Dr Carmel Mesiti
Senior Lecturer
Faculty of Education
45 Scholarly works
1 Projects
HIGHLIGHTS
2024
Book Chapter
Research in mathematics Education in Australasia from 2020 to 2023
DOI: 10.1007/978-981-97-1964-8_12024
Conference Proceedings
What Kind of Mathematics Teacher is ChatGPT? Identifying the Pedagogical Practices Preferenced by Generative AI Tools When Preparing Lesson Plans
2023
Journal article
The (in)visibility of pedagogical practices: Illustrations from three Asian-Pacific countries
DOI: 10.1080/02188791.2021.19352142022
Journal article
Towards an international lexicon
DOI: 10.1007/s11858-022-01349-32022
Journal article
Teacher orchestration of student responses to rich mathematics tasks in the US and Japanese classrooms
DOI: 10.1007/s11858-021-01322-62021
Research Contracts
Investigating Teacher Noticing and Decision Making Through Identifying Teacher Classroom Decision Cues Mid-Lesson
2021
Book Chapter
Naming aspects of teaching practice: Describing and analysing a lexicon of mathematics teachers in Australia
DOI: 10.4324/9780429355622-2
RECENT SCHOLARLY WORKS
2025
Journal article
Rethinking the Who, What, and How of Teacher Professional Development: A Framework Emerging from the Special Issue on Technology-Enabled Professional Development for Science, Mathematics, and STEM teachers
DOI: 10.1007/s10763-025-10584-52025
Conference Proceedings
How Knowledgeable is ChatGPT 4o? Assessing the Pedagogical Content Knowledge of a Generative Artificial Intelligence Tool
2024
Conference Proceedings
Research on Classroom Practice at Secondary Level
DOI: 10.1142/9789811287152_00612024
Book
Research in Mathematics Education in Australasia 2020–2023
DOI: 10.1007/978-981-97-1964-82023
Thesis / Dissertation
The Australian Lexicon: Insights into the Nature of the Professional Vocabulary Employed by Australian Middle School Mathematics Teachers
2023
Conference Proceedings
Developing an international lexicon of classroom interaction
2022
Journal article
Understanding complexity in the mathematics classroom: in memoriam David Clarke
DOI: 10.1007/s11858-022-01377-z