Three questions for Echo
What has your career looked like to date?
I studied mathematics, probability, and statistics when I majored in actuarial studies in my undergraduate degree. Afterwards, I completed a teaching degree and taught mathematics in secondary schools. In 2017, I became involved in the University of Melbourne Network of Schools program as a success coordinator.
During the program, my school emphasised the development of data-driven teaching practices, which led me to recognise the need for expertise in analysing and interpreting student data. This realisation, along with my passion for computer science, motivated me to pursue the Master of Data Science part time whilst teaching.
What do you do in your current position?
As a mathematics teacher, I draw upon my algorithmic thinking skills to plan and teach computational thinking in mathematics classes from year 7 to 12. This area of learning is an integral part of the Australian Curriculum and the VCE Mathematics Study Design.
As the School Data Analyst, I analyse and interpret students’ data from school assessments and standard testing (NAPLAN, VCE etc.). I encourage other teachers to closely examine students’ learning data, which provides valuable insight to inform daily teaching practice. The continuous analysis of students’ data also supports the school’s strategic planning for the executive team.
How has your mathematics/statistics training been useful in your career?
Throughout my career, I have utilised my expertise in mathematics and statistics to benefit both students and fellow teachers. Thanks to my degrees, I possess a solid foundation to teach this content effectively. Moreover, I have the ability to assist others in improving their skillsets and confidence in teaching this area. My workshops at the Mathematical Association of Victoria conference have helped numerous teachers understand and teach algorithms in maths classes.
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