University of Newcastle, Bachelor of Mathematics BMaths(Hon1)
University of Newcastle, Graduate Diploma in Education, DipEd
University of Melbourne, Doctor of Philosphy, PhD

Bachelor of Education (Primary)
Bachelor of Early Childhood Education
Master of Teaching Secondary
Master of Teaching Primary

My PhD thesis, "Changes with Age in Students’ Misconceptions of Decimal Numbers" reports on a longitudinal study of students’ understanding of decimal notation. Over 3000 students, from a volunteer sample of 12 schools in Victoria, Australia, completed nearly 10000 tests over a 4-year period. The number of tests completed by individual students varied from 1 to 7 and the average inter-test time was 8 months. The diagnostic test used in this study, (Decimal Comparison Test), was created by extending and refining tests in the literature to identify students with one of 12 misconceptions about decimal notation. Both teachers and researchers in mathematics education (Australian and international) have shown considerable interest in this research. This research has implications for the teaching of decimal numbers in the primary and secondary school.

Stacey, K. & Steinle, V. (2006). A case of the inapplicability of the Rasch Model to mapping conceptual learning. Research in Mathematics Education: Insights from Rasch Measurement, A special issue of the Mathematics Education Research Journal 2006.

Steinle, V. & Pierce, R. (2006) Incomplete or Incorrect understanding of decimals: An important deficit for student nurses. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Prague, PME.

Steinle, V., Stacey, K. & Chambers, D. (2006). Teaching and Learning about Decimals. [CD-ROM] Science and Mathematics Education, The University of Melbourne. Version 3.1 http://extranet.edfac.unimelb.edu.au/DSME/decimals/.

Stacey, K. & Steinle, V. (2005). Relative risk analysis of educational data. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.) Building Connections: Research, theory and practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, 2, 696-703. Melbourne: MERGA.

Steinle, V. & Stacey, K. (2005). Analysing longitudinal data on students’ decimal understanding using relative risk and odds ratio. In H.L. Chick & J.L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 4, 217 - 224. Melbourne: PME.

Steinle, V. (2004). Changes with Age in Students’ Misconceptions of Decimal Numbers. Unpublished doctoral thesis, University of Melbourne. http://eprints.unimelb.edu.au/archive/00001531/

Steinle, V. & Stacey, K. (2004). A longitudinal study of students’ understanding of decimal notation: An overview and refined results. In I. Putt, R. Faragher & M. McLean (Eds.) Mathematics Education for the Third Millennium: Towards 2010. Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia, 2, 541-548. Townsville: MERGA.

Steinle, V. & Stacey, K. (2004). Persistence of decimal misconceptions and readiness to move to expertise. In M.J. Hoines & A.B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 225 - 232. Bergen, Norway: PME.

Stacey, K., Sonenberg, E., Nicholson, A., Boneh, T. & Steinle, V. (2003). A teaching model exploiting cognitive conflict driven by a Bayesian network. In P. Brusilovsky, A.T. Corbett, F. De Rosis (Eds.) Lecture Notes in Artificial Intelligence (Ninth International Conference on User Modeling UM2003) 2702/2003, 352–362. Springer-Verlag, Heidelberg.

Steinle, V. & Stacey, K. (2003). Exploring the right, probing questions to uncover decimal misconceptions. In L. Bragg, C. Campbell, G. Herbert & J. Mousley (Eds.) Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia, 2, 634-641. Sydney: MERGA.

Steinle, V. & Stacey, K. (2003). Grade-related trends in the prevalence and persistence of decimal misconceptions. In N.A. Pateman, B.J. Dougherty & J. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education, 4, 259 - 266. Honolulu: PME.

Chambers, D., Stacey, K. & Steinle, V. (2003). Making Educational Research Findings Accessible for Teacher Education: From Research Project to Multimedia Resource. Society for Information Technology and Teacher Education International Conference 2003(1), 2865-2872. Albuquerque, NM. [Online]. Available: http://dl.aace.org/12362

Steinle, V. & Stacey, K. (2002). Further evidence of conceptual difficulties with decimal notation. In B. Barton, K.C. Irwin, M. Pfannkuch & M.O.J. Thomas (Eds.) Mathematics Education in the South Pacific. Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia, 2, 633-640. Sydney: MERGA

Stacey, K., Helme, S. & Steinle, V. (2001). Conf