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PhD candidate Lei Bao is helping students learn mathematics
After 20 years as a mathematics teacher during which he was recognised with numerous teaching awards, Lei Bao decided to move into research with the hope that his work would have an impact on a larger scale. He is currently a PhD student in mathematics education being supervised by REDI’s Dr Lihua Xu and Associate Professor Wanty Widjaja. He is excelling in this as well, he recently received a Highly Commended certificate for his nominated paper for the Beth Southwell Practical Implications Award, entitled ‘An Analysis of Multiplicative Thinking Development in Years 3 to 6’. The Beth Southwell Practical Implications Award (BSPIA) recognises high-quality mathematics education that produces insights for the teaching profession and/or student learning.
Here Lei talks about his PhD project, ‘Identifying students’ transition barriers between additive and multiplicative thinking by designing a diagnostic assessment tool’, and why he decided to become an education researcher.
Describe your project and why you chose this topic
Multiplicative thinking is a prerequisite for much of mathematics that is learnt in primary and secondary schools. However, studies show that the transition from additive to multiplicative thinking is a challenge for many students, due to the complexity behind multiplicative thinking.
My research aims to refine the developmental progression for multiplicative thinking and to reveal students’ transition barriers between additive and multiplicative thinking by designing a diagnostic assessment tool.
The design-based research method was used to inform the development of the Multiplicative Thinking Diagnostic Assessment and scoring rubrics. It includes two phases:
- the development of Multiplicative Thinking Diagnostic Assessment during the pilot study
- the implementation of Multiplicative Thinking Diagnostic Assessment in the main study.
The Multiplicative Thinking Diagnostic Assessment as a research product could provide teachers with a tool to assist students’ transition from additive to multiplicative thinking.
What is your background, and what challenges have you faced to get to this point?
I worked as a classroom teacher for almost 20 years including roles such as numeracy coordinator, numeracy leader and maths specialist. I was awarded the ASG National Excellence in Teaching Awards (ASG NEiTA) State and Territory Inspirational Teaching Award in 2012 and 2017. In 2021, I was awarded the B.H. Neumann Award for my contribution to Australian Mathematics Education.
I have been a member of the Australian Mathematics Trust for the past 12 years and have designed test items for the Australian Mathematics Competition. Recently, I have been employed as a test developer in the maths division by the Australian Council of Educational Research (ACER).
Completing a PhD was my childhood dream so when the COVID 19 pandemic started, I took the opportunity to begin my PhD journey as I thought it could a good challenge for me while working from home. The biggest challenge I have faced has been data collection and data analysis. During the COVID-19 pandemic, I had difficulty in collecting data for my study which delayed my research. During the data analysis, I had to learn to use the Rasch model to calibrate my data.
Why did you decide to do your PhD at Deakin?
Deakin University is highly regarded for its research output and quality and is the home of REDI which is a specialised research centre that focuses on innovative and impactful research in education. Deakin also offers a variety of scholarships for PhD students which provide financial support for tuition fees and living expenses. Also, I live in Geelong so it’s convenient.
How has your experience with your supervisors been so far?
Both my supervisors are experienced and internationally recognised education researchers who have provided me with high-quality supervision and mentorship.
What are you hoping to achieve with your PhD research?
I really hope that my research findings provide teachers and researchers with insights on students’ learning in this important topic of mathematics. As a research product, the Multiplicative Thinking Diagnostic Assessment could be used by teachers as a formative assessment to assist students’ transition from additive thinking to multiplicative thinking.
