Dr Boris Handal
BEd (Hon), MEd (Cowan), PGCertEdSt (Melb), EdD (Sydney), MACE
Boris achieved a Doctorate in Education from the University of Sydney in the area of curriculum development following advanced research methodology studies at the University of New England. He also earned a Masters of Education from Edith Cowan University (Perth) and a Bachelors of Education (Honours) in secondary mathematics teaching from the Higher Pedagogical Institute of Peru. At the University of Melbourne, he completed postgraduate studies in the area of information and communication technologies in education and training. In addition, Boris also obtained an Accounting award from the Ministry of Education of Peru and further pursued studies in economics for three years at the National University of Altiplano.
His teaching career includes teaching undergraduate and postgraduate students in the fields of pure mathematics, primary and secondary mathematics education methods and eLearning units at the University of Technology Sydney, University of Newcastle, University of Western Sydney and Macquarie University as well as acting as course coordinator for various subjects. Boris was also a head teacher mathematics at Cumberland High School and the School of the Nations of Macau (Asia) and a classroom teacher in various secondary schools in New South Wales and Latin America. He has also worked as a senior learning design officer at the NSW Centre for Learning Innovation producing web-based digital resources for schools. Other senior positions include Learning Development and Evaluations Coordinator at Sydney University implementing a comprehensive eLearning program as well as Director of Learning and Teaching at the Faculty of Business and Economics of Macquarie University in charge of academic development. Boris is an associate professor in ICT in Education at The University of Notre Dame Australia coordinating various e-learning subjects across the BEd (Birth-12), BEd (Primary), BA/BEd (Sec) and the DipEd (Sec). Boris also coordinates the Master of Philosophy (Education) by research program.
His consultancy activities include running teacher training seminars for non-profit organisations in Cameroon, India and NSW as well as developing numeracy resources for rural primary schools (FAS India). In the South American Andes Boris worked as a managing director of an educational radio station serving Quechua and Aymara rural indigenous communities and working with various NGOs. He also worked at the former NSW Aboriginal Education Unit as a home tutor.
In 2005 he achieved the NSW Minister of Education's "Excellence in the Integration of Information and Communication Technologies" Award. Likewise, in 2010 Boris was granted the Macquarie University Vice-Chancellor's "Award for Programs that Enhance Student Learning".
Boris has widely published on various educational issues in academic journals and conference proceedings in the USA, Europe, Australia, Latin America, Africa, Middle East and Southeast Asia. Research topics included curriculum development, implementation and evaluation in mathematics education, teaching and learning, instructional design and online learning technologies in school and higher education. He has also authored the book Classroom Management in Action published by Dominie.
Boris' current research projects aims at exploring teachers' misconceptions of cyberbullying law, teachers' perceptions of class size effects, appraisal of mobile learning software and attitudinal factors affecting maths and science teacher graduates’ choice of work destination in rural and remote schools.
Boris has served for many years on the editorial board of Reflections, the professional journal of the Mathematical Association of New South Wales. Likewise, he has been a reviewer of conference proceedings of the Mathematics Education Research Group of Australasia (MERGA), the Australian Association of Mathematics Teachers (AAMT), the International Journal of International Management, the Australian Society for Computers in Learning in Tertiary Education (ASCILITE), the Australasian Journal of Educational Technology, the Statistics Education Research Journal, the NSW Mathematical Association (MANSW) and the East Asia Regional Conference on Mathematics Education (EARCOME).
Boris currently supervises eight doctoral and masters students in the following areas:
* Using immersive learning environment in the K-12 curriculum
* Factors contributing to the positive impact of technology in primary schooling
* Building relational trust through blended delivery in senior secondary students
* Evaluating mediating strategies between bullying perpetrators and their victims
* Differential effect of ethnicity on student social behaviours
* The role of peer observation and mentoring in teacher professional development
* Visualisation and the mergence of inferential comprehension skills in Year 2 children.
University Human Ethics Research Committee
University Research Degrees and Scholarship Committee
Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2012). Integrating technology, pedagogy and content in mathematics education. Journal of Computers in
Mathematics and Science Teaching, 31(4), 387-413.
Cahir, J., Huber, E., Handal, B., Dutch, J., & Nixon, M. (2012). Using interactive technologies to support student study skills. Youth Studies Australia. Youth Studies Australia,
31(1) 34-42. Available at: http://www.acys.info/__data/assets/pdf_file/0004/53248/YSA_Mar2012_paper_studyMATE.pdf
Handal, B., & Huber, E. (2011). Development of the new academic: the case for blended delivery. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.)
Research and Development in Higher Education: Reshaping Higher Education, 34 (pp. 150 – 160). Gold Coast, Australia, 4 – 7 July 2011.
Handal, B., Wood, L., & Muchatuta, M. (2011). Learning from students: the business experience. e-Journal of Business Education & Scholarship of Teaching, 5(1), 1- 17.
Handal, B., Cavanagh, M., Wood, L., and Petocz, P. (2011). Factors leading to the adoption of a learning technology: the case of graphics calculators. Australasian Journal of Educational Technology, 61(2), 70-75.
