BA (Sterling College), MA (Oklahoma), PhD (Kansas State)

Education
2007

Jane Watson is Professor Emerita of Mathematics Education at the University of Tasmania, where she has taught mathematics education courses for primary, middle, and secondary pre-service teachers since 1985. Her major research interests lie in the area of statistics education, including the longitudinal development of school students' understanding, the influence of collaborative settings and cognitive conflict on student understanding, the profiling of teachers' knowledge for teaching statistics, the documenting of a statistical literacy hierarchy of understanding necessary for successful decision making in society, following longitudinal change for teachers and students related to professional learning, statistical literacy in the education workplace, beginning inference in the primary school, and data modelling for advancing the STEM curriculum. She has led many ARC projects and professional development programs for teachers, often in collaboration with organisations such as the Australian Bureau of Statistics, the Australian Association of Mathematics Teachers, and the Department of Education of Tasmania, and resulting in the publication of over 200 papers.

1999 Clunies Ross National Science and Technology Award and Medal

2005 Mathematics Education Research Group of Australasia Practical Implications Award [0]

2007 National Literacy and Numeracy Week Minister’s Award [,000]

2010 Mathematics Education Research Group of Australasia Career Research Medal

NatStats2010 Conference Award for Excellence in the Development and Promotion of Statistical Capability in Education and Training

2011 University of Tasmania Vice Chancellor’s Research Excellence Medal [,000]

  • Watson, J., & Callingham, R. (2014). Two-way tables: Issues at the heart of statistics and probability for students and teachers. Mathematical Thinking and Learning, 16, 254-284.
  • Watson, J., & Callingham, R. (2013). Likelihood and sample size: The understandings of students and their teachers. Journal of Mathematical Behavior, 32, 660-672.
  • Watson, J.M. (2013). Statistical literacy, a statistics curriculum for school students, the pedagogical content needs of teachers, and the Australian Curriculum. Curriculum Perspectives, 33(3), 58-69.
  • Watson, J.M., & Nathan, E.L. (2010). Approaching the borderlands of statistics and mathematics in the classroom: Qualitative analysis engendering an unexpected journey. Statistics Education Research Journal, 9(2), 69-87.
  • Watson, J.M. (2009). The influence of variation and expectation on the developing awareness of distribution. Statistics Education Research Journal, 8(1), 32-61.
  • Watson, J.M., & Kelly, B.A. (2009). Development of student understanding of outcomes involving two or more dice. International Journal of Science and Mathematics Education, 7, 25-54.
  • Watson, J.M., Callingham, R.A. and Kelly, B.A. (2007) Students' Appresication of Expectation and Variation as a Foundation for Statistical Understanding, Mathemathical Thinking and Learning - An International Journal, 9(2): 83-130.
  • Watson, J.M. (2006) Statistical Literacy at School: Growth and Goals. Mahwah, NJ - USA: Lawrence Erlbaum.
  • Watson, J.M. and Moritz, J.B. (2003) Fairness of Dice: A Longitudinal Study of Students' Beliefs and Strategies for Making Judgements, Journal for Research in Mathematics Education, 34(4):270-304.
  • Watson, J.M. (2002) Inferenial Reasoning and the Influence of Cognitive Conflict, Educational Studies in Mathematics, 51(3): 225-256.
  • Watson, J.M. (2001) Profiling Teachers' Competence and Confidence to Teach Particular Mathematics Topics: The Case of Chance and Data, Journal of Mathematics Teacher Education, 4(4): 305-337.
  • Watson, J.M. and Moritz (2000) Developing Concepts of Sampling, Journal for Research in Mathematics Education, 31(1): 44-70.