Elise’s work focuses on improving the quality of mathematics education for both primary school children and pre-service primary teachers. She is passionate about advocating and advancing evidence-based best practice in teaching and learning mathematics with a view to challenging the traditional views and beliefs about mathematics.
Elise’s empirical work looks to uncover ways to encourage teachers and primary school students to see mathematics as a creative and inquisitive pursuit. Elise’s doctoral dissertation explored the complexities of pre-service teachers’ developing knowledge for teaching mathematics. The findings of her thesis contributed a conceptual framework as a lens through which to consider aspects of pre-service teachers’ mathematical knowledge.
This line of research highlights how important it is to understand how teachers learn and teach mathematics. If mathematics is viewed as collections of rules and procedures to be adopted, rote learning is promoted and teaching approaches tend to reflect traditional teacher-centred practice. However, research indicates mathematics is best learned through student-led inquiry with a view to building sophistication in student reasoning. Elise’s work has implications for teacher education programs and contributes to the theoretical discourse around what is needed for quality teaching in mathematics.