Rate My Professor Karina Wilkie

Associate Professor Karina Wilkie serves in the School of Curriculum Teaching & Inclusive Education within the Faculty of Education at Monash University. She earned her PhD in 2011 from the University of Melbourne, focusing on academic continuity for senior secondary mathematics students dealing with chronic illness. With two decades of experience teaching school mathematics from Preparatory to Year 12 levels in Australia and England, she has held positions as mathematics coordinator in two schools, primary numeracy specialist, and leader of mathematics program changes in three schools. Prior to Monash, she lectured for two years at Australian Catholic University and contributed to the Contemporary Teaching and Learning of Mathematics (CTLM) research and professional development project under Professor Doug Clarke. Currently, she teaches undergraduate and postgraduate pre-service teachers as well as postgraduate school mathematics leaders, supervises PhD students, consults for schools on teacher professional learning, and delivers workshops for organizations such as Independent Schools Victoria and Catholic Education Melbourne.

Karina Wilkie's research expertise lies in mathematics education for upper primary and secondary students, with particular emphasis on algebra teaching and learning, teacher professional learning processes, student motivation and engagement, argumentation in secondary mathematics classrooms, and formative assessment through rich tasks. She also explores maths and science education, affect studies, reimagining educational leadership, and transforming mathematics teaching and learning. Notable publications include "Maintaining momentum: teacher-leaders’ identity narratives about transforming school mathematics practice" (2025, Teaching and Teacher Education), "‘Things haven’t gone the way I thought they’d go’: secondary mathematics teachers talk about trialling a problem-solving pedagogy" (2025, Journal of Mathematics Teacher Education), "Coordinating visual and algebraic reasoning with quadratic functions" (2024, Mathematics Education Research Journal), "Creative thinking for learning algebra: year 10 students’ problem solving and problem posing with quadratic figural patterns" (2024, Thinking Skills and Creativity), and "Developing relational thinking with subtraction as difference: the case of Timothy" (2024, ICME 15 Proceedings). Her scholarship has accumulated over 1,300 citations on Google Scholar, reflecting her impact in visualisation, mathematics education, algebra teaching and learning, and engagement. As primary chief investigator, she leads the ISET project (2024-2025) aimed at inspiring student engagement in school mathematics.