Rate My Professor Theodosia Prodromou

Associate Professor Theodosia Prodromou is a Cypriot-Australian mathematician, statistician, and mathematics educator in the School of Education at the University of New England, where she joined in July 2009 to lecture in Mathematics Education. She holds a PhD in Mathematics Education from the University of Warwick, United Kingdom; a Master of Science in Statistics from the University of Warwick; a Bachelor of Mathematics (Honours) from Aristotle University of Thessaloniki, Greece; a Postgraduate Diploma in Secondary Mathematics Education from the University of Cyprus and Pedagogical Institute of Cyprus; and a Graduate Certificate in Tertiary Education from the University of New England. Prior to her academic career, she taught primary and secondary mathematics in various countries across Europe and Australia. At the University of New England, she teaches mathematics education to pre-service and in-service teachers in primary, secondary, and postgraduate programs. She serves as Chair of the GeoGebra Institute of the University of New England, New South Wales, and is involved in European and international funded and unfunded projects.

Her research specializations include the relationship between technology and mathematical thinking, integrating digital technologies in mathematics teaching and learning, professional development for mathematics teachers, big data in statistics education, statistical literacy and thinking encompassing probability, data analysis, and perceptions of chance, STEM education, big data in educational settings, and augmented reality in educational settings. Key publications include the edited books Big Data in Education: Pedagogy and Research (Springer, 2018), Augmented Reality in Educational Settings (Brill | Sense, 2018), and Data Visualization and Statistical Literacy for Open and Big Data (IGI Global, 2017). Notable journal articles and chapters feature Statistical Literacy in Data Revolution Era: Building Blocks and Instructional Dilemmas (Statistics Education Research Journal, 2017), Model-Based Informal Inference (International Journal of Statistics and Probability, 2016), and Data Visualisation and Statistics Education in the Future (2017). She has delivered keynote speeches, such as Big Data in (Mathematics) Education and Research at the Mathematics Education Forum across Taiwan Straits–EARCOME8 (2018). Awards include the Tony Adams Fund/Award from the International Education Association of Australia (2015) for internationalization of the mathematics curriculum, and Unit Monitoring Commendations (2011, 2013).