Selected Recent Publications

Practitioner Research

Hilton, A., & Hilton, G. (2020). Learning to research and researching to learn: An educators’ guide. Cambridge: Cambridge University Press.

Hilton, G., & Hilton, A.  (2019). A mentoring model to assist educators in conducting their practitioner research. Paper presented at the European Association for Practitioner Research on Improving Learning (EAPRIL2019) Conference, Tartu, Estonia.

Hilton, A., & Hilton, G. (2019). Beyond the individual: The impacts and outcomes of practitioner research. Paper presented at the European Association for Practitioner Research on Improving Learning (EAPRIL2019) Conference, Tartu, Estonia.

Hilton, A., & Hilton, G. (2018). Primary school teachers implementing structured mathematics interventions to promote their mathematics knowledge for teaching. Journal of Mathematics Teacher Education. (Published online March 28, 2018). DOI: 10.1007/s10857-018-9405-7.

Hilton, G., & Hilton, A. (2018). The Impact of Conducting Practitioner Research on Teachers’ Professional Growth. Paper presented at the British Education Research Association (BERA) Conference, Newcastle, England.

Hilton, A., & Hilton, G. (2017). The impact of conducing practitioner research projects on teachers’ professional growth. Australian Journal of Teacher Education, 42(8), 77-94.

Hilton, A., Hilton, G., Dole, S., & Goos, M. (2016). Promoting students’ proportional reasoning skills through an ongoing professional development programme for teachers. Educational Studies in Mathematics, 92, 193-219.

Hilton, A., Hilton, G., Dole, S., & Goos, M. (2015). School leaders as participants in teachers’ professional development: The impact on teachers’ and school leaders’ professional growth. The Australian Journal of Teacher Education, 40(12), 104-125.

Hilton, A., & Hilton, G. (2014). The impact of including school leaders as participants in teacher professional learning programs. Paper presented at the British Education Research Association (BERA) Conference, London, England.

Hilton, A., & Hilton, G. (2014). Sustaining and promoting professional growth: One school’s journey from professional learning to embedded practice – an interim report. Paper presented at the European Association for Practitioner Research on Improving Learning in education and professional practice (EAPRIL) Conference, Nicosia, Cyprus.

Hilton, A., Hilton, G., Zeuschner, M., & Stedman, T. (2013). A three-year teacher research-to-practice collaborative professional development project: What makes a successful professional development model? Symposium presented at the 2013 European Association for Practitioner Research on Improving Learning in education and professional practice (EAPRIL) Conference, Biel/Bienne, Switzerland.

Hilton, A., Hilton, G., Dole, S., Goos, M. (2013). Proportional reasoning as a key to numeracy across the curriculum: A collaboration between practitioners and researchers. Best Research and Practice Project Award Presentation at the European Association for Practitioner Research on Improving Learning in education and professional practice (EAPRIL) Conference, Biel/Bienne, Switzerland.

Hilton, A., & Hilton, G. (2011). How can professional development be enhanced? Evaluating a cluster-based model of ongoing teacher professional development and practice-based research. Paper presented at the European Association for Practitioner-based Research on Improving Learning (EAPRIL), Neijmegen, The Netherlands.

Mathematics and Numeracy Education

Hilton, A., & Hilton, G. (2021). Improving personal number sense: A guide for educators. Cambridge: Cambridge University Press.

Hilton, A., & Hilton, G. (2018). A string number line lesson sequence to promote students’ relative thinking and understanding of scale, key elements of proportional reasoning. Australian Primary Mathematics Classroom, 23(1), 13-18.

Hilton, A. (2018). Engaging primary school students in mathematics: Can iPads make a difference? International Journal of Science and Mathematics Education, 16, 145-165.

Dole, S., Goos, M., Hilton, A., & Hilton, G. (2018). Authentic numeracy contexts for proportional reasoning: The case of the seven summits. In J. Hunter, L. Darragh, & P. Perger (Eds.), Making waves, opening spaces. Proceedings of the forty-first annual conference of the Mathematics Education Research Group of Australasia (MERGA-41) pp. 59-62. Auckland, New Zealand: MERGA.

Sinclair, N., Hilton, G., & Hilton, A.  (2017). Staging a numeracy performance. Australian Journal of Middle Schooling, 17(2), 20-31.

