ACU Researcher

Professor Tracey Muir

Professor of Education (STEM)
National School of Education

Areas of expertise: primary mathematics education; effective teaching of numeracy; making mathematical thinking visible; student engagement in mathematics; parental involvement in numeracy; children's literature and mathematics; professional learning for in-service mathematics teachers; online engagement; scholarship of teaching and learning

Phone: +61 7 36237219

Email: Tracey.muir@acu.edu.au

Location: ACU Brisbane Campus

HDR Supervisor accreditation status: HDR Supervisor (Full)

ORCID ID: 0000-0001-6305-0679

Professor Tracey Muir is a Professor of Education at the Australian Catholic University. Prior to joining ACU, she was an Associate Professor in Mathematics Education and Director of Initial Teacher Education at the University of Tasmania. Her research interests and expertise include student engagement with mathematics, effective teaching of numeracy, online learning and engagement, flipped classroom, parental involvement, teacher pedagogical content knowledge and the Scholarship of Teaching and Learning. Her teaching expertise has been recognised through several Teaching Merit Certificates, VC awards for Teaching Excellence, an OLT team award for teaching excellence and a National Citation for Outstanding Contribution to Student Learning. She has published extensively in academic journals and attracted over 3.2M in grant funding. She regularly conducts professional learning with in-service teachers and has delivered many keynote addresses and workshop presentations at international, national and local conferences.

Tracey's grant funding includes two ARC Discovery projects: Talking maths: Bridging the gap through talk in Early Years mathematics (2022-2025) and Improving regional low SES students' learning and wellbeing (2017-2019).

Tracey is an experienced HDR supervisor. She has had 6 PhD and 3 Masters completions and regularly examines theses for other institutions.

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Journal articles

• Muir, T., Muir, B., Hicks, D., Beasy, K., & Murphy, C. (2024). Learning from home during COVID-19: Primary school parents' perceptions of their school's management of the home-learning situation. Cogent Education, 11(1) [online]. https://doi.org/10.1080/2331186X.2024.2308414

• Fan, S., Trimble, A., Kember, D., Muir, T., Douglas, T., Wang, Y., Masters, J., & Mainsbridge, C. (2023). Supporting engagement and retention of online and blended-learning students: A qualitative study from an Australian University. The Australian Educational Researcher, 1-19. https://doi.org/10.1007/s13384-022-00605-5

• Maher, N., Chick, H., & Muir, T. (2022). Horizon knowledge and the complexities of contingency: A scenario from a senior secondary mathematics classroom. For the Learning of Mathematics, 41(1), 15-17.

• Maher N., Muir T., & Chick H. (2022). Analysing senior secondary mathematics teaching using the Knowledge Quartet. Educational Studies in Mathematics, 110(2), 233-249. https://doi.org/10.1007/s10649-021-10125-1

• Muir, T. (2022). The influences of social, cognitive, and teaching presence on pre-service teachers' online engagement in productive mathematical discourse. International Journal of Mathematical Education in Science and Technology, 1-18. https://doi.org/10.1080/0020739X.2022.2119176

• Muir, T., Livy, S., Murphy, C., & Trimble, A. (2022). Making the transition from on-campus to online learning: Pre-service teachers' experiences of online learning as a result of COVID-19. Journal of University Teaching & Learning Practice, 19(5), 1-21. https://ro.uow.edu.au/jutlp/vol19/iss5/03

• Muir, T., Wang, I., Trimble, A., Mainsbridge, C., & Douglas, T. (2022). Using interactive online pedagogical approaches to promote student engagement. Education Sciences, 12(6), 415. https://doi.org/10.3390/educsci12060415

• Prain, V., Muir, T., Lovejoy, V., Farrelly, C., Emery, S., & Thomas, D. (2022). Teacher professional learning in large teaching spaces: An Australian case study. Issues in Educational Research, 32(4), 1548-1566. http://ecite.utas.edu.au/154573/

• Walsh, C., Bragg, L., Muir, T., & Oates, G. (2022). Unleashing adult learners' numeracy agency through self-determined online professional development. The International Review of Research in Open and Distributed Learning, 23(3), 240-258. https://doi.org/10.19173/irrodl.v23i3.6046

• Beasy, K., Murphy, C., Hicks, D., & Muir, T. (2021). Learning from home learning: Crossing boundaries of place and identity. Geographical Research, 59(3), 341-348. https://doi.org/10.1111/1745-5871.12482

