Position

Lecturer
Student Learning Centre

Biography

Tiffany Winn has worked as a Lecturer in the Student Learning Centre for over five years. Her lecturing responsibilities have included lecturing in an elementary mathematics topic and an information technology topic for the School of Computer Science, Engineering, and Mathematics. In addition, she teaches numeracy skills as required in various faculties, including Nursing and Social Sciences, and has considerable experience providing assistance in the area of academic literacy. With respect to research, Tiffany has published several papers in the area of mathematics teaching and learning, focusing on teaching mathematics through patterns, on identifying well-designed software for mathematics teaching, and on the use of metaphors in teaching mathematics. She also has a research interest in reading difficulties and recently completed a study involving the use of computer software to improve reading skills children with reading difficulties. A research area she would like to explore in future is the use of neurofeedback techniques to improve reading ability in children who are dyslexic or have other reading difficulties.

Qualifications

Tiffany's qualifications include a science degree with a mathematics minor, and a PhD in computer science. She is fluent in French.

Topic Lecturer:

Research expertise

  • Computer software
  • Mathematics education
  • Specialist studies in education

Research interests

Tiffany's research interests lie in several areas. She has published several papers in the area of mathematics teaching and learning, focusing on teaching mathematics through patterns, on identifying well-designed software for mathematics teaching, and on the use of metaphors in teaching mathematics. Recently, she completed a study focusing on the use of computer software to improve reading skills in children with reading difficulties. A research area she would like to explore in future is the use of neurofeedback tehniques to improve reading ability in children who are dyslexic or have other reading difficulties.

Supervisory interests

  • Computer software for mathematics learning
  • Computer software to improve reading in children with reading difficulties
  • Dyslexia
  • Mathematics teaching and learning
  • Neurological approaches to improving outcomes for dyslexia

