Judy Anderson worked at The University of Sydney for more than 18 years and was Associate Professor in Mathematics Education for much of that time. She was the Director of the STEM Teacher Enrichment Academy from 2015 to July 2020 leading a team of academics from across the University in delivering an innovative professional learning program for primary and secondary STEM teachers in NSW. By 2020, the Academy had supported more than 1250 teachers and implemented programs in 220 schools. She also held the position of Associate Dean Learning and Teaching with responsibility for supporting teaching staff in the Sydney School of Education and Social Work by developing a range of professional learning opportunities to meet staff needs, ensuring the implementation of University policies, representing the Faculty on University committees, and leading and directing learning and teaching innovations. Prior to her role at the University, Judy worked at the Board of Studies NSW (now NESA) as a Senior Curriculum Officer, Mathematics K-12, responsible for the development of the mathematics syllabuses for NSW schools.
Judy is an active researcher in STEM education particularly in the field of teachers’ beliefs and practices, as well as in exploring the impact of professional development on classroom practice. She has presented papers at local, national and international research conferences and has published widely in research and teacher education journals. She uses both qualitative and quantitative research methodologies to explore teaching practices, particularly in relation to integrated STEM education, problem solving and inquiry-based learning. With other University of Sydney academics, she has won two large competitive ARC Linkage grants to explore middle year’s students’ motivation and engagement in mathematics. With colleagues from five other Australian eastern seaboard universities, she won a tender from the Office of the Chief Scientist to conduct an extensive investigation into schools which had demonstrated substantial growth and success in the Australian national numeracy tests (NAPLAN) to identify exemplary policies, programs and practices. Funded by the Office of the Chief Scientist, and with colleagues from several other universities, she won a large grant and led a team from the University of Sydney investigating strategies to improve preservice mathematics- and science-teacher education through collaboration between Science and Education faculty members.
