiences at university. In B. Atweh & S. Flavel (Eds.), Proceedings of the Eighteenth Annual Conference of the Mathematics Education Research Group of Australasia, (pp. 203-209). Darwin: Mathematics Education Research Group of Australasia.
  • Crawford, K., Gordon, S., Nicholas, J. & Prosser, M. (1994). Students’ reports of their learning about functions. In J. da Pont & J. Matos (Eds.), Proceedings of the Eighteenth Conference of the International Group for the Psychology of Mathematics Education, (Vol. 2, pp. 233-239). Lisbon: University of Lisbon.
  • Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1993). Learning mathematics at university level: Initial conceptions of mathematics. In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.), Proceedings of the Sixteenth Annual Conference of the Mathematical Education Research Group of Australasia, (pp. 209-214). Brisbane: Mathematics Education Research Group of Australasia.
    *Gordon, S. (2003). Supporting learners of statistics: the difference between personal sense and cultural learning. In C. Rust (Ed.), Improving Student Learning Theory and Practice — 10 Years On. Proceedings of the 10th Improving Student Learning Symposium (pp. 257-268). Oxford: The Oxford Centre for Staff and Learning Development.
  • *Gordon, S. (2000a). An instrument for exploring students’ approaches to learning statistics. Education Resources Information Center (ERIC) National Library of Education, US Department of Education. ERIC/AE ED 440142. Paper presented to the Annual Meeting of the American Educational Research Association (AERA), Montreal, 1999.
  • Gordon, S. (2000b). Applying theory to teaching statistics. In S. Schuck & G. Segal (Eds.), Proceedings of the Research Symposium: Change and Choice in the New Century, 65-72. Change in Education Research Group (CERG), Sydney: University of Technology, Sydney.
  • Gordon, S. (1997). Students’ orientations to learning statistics — profiles of experience. In F. Biddulph & K. Carr (Eds.), People in Mathematics Education. Proceedings of the Twentieth Annual Conference of the Mathematics Education Research Group of Australasia Incorporated, (Vol. 1, pp. 192-199). Hamilton, New Zealand: Mathematics Education Research Group of Australasia Incorporated.
  • Gordon, S., Nicholas, J., & Crawford, K. (1996). Psychology students’ conceptions of a statistics course. In L. Puig & A. Gutiérrez (Eds.), Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 3, pp. 11-18). Valencia: Universitat de Valencia.
  • Gordon, S. (1994). What sort of activity is learning statistics? In G. Ryan, P. Little, & I. Dunn (Eds.), Research and Development in Higher Education, (Vol. 16, pp. 241-246). Campbelltown, New South Wales: Higher Education Research and Development Society of Australasia Inc.
  • Wood, L. Petocz, P. & Gordon, S. (1991) Preparatory and Bridging courses in Statistics, Proceedings of the Third International Conference on Teaching Statistics, (Vol. 2 pp 73 – 78). Dunedin, New Zealand.

*Proposal only refereed

Other Conference Presentations

  • Buchanan J., Gordon, S. & Schuck S. (2007). From mentoring to monitoring: Implications for growth and learning of higher educators and their institutions. Paper presented at the 2007 Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Sydney, Australia (July 2-5, 2007).
  • Gordon, S (2007). Teaching service statistics — variation in conceptions. Paper presented at the First Australian Workshop on Applications of Phenomenography in Engineering, Computing and Science Education, Sydney, Australia, February 2007.
  • Gordon, S. & Nicholas, J. (2002). Phenomenography and Activity Theory: Do they fit? Paper presented at the tenth annual symposium: Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education (Deakin University, Victoria, December 2002).
  • Gordon, S. (1997). Teaching statistics to reluctant learners. In B. Phillips (Ed.), Papers on Statistical Education presented at the Eighth International Conference on Mathematics Education (ICME-8), (pp. 107-116). Melbourne, Australia: Swinburne Press.
  • Gordon, S. (1995). University students learning statistics: Activity theory in action. In S. Groves & R. Tytler (Eds.), Contemporary Approaches to Research in Mathematics and Science Education, (pp. 164-168). Geelong, Victoria: Centre for Studies in Mathematics, Science and Environmental Education.