Hilton, A., Hilton, G., Dole, S., Goos, M. (2015). Using photographic images to enhance conceptual development in situations of proportion. Australian Primary Mathematics Classroom, 20(1), 3-9.

Dole, S., Hilton, A., Hilton, G., & Goos, M. (2015). Proportional reasoning: An elusive connector of school mathematics curriculum. In X. Sun, B. Kaur, & J. Novotná (Eds.), International Commission on Mathematical Instruction Study 23 Proceedings (pp. 534-541), Macau, China: The University of Macau.

Dole, S., Hilton, A., Hilton, G. (2015). Proportional reasoning as essential numeracy. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics Education in the Margins. Proceedings of the thirty-eighth annual conference of the Mathematics Education Research Group of Australasia (MERGA-38). Sunshine Coast: MERGA.

Hilton, A., Hilton, G., Dole, S., & Goos, M. (2013). Development and application of a two-tier diagnostic instrument to assess middle years students’ proportional reasoning. Mathematics Education Research Journal, 25, 523-545.

Hilton, A., Hilton, G., Dole, S., Goos, M., & O’Brien, M. (2013). Kitchen gardens: Contexts for developing proportional reasoning. Australian Primary Mathematics Classroom, 18(2), 21-26.

Hilton, G., Hilton, A., Dole, S., & Goos, M. (2013). Using digital photography to support teaching and learning of proportional reasoning concepts. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of EDULEARN13 Conference (pp. 5448–5454), Barcelona: International Association of Technology, Education and Development (IATED).

Hilton, G., Hilton, A., Dole, S., Goos, M., & O’Brien, M. (2012/2013). Proportional reasoning with visually impaired students. Mathematics Teaching in the Middle School, 18(5), 286-291.

Hilton, A., Hilton, G., Dole, S., Goos, M., & O’Brien, M. (2012). Evaluating middle years students’ proportional reasoning. In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Mathematics education: Expanding horizons, (pp. 300-307). Proceedings of the thirty-fifth annual conference of the Mathematics Education Research Group of Australasia (MERGA-35). Singapore: MERGA.

Science Education

Hilton, A., & Hilton, G. (2018). Technology, electronic media and science education. In G. Woolcott & R. Whannell (Eds.), (pp. 168-190) Science teaching theory and practice: Engaging with scientific thinking, problem solving and real world contexts. Cambridge University Press.

Hilton, A., & Hilton, G. (2018). Digital technologies in the science classroom and beyond.In G. Woolcott & R. Whannell (Eds.), (pp. 375-393) Science teaching theory and practice: Engaging with scientific thinking, problem solving and real world contexts. Cambridge University Press.

Hilton, A., & Hilton, G. (2016). Proportional reasoning: An essential component of scientific understanding. Teaching Science, 62(4), 31-41.

Hilton, G., Hilton, A., Dole, S., & Campbell, C. (2014). Teaching early years Mathematics, Science and ICT: Core concepts and practice for the first three years of schooling. Crows Nest, Australia: Allen & Unwin.

Hilton, A.  (2014). Using digital technologies to enhance chemistry students’ understanding and representational skills. Paper presented at the Nordic Research Symposium on Science Education (NFSUN) 2014: Inquiry-Based Science Education in Technology-Rich Environments, Helsinki, Finland.

Hilton, A., & Hilton, G. (2013). Incorporating digital technologies into science classes: Two case studies from the field. International Journal of Pedagogies and Learning, 8(3), 153-168.

Dole, S., Hilton, G., Hilton, A., & Goos, M. (2013). Considering density through a numeracy lens: Implications for science teaching. Proceedings of the International Conference New Perspectives in Science Education (2nd ed.). Florence, Italy.

Hilton, A., & Nichols, K. (2011). Representational classroom practices that contribute to students’ conceptual and representational understanding of chemical bonding. The International Journal of Science Education, 33(16), 2215-2246.

Hilton, A., Kanasa, H., & Nichols, K. (2011). Developing tomorrow’s decision-makers: Opportunities for Biotechnology Education Research. The Australian Educational Researcher 38(4), 449-465.

Hilton, A., Nichols, K., & Gitsaki, C. (2010). Multiliteracies in secondary chemistry: A model for using digital technologies to scaffold the development of students’ chemical literacy. In D. L. Pullen & D. R. Cole (Eds.), Handbook of research on multiliteracies and technology enhanced education: Social practice and the global classroom. Pennsylvania, PA: IGI Global Publishing.