Rate My Professor Lorraine Day

Lorraine Day serves as a Senior Lecturer in the School of Education at the University of Notre Dame Australia, based at the Fremantle campus. She holds a Bachelor of Education from the Western Australian College of Advanced Education and a Master of Education from Murdoch University. With decades of teaching experience in schools and university settings, she coordinates the Double Degree program and plays a key role in preparing pre-service teachers for mathematics instruction. Day is a former President and Life Member of the Mathematical Association of Western Australia, Life Member of the Australian Association of Mathematics Teachers and the Australian College of Educators, and a member of the Mathematics Education Research Group of Australasia.

Her academic interests focus on improving the effectiveness of mathematics teachers through evidence-based learning progressions and practical teaching strategies, with particular expertise in algebraic reasoning and multiplicative thinking. As a member of the Reframing Mathematical Futures II research team, she co-received the 2018 Beth Southwell Practical Implications Award. Notable awards include the 2023 Dean’s Award for Excellence in Teaching, 2018 Australian Awards for University Teaching Citation for Outstanding Contribution to Student Learning, 2018 Vice-Chancellor’s Award for Significant Contribution to Student Learning, 2024 Life Membership of the Australian Association of Mathematics Teachers, 2018 Life Membership of the Mathematical Association of Western Australia, and 2016 Life Membership of the Australian College of Educators.

Day's key publications include books such as Algebra tiles Australia: A concrete, visual, area-based model (2nd ed., 2014) and Developing a conceptual understanding of fractions (Hurrell & Day, 2018). Selected articles and chapters feature Connecting the threads: The role of multiplicative thinking in algebraic, geometrical, and statistical reasoning (Day et al., 2024, Research in Mathematics Education), An empirically based practical learning progression for generalisation, an essential element of algebraic reasoning (Stephens, Day, & Horne, 2021, Australian Journal of Education), Algebraic reasoning: Connecting research to practice (Day, 2023, CERME13 Proceedings), and Mathematically rich, investigative tasks for teaching algebra (Day, 2015, Mathematics Teacher). She regularly publishes in mathematics education journals, presents at state, national, and international conferences, authors teacher resources, and supports schools through professional learning programs, influencing classroom practices across Australia.