• Hopwood, B., Dyment, J., Downing, J., Stone, C., Muir, T., Freeman, E., & Milthorpe, N. (2023). Keeping the party in full swing: Findings on online student engagement with teacher education students. The Journal of Continuing Higher Education, 71(1), 40-58. https://doi.org/10.1080/07377363.2021.1966922

• Livy, S., Muir, T., Murphy, C., & Trimble, A. (2022). Creative approaches to teaching mathematics education with online tools during COVID-19. International Journal of Mathematical Education in Science and Technology, 53(3), 573-581. https://doi.org/10.1080/0020739X.2021.1988742

• Livy, S., Muir, T., Trakulphadetkrai, N. V., & Larkin, K. (2023). Australian primary school teachers' perceived barriers to and enablers for the integration of children's literature in mathematics teaching and learning. Journal of Mathematics Teacher Education, 26(1), 5-26. https://doi.org/10.1007/s10857-021-09517-0

• Ludicke, P., Muir, T., & Swabey, K. (2021). Student perceptions of learning challenges in year 7. The Australian Educational Researcher, 48(2), 303-319. https://doi.org/10.1007/s13384-020-00397-6

• Mainsbridge, C., Muir, T., Fan, S., & Douglas, T. (2022). In pursuit of a healthy academic status and student experience: An approach to supporting academically fragile students in higher education. Student Engagement in Higher Education Journal, 4(1), 110-127. https://sehej.raise-network.com/raise/article/view/1053

• Muir, T., Deed, C., Thomas, D., & Emery, S. (2021). Achieving teacher professional growth through professional experimentation and changes in pedagogical practices. Australian Journal of Teacher Education, 46(9), 22-38. https://doi.org/10.14221/ajte.2021v46n9.2

• Prain, V., Emery, S., Thomas, D., Lovejoy, V., Farrelly, C., Baxter, L., Blake, D., Deed, C., Edwards, M.-C., Fingland, D., Mooney, A., Muir, T., Swabey, K., Tytler, R., Workman, E., Daniel-Zitzlaff, T., & Henriksen, J. (2022). Team teaching in large spaces: Three case studies framed by relational agency. Teaching Education, 33(3), 272-285. https://doi.org/10.1080/10476210.2020.1868423

• Swabey, K., Muir, T., Thomas, D., Emery, S., & Edwards, M.-C. (2022). University and school research partnerships as a source of professional growth in regional communities. The Australian Educational Researcher, 49(5), 961-977. https://doi.org/10.1007/s13384-021-00477-1

• Herbert, S., Muir, T., & Livy, S. (2020). Characteristics of a secondary school with improved NAPLAN results. Mathematics Education Research Journal, 32(3), 387-410. https://doi.org/10.1007/s13394-019-00304-y

• Muir, T. (2021). Self-determination theory and the flipped classroom: A case study of a senior secondary mathematics class. Mathematics Education Research Journal, 33(3), 569-587. https://doi.org/10.1007/s13394-020-00320-3

• Muir, T., Bragg, L., Murphy, C., Walsh, C., & Oates, G. (2020). Dynamic approaches to online learning of numeracy for educators and families. Australian Primary Mathematics Classroom, 25(4), 25-30. https://doi.org/10.3316/aeipt.229518

• Muir, T., Douglas, T., & Trimble, A. (2020). Facilitation strategies for enhancing the learning and engagement of online students. Journal of University Teaching & Learning Practice, 17(3), 101-118. https://doi.org/10.53761/1.17.3.8

• Deed, C., Blake, D., Henriksen, J., Mooney, A., Prain, V., Tytler, R., Zitzlaff, T., Edwards, M., Emery, S., Muir, T., Swabey, K., Thomas, D., Farrelly, C., Lovejoy, V., Meyers, N., & Fingland, D. (2020). Teacher adaptation to flexible learning environments. Learning Environments Research, 23(2), 153-165. https://doi.org/10.1007/s10984-019-09302-0

• Kember, D., Douglas, T., Muir, T., & Salter, S. (2019). Umbrella action research projects as a mechanism for learning and teaching quality enhancement. Higher Education Research & Development, 38(6), 1285-1298. https://doi.org/10.1080/07294360.2019.1638350

• Ludicke, P., Muir, T., & Swabey, K. (2019). Identifying and supporting young adolescent academic underachievers in Year 7 and 8 classrooms. Issues in Educational Research, 29(2), 458-484.

• Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: Students' experience of online learning over time. Distance Education, 40(2), 262-277. https://doi.org/10.1080/01587919.2019.1600367

• Muir, T. (2019). Flipping the learning of mathematics: Different enactments of mathematics instruction in secondary classrooms. International Journal for Mathematics Teaching and Learning, 20(1), 18-32. https://cimt.org.uk/ijmtl/index.php/IJMTL/article/view/139

• Muir, T., & Wells, J. (2019). Are athletes getting better over time? Australian Primary Mathematics Classroom, 24(3), 15-20. https://doi.org/10.3316/aeipt.226994

• Stone, C., Freeman, E., Dyment, J., Muir, T., & Milthorpe, N. (2019). Equal or equitable? The role of flexibility within online education. Australian and International Journal of Rural Education, 29(2), 26-40. https://doi.org/10.47381/aijre.v29i2.221

• Downton, A., Muir, T., & Livy, S. (2018). Linking practice and theory: A case study of mathematical discourse between a mathematics teacher educator and a primary classroom teacher. Mathematics Teacher Education & Development, 20(3), 102-118. https://doi.org/10.3316/aeipt.222200

• Livy, S., Muir, T., & Sullivan, P. (2018). Challenging tasks lead to productive struggle! Australian Primary Mathematics Classroom, 23(1), 19-24. https://doi.org/10.3316/informit.484804037202568

• Muir, T., Livy, S., Herbert, S., & Callingham, R. (2018). School leaders' identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes. The Australian Educational Researcher, 45(3), 297-313. https://doi.org/10.1007/s13384-017-0252-9

• Muir, T., Bragg, L. A., & Livy, S. (2018). Engagement and impact: A focus on mathematics teacher educators' studies into practice. Mathematics Teacher Education and Development, 20(3). https://ojs.merga.net.au/index.php/mted/article/view/495

• Prain, V., Blake, D., Deed, C., Edwards, M., Emery, S., Farrelly, C., Fingland, D., Henriksen, J., Lovejoy, V., Meyers, N., Mooney, A., Muir, T., Sbaglia, R., Swabey, K., Thomas, D., Tytler, R., & Zitzlaff, T. (2018). A framework to support personalising prescribed school curricula. British Educational Research Journal, 44(6), 1101-1119. https://doi.org/10.1002/berj.3481

Books

• Baker, P., Callingham, R., & Muir, T. (2023). Primary mathematics: Integrating theory with practice. (4th ed.). Cambridge University Press.

• Leeper, M., & Muir, T. (2019). Developing early maths through story. Andrews UK Limited.

• Serow, P., Callingham, R., & Muir, T. (2019). Primary mathematics. Cambridge University Press.

• Kinnear, V., Lai, M. Y., & Muir, T. (Eds.). (2018). Forging connections in early mathematics teaching and learning. Springer. https://doi.org/10.1007/978-981-10-7153-9

Book chapters

• Muir, T., Douglas, T., Wang, I., Richey, S., Fan, S., Trimble, A., Chase, J., & Mainsbridge, C. (2023). Detailed Characterisation of Online Teaching which Optimises Student Support. In D. Kember, R. A. Ellis, S. Fan, & A. Trimble (Eds.). Adapting to online and blended learning in higher education. Springer.

• Muir, T., Livy, S., & Downton, A. (2021). Applying the knowledge quartet to mathematics teacher educators: A case study undertaken in a co-teaching context. In M. Goos & K. Beswick (Eds.), The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges (pp. 41-62). Springer International Publishing. https://doi.org/10.1007/978-3-030-62408-8_3

• Oates, G., Muir, T., Murphy, C., Reaburn, R., & Maher, N. (2021). What influences mathematics teacher educators' decisions in course design: Activity theory and professional capital as an investigative approach. In M. Goos & K. Beswick (Eds.), The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges (pp. 345-366). Springer International Publishing. https://doi.org/10.1007/978-3-030-62408-8_18

• Livy, S. L., Alagappan, J., Muir, T., & Downton, A. (2018). Bringing the profession into university classrooms: Narratives of learning from co-teaching primary mathematics. In A. Fitzgerald, G. Parr, & J. Williams (Eds.), Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning (pp. 143-161). Springer. https://doi.org/10.1007/978-981-13-0815-4_9

