Projects per year
Personal profile
Biography
Tom was appointed as one of the University's Centenary Professors in 2014. His previous positions included working as a primary school classroom teacher, teaching mathematics education and research method courses to undergraduate and postgraduate students and working with classroom teachers on curriculum frameworks. Previous administrative positions include being a Head of School, Head of Campus and Research Director of a multidisciplinary research institute.
Tom has an established international research profile in the discipline area of mathematics and STEM education. His concentrated and sustained (over 20 years) body of work has focused on the extent to which primary-aged students use spatial reasoning and visual imagery to solve mathematics problems and the role and nature of graphics in mathematics assessment. More recently, his research has expanded to include students' use of digital tools and dynamic imagery to solve problems and developing spatial curriculum for primary and secondary classrooms.
Tom is the Program Director for the Early Learning STEM Australia (ELSA) project. A nation-wide Australian Government initiative to increase the participation of Australian children in STEM and improve their digital literacy.
Education/Academic qualification
PhD, Visual imagery in primary school mathematics, University of Newcastle
Award Date: 15 Dec 1996
Master, Master of Education (MEd), , University of Wollongong
Bachelor, Bachelor of Education (BEd), University of Wollongong
External positions
President, Mathematics Education Research Group of Australia (MERGA)
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Network
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Spatial intervention: An enduring model for building mathematics achievement
Lowrie, T., Resnick, I., Logan, T. & Patahuddin, S.
1/01/23 → 31/12/25
Project: Research
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Early Learning STEM Australia (ELSA) F-2 Program
Lowrie, T., Bacon, M., Levido, A., Hope, R., Lommatsch, G., Crowley, J., Logan, T., Patahuddin, S., Lommatsch, C., Larkin, K. & Resnick, I.
18/06/21 → 7/01/26
Project: Other
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Equity and Spatial Reasoning: Reducing the mathematics achievement gap in gender and social disadvantage
Lowrie, T., Jorgensen, R. & Logan, T.
1/03/17 → 31/12/21
Project: Research
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Cognitive Interviews ¿ Audio accommodation of NAPLAN Numeracy items
Lowrie, T., Logan, T. & Patahuddin, S.
1/11/16 → 31/12/17
Project: Other
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Spatial visualization and measurement of area: A case study in spatialized mathematics instruction
Harris, D., Logan, T. & Lowrie, T., 2023, In: The Journal of Mathematical Behavior. 70, p. 1-18 18 p.Research output: Contribution to journal › Article › peer-review
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Authentic Perspective-taking: Looking beyond abstract spatial skills to the influence of culture and environment.
Harris, D., Logan, T. & Lowrie, T., Apr 2022, In: Learning, Culture and Social Interaction. 33, p. 1-16 16 p., 100611.Research output: Contribution to journal › Article › peer-review
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Bounded learning progressions: a framework to capture young children’s development of mathematical activity in play‑based contexts
Cutting, C. & Lowrie, T., 22 Jun 2022, (E-pub ahead of print) In: Mathematics Education Research Journal. p. 1-21 21 p.Research output: Contribution to journal › Article › peer-review
Open Access -
Culture and geography: how do primary students map their local environment?
Lowrie, T., Jorgensen, R., Logan, T. & Harris, D., Apr 2022, In: The Australian Educational Researcher. 49, 2, p. 261-284 24 p.Research output: Contribution to journal › Article › peer-review
Open Access1 Citation (Scopus) -
Preschool children’s repeating patterning skills: evidence of their capability from a large scale, naturalistic, Australia wide study
Larkin, K., Resnick, I. & Lowrie, T., 27 Mar 2022, (E-pub ahead of print) In: Mathematical Thinking and Learning. p. 1-17 17 p.Research output: Contribution to journal › Article › peer-review