Professor Chris Matthews is from the Quandamooka people of Minjerribah (Stradbroke Island) in Queensland, Australia. Chris received a PhD in applied mathematics from Griffith University and was a Senior Lecturer in applied mathematics at the Griffith School of Environment, Griffith University. Over the last ten years, Chris developed a deeper interest in mathematics education for Aboriginal and Torres Strait Islander learners and exploring the connections between mathematics and Aboriginal and Torres Strait Islander knowledge.
Prof. Mark Rose is an Aboriginal man traditionally linked to the Gunditjmara Nation of western Victoria. With a forty-year career in education, Mark has contributed to a broad range of educational settings within the state as well as nationally and internationally. At a state and national level and with community endorsement Mark has served on five ministerial advisory committees.
In 2003-2005, Mark co-chaired the Victorian Implementation Review of Royal Commission into Aboriginal Deaths in Custody. In the last fifteen years Mark has held senior academic potions and in 2020 he became the inaugural Pro-Vice Chancellor at Deakin University. Mark’s commitment to Aboriginal and Torres Strait Islander education is seen in his role in community groups such as the Victorian Aboriginal Education Association Inc (VAEAI) and the raft of statutory bodies he sits on. Mark is often drawn upon for keynotes and media.
Will Morony retired as Chief Executive Officer of the Australian Association of Mathematics Teachers in 2018. He came to the Association in 1997 after a twelve year career as a teacher of secondary mathematics and physics in South Australian schools, and ten years as a senior mathematics officer in the curriculum section of the South Australian education department, during which time he was involved in several national initiatives in mathematics.
As AAMT CEO, Will had oversight of the Association’s activities. He took an active national leadership role in AAMT’s work to represent and support the Association’s members in a range of areas including curriculum and materials development, policy, professional learning, progressing national agendas such as numeracy, Indigenous students’ learning of mathematics and integrated STEM education.