Projects

• 2022-2025: ARC Discovery 'Talking maths: Bridging the gap in Early Years mathematics (Murphy, C., Muir, T., & Thomas, D.) $347 024

• 2023: Department of Education, Victoria: Mathematics Online Interview and Fractions and Decimals Online Interview Reporting Enhancement Project (Muir, T., Clarke, D., Geiger, V., Sexton, M., Parish, L., Roche, A.) $112 000

• 2015-2019: ARC Discovery 'Improving regional low SES students' learning and well-being (Prain, V., Swabey, K., Tytler, R., Deed C., Meyers, N., Blake, D., Muir, T., Farrelly, C., Mooney, A., & Thomas, D.) $571 174

• 2015-2016: Office of the Chief Scientist 'Building an evidence base for national best practice in mathematics education'. (Callingham, R., Beswick, K., Goos, M., Geiger, V., Muir, T. et al.) $542,260

TEMPEST

• 2018: Department of Education & Training, Victoria: B-10 numeracy guide (Bragg, L., Walsh, C., Muir, T. et al.) $180 000

• 2014-2016 Australian Maths & Science Partnership Program: Towards Educating Mathematics Professionals Encompassing Science & Technology (TEMPEST) (Beswick, K., Fraser, S., Callingham, R., Muir, T., et al.) $1 738 070

Awards

• 2019 Teaching Excellence Award, CALE, University of Tasmania

• 2016 National Citation for Outstanding Contribution to Student Learning

• 2015/16 Teaching Merit Certificates for Outstanding Contribution (UTAS)

• 2014 VC Citation for Outstanding Contribution to Student Learning (UTAS)

• 2012 OLT Team Award for Teaching Excellence

• 2011 VC Team Award for Teaching Excellence (UTAS)

• 2008 MERGA Early Career Research Award

Appointments and Affiliations

• Professor of Education (STEM), Faculty of Education & the Arts, Australian Catholic University (ACU), 2023 -

• Director of Initial Teacher Education, College of Arts & Education, University of Tasmania 2019-2023

• Associate Professor of Mathematics Education, College of Arts & Education, University of Tasmania 2017-2023

• Senior Lecturer in Mathematics Education, College of Arts & Education, University of Tasmania 2011-2017

• Lecturer in Mathematics Education, College of Arts & Education, University of Tasmania, 2005-2010

Editorial roles

• 2019 - 2022 Lead editor, Mathematics Teacher Education Journal (MTED)

• 2011 Lead editor Special Issue: Engagement and impact: A focus on mathematics teacher educators' studies into practice (Muir, T., Bragg, L., & Livy, S.) MTED

• 2018 Co-editor (Kinnear, K., Lai, M. Y., & Muir, T.) Forging connections in early mathematics teaching and learning. Springer.

• 2015 Co-editor (Beswick, K., Muir, T., & Fielding-Wells) Proceedings of the 39th Conference of the

• International Group for the Psychology of Mathematics Education (PME)

• 2008-2010 Co-editor (Beswick, K., & Muir, T.) Australian Primary Mathematics Classroom (APMC)

International journal review panels

• 2015 - present Editorial board member International Journal of Mathematics Teaching and Learning

Grant agency review panels

• 2015 - Assessor for Australian Research Council

Public engagement

• 2024 Invited lecture, International Mathematics Conference (ICME), Sydney

• 2023 SA Department of Education Numeracy Summit, Adelaide

• 2022 Co-convenor Annual Conference of the Mathematical Association of Australasia (MERGA), Launceston

• 2020 Co-chair Topic Study Group, ICME, Beijing/Online

• 2019 Mathematics and its applications, SIMANTAP, Permatang Siantar, Indonesia

• 2019 Dunedin Symposium, New Zealand

• 2018 Mathematics Association of Victoria Annual Conference (invited keynote)

• 2018 Mathematics Association of Tasmania Annual Conference (invited speaker)

• 2016 Mathematics Association of Victoria Annual Conference (invited keynote)

• 2015 Co-convenor International Psychology of Mathematics Education Conference, Hobart

• 2013 NZ Annual Conference for Mathematics Teachers, Wellington, NZ (keynote)

• 2012 NZ symposiums in Wellington, Gisborne & Masterton (invited keynote)