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Personal profile


Dr Hazel Tan is an academic at the Monash University and part of the Mathematics, Science and Technology Academic Community. Her areas of research and teaching interest are in secondary mathematics education, educational technology, and international comparative studies. Her research methodological expertise is in quantitative and mixed methods and her work on Facebook as a recruitment tool for research has gained academic interest. Before moving into academia Hazel worked as a senior secondary mathematics teacher and head of mathematics department, and as an educational technology officer for the Singaporean Ministry of Education. This prior experience provided a solid foundation for her current academic work.


  • Secondary Mathematics
  • Teaching and Learning
  • Use of Technology in Education
  • Cross-Cultural or Comparative Education
  • Gender Research
  • Teacher Education
  • STEM education

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Projects 2019 2019

Research Output 2006 2019

Responding to evidence-based practice: an examination of mixed methods research in teacher education

Crawford, R. & Tan, H., 27 Feb 2019, (Accepted/In press) In : The Australian Educational Researcher. 23 p.

Research output: Contribution to journalArticleResearchpeer-review

Transformations of Teaching and Learning Through Digital Technologies

Geiger, V. S., Calder, N., Tan, H., Loong, E., Miller, J. & Larkin, K., 1 Jan 2016, Research in Mathematics Education in Australasia 2012–2015. Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A. & Fry, K. (eds.). Singapore: Springer, p. 255-280 26 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Gender and technology: a case of graphics calculators in the Singaporean mathematics curriculum context

Tan, H., 2015, Diversity in Mathematics Education. Towards Inclusive Practices. Bishop, A., Tan, H. & Barkatsas, T. N. (eds.). The Netherlands: Springer, p. 81 - 102 22 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review