Congratulations to the winner of the Curtin University School of Education Teaching Excellence Award, Georgiana Molloy Anglican School’s head of Mathematics, Dr Amanda Draper.
Over her 20-years-plus career, Dr Amanda Draper has worked tirelessly to transform mathematics education by applying current research. She emphasises student engagement through the Building Thinking Classrooms model. As President of the South West Mathematics Association, Amanda assists and mentors teachers, especially early career educators, continuing to provide extensive support for teachers at GMAS and other schools across the region.
Amanda facilitates multiple impactful events in the region, to allow a diverse range of students to participate and excel in Mathematics. An active community volunteer and foster carer, she serves as an inspirational role model for all students.
How has winning this award influenced your perspective on teaching?
I have always considered myself a reflective professional and one who works within a team. This recognition is not only a reflection on my own practice, but also on my team, who have been willing to take on new ideas and adopt change in the classroom. I think Mathematics is a learning area which should promote interest and curiosity in our students. This is sometimes lost on the minds of students, but this type of recognition reminds me it is always worth making changes, adapting for different students, keeping up to date with current research, and doing whatever we need to foster the love of learning in our students.
What do you think this teaching excellence award says about your approach to teaching mathematics, and your outlook moving forward?
As Head of Mathematics at GMAS I read articles, and listen to podcasts and audiobooks, constantly modifying my approach to teaching mathematics. I have reflected on my own experience in a mathematics classroom over 30 years ago, and every year I start with a positive attitude, and a commitment to use evidence-based practice to improve my teaching moving forward.
I consider it a privilege to mentor other teachers and share my ongoing learning and experience with them also. One of these teachers, who I mentored from a graduate, ended up nominating me for this award. This was a humbling experience, as I’ve watched her and others grow into exceptional teachers. Winning the award really encourages me to continue to help others in the profession, and to use this passion to constantly keep up with changes and find opportunities to be collegial.
How has this award opened up new opportunities for you in terms of professional growth or future teaching initiatives?
I am always looking for personal growth opportunities, and this recognition has opened doors for me in the past and will continue to do so in the future. Today I feel valued for my contribution to the teaching and learning of students and teachers, both in and outside of my school, GMAS.
My hope is that all teachers feel valued for what they do, because every day I see dedicated professionals making a difference in the learning experiences and lives of students. I look for opportunities, even in areas which require genuine learning for me, for example working in the AI Working Party looking at AI policy in 2024. This is an example where I had to move out of my comfort zone, to learn and grow in a changing space, and it has already improved my validity modelling around investigative assessments.
What strategies do you use to keep students engaged in mathematics, especially those who may struggle with the subject?
I use a range of strategies to gain interest and build mathematical resilience in students who struggle with mathematics. I have made break-out boxes and escape rooms which encourage students to problem-solve with a purpose beyond learning the topic. I am invested in the Building Thinking Classrooms model for mathematics classrooms – adopting vertical whiteboards, collaborative mathematical thinking tasks and flipping note-taking cognition to a confirmatory activity, after the learning has been done, rather than a starting activity.
I incorporate hands on tasks, IT games and other activities to encourage students to be active learners in developing their mathematical understanding. I’ve also researched and developed non-traditional or “Lane 2” assessment types to build understanding, which has been commended by students in post-secondary education a number of times for the long term learning this has provided.
Looking ahead, how do you plan to build on this recognition to continue improving your teaching and inspiring your students?
I believe we have a responsibility as teachers to be a role model and an inspiration to our students. This is an aspect of my professional life that I take very seriously. As a person I use my experience to help inspire students, both to learn mathematics and to be the best version of themselves. I share experiences with students to help them overcome difficulties. I speak with students about my own learning journey through secondary school, university and through my PhD research, therefore promoting their learning.
I generally live my life for the betterment of others. I’ve been a foster carer for over 25 years, and having raised my 12 children (past Mother of the Year), am a St John Ambulance volunteer, and an active community member and fundraiser, especially in the cancer space. I was awarded with the Lifetime Contribution of Volunteering award in 2023.