Publications

  • Winn, T.R. and Calder, P.R. (2006). A language designer's pattern language. In Dragos Manolescu, Markus Voelter, James Noble, ed. Pattern Languages of Program Design 5. Boston, USA: Addison-Wesley Professional, pp. 453-506.
  • Brady, K.M. and Winn, T.R. (2015). How an awareness of metaphor can inform academic numeracy teaching and learning. CRITICAL INTERSECTIONS: THE 12TH BIENNIAL CONFERENCE OF THE ASSOCIATION FOR ACADEMIC LANGUAGE AND LEARNING.
    [Web Link]
  • Winn, T.R. and Constantopoulos, K.T. (2009). Does it work to teach mathematics online? A Literature Review. In Refereed Proceedings of the Association for Academic Language and Learning Ninth Biennial Conference. Association for Academic Language and Learning. Association for Academic Language and Learning Ninth Biennial Conference. Brisbane. Nov 2009.
  • Calder, P.R. and Winn, T.R. (2001). A Pattern Language for Pattern Structure. In Second Asian-Pacific Conference on Pattern Language of Programs - KoalaPloP 2001. Second Asian-Pacific Conference on Pattern Language of Programs - KoalaPloP 2001. Melbourne, VIC.
  • Brady, K. and Winn, T. (2014). Investigating Pre-service Primary Teachers Feelings about Mathematics Through the Use of Metaphor. In ATEA Conference 2014 Handbook and Abstracts. Sydney, NSW: Australian Catholic University. Australian Teacher Education Association 2014 Conference. Sydney, NSW. Jul 2014, pp. 28-28.
    [Web Link]
  • Winn, T.R. and Calder, P.R. (2003). A pattern language for pattern language structure. In James Noble, ed. Proceedings of the 2002 conference on Pattern languages of programs. Darlinghurst, NSW: AUSTRALIAN COMPUTER SOCIETY. Third Asian Pacific Conference on Pattern Languages of Programs (KoalaPLoP 2002) Melbourne, VIC. May 2002, pp. 45-58.
  • Brady, K. and Winn, T. (2014). Using Metaphors to Investigate Pre-service Primary Teachers' Attitudes Towards Mathematics. Double Helix, 2
    [Web Link]
  • Winn, T.R. and Clark, J.A. (2011). Tertiary students learning mathematics online: Guidelines for selecting effective software. International Journal of Instructional Technology and Distance Learning, 8(Nov 2011) pp. 45-58.
    [Web Link]
  • Winn, T.R. and Keuskamp, D. (2008). Communicating concepts of academic numeracy through a pattern-based approach. Journal of Academic Language and Learning, 1(1) pp. A100-A112.
  • Porter, R.J., Coplien, J.O. and Winn, T.R. (2005). Sequences as a basis for pattern language composition. Science of Computer Programming, 56(1-2) pp. 231-249.
    [10.1016/j.scico.2004.11.014] [Scopus]
  • Winn, T.R. and Calder, P.R. (2002). Is this a pattern? IEEE Software, 19(1) pp. 59-66.
    [10.1109/52.976942] [Scopus]
  • Brady, K. and Winn, T. (2014). Investigating Pre-service Primary Teachers Feelings about Mathematics Through the Use of Metaphor. In ATEA Conference 2014 Handbook and Abstracts. Sydney, NSW: Australian Catholic University. Australian Teacher Education Association 2014 Conference. Sydney, NSW. Jul 2014, pp. 28-28.
    [Web Link]
  • Winn, T.R. and Calder, P.R. (2003). A pattern language for pattern language structure. In James Noble, ed. Proceedings of the 2002 conference on Pattern languages of programs. Darlinghurst, NSW: AUSTRALIAN COMPUTER SOCIETY. Third Asian Pacific Conference on Pattern Languages of Programs (KoalaPLoP 2002) Melbourne, VIC. May 2002, pp. 45-58.
  • Brady, K. and Winn, T. (2014). Using Metaphors to Investigate Pre-service Primary Teachers' Attitudes Towards Mathematics. Double Helix, 2
    [Web Link]
  • Winn, T.R. and Clark, J.A. (2011). Tertiary students learning mathematics online: Guidelines for selecting effective software. International Journal of Instructional Technology and Distance Learning, 8(Nov 2011) pp. 45-58.
    [Web Link]
  • Winn, T.R. and Keuskamp, D. (2008). Communicating concepts of academic numeracy through a pattern-based approach. Journal of Academic Language and Learning, 1(1) pp. A100-A112.
  • Porter, R.J., Coplien, J.O. and Winn, T.R. (2005). Sequences as a basis for pattern language composition. Science of Computer Programming, 56(1-2) pp. 231-249.
    [10.1016/j.scico.2004.11.014] [Scopus]
  • Winn, T.R. and Calder, P.R. (2002). Is this a pattern? IEEE Software, 19(1) pp. 59-66.
    [10.1109/52.976942] [Scopus]
  • Winn, T.R. and Calder, P.R. (2006). A language designer's pattern language. In Dragos Manolescu, Markus Voelter, James Noble, ed. Pattern Languages of Program Design 5. Boston, USA: Addison-Wesley Professional, pp. 453-506.
  • Brady, K.M. and Winn, T.R. (2015). How an awareness of metaphor can inform academic numeracy teaching and learning. CRITICAL INTERSECTIONS: THE 12TH BIENNIAL CONFERENCE OF THE ASSOCIATION FOR ACADEMIC LANGUAGE AND LEARNING.
    [Web Link]
  • Winn, T.R. and Constantopoulos, K.T. (2009). Does it work to teach mathematics online? A Literature Review. In Refereed Proceedings of the Association for Academic Language and Learning Ninth Biennial Conference. Association for Academic Language and Learning. Association for Academic Language and Learning Ninth Biennial Conference. Brisbane. Nov 2009.

Contact

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Phone: +61 8 82015413
Email:
Location: Registry - Annex (B11)
Postal address: GPO Box 2100, Adelaide 5001, South Australia
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