Rowe, A., Solomonides, I.,, & Handal, B. (2010) Collaborating with peer observation: learning from each other. LEAD Series - Macquarie University.
Handal, B. Global Scholars in the Making: Challenges and Moral Leadership (book chapter, accepted). In "Academic Migration, Disciplinary Knowledge and Emerging Pedagogies". Berghahn Books, Oxford, UK
Handal, B., Groenlund, C., and Gerzina, T. (2011). Academic attitudes amongst educators towards eLearning tools in dental education. International Dental Journal, 61(2), 70-75.
Huber, E., Handal, B., Dutch, J., Nixon, M. (2010). Using SMS and other Interactive Technologies to Foster Student Study Skills in the Transition Phase. Proceedings of the Global Asia-Pacific Conference on Learning and Technology, (pp. 3318-3323), AACE.
Handal, B., Groenlund, C., and Gerzina, T. (2010). Dentistry students perceptions of learning management systems. European Journal of Dental Education, (14), 50-54.
Handal, B. (2008). Students as mathematical modellers - using box-and-whisker plots. Reflections, 33(1), 48-49.
Handal, B. (2008). Visualising parabolas and straight lines. Proceedings of the 2007 Annual Conference of the Mathematical Association of New South Wales, Sydney. Reflections, 33(4), 21-22.
Handal, B., Groenlund, C., and Gerzina, T. (2008). Dentistry students perceptions of eLearning tools. Proceedings of the ICT for Africa 2008 conference (p.13). International Center for Information Technology and Development. Southern University. Louisiana, USA. Available at: http://www.ictforafrica.org/download/ICT4Africa%20Conference%20Proceedings.pdf
Handal, B. (2007) Binomial theorem and binomial probability online.Reflections, proceedings of the 2006 Annual Conference of the Mathematical Association of New South Wales, Sydney.
Handal, B. (2008). Matematik Pedagojisi ve Felsefesi. Elementary Education Online, 1(3). Available at: http://ilkogretim-online.org.tr/vol8say1/v8s1c1.doc
Handal, B., Handal, P., & Herrington, T. (2006). Evaluating maths education websites: teachers tools. Australian Primary Mathematics Classroom, 11(2), 8-14.
Handal, B. (2006). Bilinguismo y el Registro Matematico Aymara (Bilingualism and the Aymara Mathematics Register).Paper presented at the VII International Conference of the Association of Iberian and Latin American Studies of Australasia. University of Technology Sydney, September 2006. Agulha, Revista de Cultura (61). Available at: www.revista.agulha.nom.br/ag61handal.htm
Handal, B. (2005). The Maths Internet Guide: A teaching story. Reflections, 30(2) 15-16. Mathematical Association of New South Wales.
Handal, B. (2005). My teaching story. Reflections, 30(2) 16-19. Mathematical Association of New South Wales.
Handal, B. (2005). Classroom management in action. Sydney: Dominie. (book)
Handal, B., Handal, P., & Herrington, T. (2005). Evaluating maths education websites: teachers tools. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 153-165, Sydney.
Handal, B., & Herrington, T. (2005). Getting school maths online: Challenges and possibilities. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 146-152, Sydney.
Handal, B. (2004). La cultura hispano-arabe en Latinoamerica. Polis, Journal of the Universidad Bolivariana, (3) . 9. Available at: http://www.revistapolis.cl/9/lacul.htm
Handal, B. (2004). Teachers instructional beliefs about integrating educational technology. e-Journal of Instructional Science and Technology, 17(1). Available at: http://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htm
Handal, B., & Bobis, J. (2004). Teaching and learning mathematics thematically: Teachers' perspective. Mathematics Education Research Journal, 16(1), 3-18.
Handal, B., & Herrington, T. (2004). On being dependent and independent in computer based learning environments. e-Journal of Instructional Science and Technology, (7)2. Available at: http://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htm
Handal, B., & Bobis, J. (2004). Instructional styles in the teaching of mathematics thematically. In D. Burghes & T. Zsalontai (Eds.), Series of International Monographs on Mathematics Teaching Worldwide: Monograph 1 (pp.77-86). University of Exeter: Centre for Innovation in Mathematics Teaching.
Handal, B., Chinnappan, M, & Herrington, T. (2004). Adopting graphics calculators in NSW. Proceedings of the 2nd National Conference on Graphing Calculators (pp. 29-43). University Sains Malaysia. Available at: http://math.usm.my/Events/NCGC04Proc/PDF/BorisHandal.pdf
Handal, B., & Bobis, J. (2003). Instructional styles in teaching mathematics thematically. International Journal of Mathematics Teaching and Learning. Available at: http://www.cimt.plymouth.ac.uk/journal/handalbobis.pdf
Handal, B., Handal, P., & Herrington, A. (2003). Training teachers in evaluating educational tutorial software. Electronic Journal for Technology in Education, 2(1). Available at: http://ejite.isu.edu/Volume2No1/handal.htm
Handal, B., & Herrington, T. (2003). Mathematics teachers beliefs' and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69.
Handal, B. (2003). Constructivist and behaviourist teachers. International Online Journal of Mathematics and Science Education. Available at http://www.upd.edu.ph/~ismed/online/articles/profiling/abstract.htm
Handal, B., & Herrington (2003). Re-Examining categories of computer-based learning in mathematics education. Contemporary Issues in Technology and Teacher Education, 2(1). Available at: http://www.citejournal.org/vol3/iss3/mathematics/article1.cfm
Handal, B. (2003). Teachers mathematical beliefs: a review. The Mathematics Educator, 13(2), 47-57. Available at: http://math.coe.uga.edu/tme/issues/v13n2/v13n2.Handal.pdf
Handal, B. (2003). Philosophies and pedagogies of mathematics. Philosophy of Mathematics Education Journal.
Handal, B. (2002). Rest in Peace: The Stage 5 Syllabus (1997-2003). Reflections, 27(2), 12-16, Mathematical Association of New South Wales.
Handal, B. (2002, September). Teachers beliefs and gender, faculty position, teaching socio-economic area, teaching experience and academic qualifications. Proceedings of the 2002 International Biannual Conference of the UWS Self Research Centre (pp. 1-6), Sydney. Available at: http://edweb.uws.edu.au/self/Conferences/2002_CD_Handal.pdf
Handal, B., Bobis, J., & Grimison, L. (2001). Teacher' mathematical beliefs and practices in teaching and learning thematically. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the Twenty-Fourth Annual Conference of the Mathematics Education Research Group of Australasia Inc (pp. 265-272), Sydney: MERGA.
Handal, B. (2000). Teaching in themes: is that easy Reflections, 25(3), 48-49.
Handal, B., & Herrington, T. (2000). Students' beliefs about the usefulness of school mathematics: A case study in Macau. Southeast Asian International Journal of Science and Mathematics Education, 23(1), 1-13.
Papers in Review:
Handal, B., Groenlund, C., & Hulber, L. Contemporary issues in clinical dental teaching.
Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. Technological Pedagogical Content Knowledge (TPACK) of Secondary Mathematics Teachers.
Watson, K., Handal, B., & Maher, M. Examining class size over time: an international analysis.
Handal, B. (2001). Teachers Mathematical Beliefs and Practices in Teaching and Learning Thematically. Unpublished Doctoral dissertation, Sydney: The University of Sydney.
Handal, B. (1997). Students Beliefs about the Usefulness of School Mathematics: A Case Study in Macau. Unpublished MEd dissertation, Perth: Edith Cowan University.
Handal, B. (1989). Literacy and Mathematics Performance in Form 3 Bilingual Indigenous Students. Unpublished Honours dissertation: Higher Pedagogical Institute of Peru.
· The Maths Internet Guide
· Macquarie University Teacher Induction Wiki
· Binomial Theorem and Binomial Probability (2006) Link
· Straight Lines (2007) Link
· Parabolas (2007) Link
· Active Data (2007) Link
Australian College of Education
Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
Centre for Research in Mathematics and Science Education (CRIMSE)
Project: Factors Influencing Maths and Science Teachers’ Destination to Rural and Indigenous Areas.
University of Notre Dame Australia
Project: Technological Pedagogical Content Knowledge (TPACK) of Secondary Mathematics Teachers.
University of Notre Dame Australia
Boris Handal - Research Incentive Scheme ($5,000)
Evaluating Educational Apps in Secondary Maths Education.
University of Notre Dame Australia
RM5106 Quantitative Research Methods in Education (University of Notre Dame Australia, 2012)
RM5107 Developing a Research Proposal (University of Notre Dame Australia, 2012)
ED2203 Networked Learning (University of Notre Dame Australia, 2011)
ED4710 Digital Rethoric and Literacy for Teachers (University of Notre Dame Australia, 2011)
ED1117 Introduction to ICT for Teachers (University of Notre Dame Australia, 2011)
ED4134 Information Technology for Teaching and Learning (University of Notre Dame Australia, 2011)
FBE204 Teaching and Learning in Business (Macquarie University, 2010)
013059 Mathematics Teaching Methods 2 (University of Technology Sydney, 2007)
013071 Mathematics Teaching Methods 4 (University of Technology Sydney, 2007)
100633 Mathematical Patterns & Relationships (University of Western Sydney, 2007)
023124 ICT in Education (e-Learning) (University of Technology Sydney, 2006)
1001350 Secondary Mathematics Method 2A (University of Western Sydney, 2006)
1001351 Secondary Mathematics Method 2B (University of Western Sydney, 2006)
023135 Learning in Mathematics I (University of Technology Sydney, 2005)
023136 Learning in Mathematics II (University of Technology Sydney, 2005)
023120 Professional Learning in Mathematics I (University of Technology Sydney, 2004)
023120 Professional Learning in Mathematics II (University of Technology Sydney, 2004)
14505 Engineering Mathematics 1 (University of Western Sydney, 2004)
EDUC6102: Mathematics Curriculum Studies 1 (University of Newcastle, 2002)