Antje Leigh-Lancaster
MSc, BEd, Certificate IV in Training and Assessment.
Antje is an experienced educator in the field of mathematics education and co-founder of Leigh-Lancaster Consulting. She is a passionate leader and learner, dedicated to improving student outcomes and engagement in mathematics education.
Antje has worked closely with teachers, academics, educational organisations and resource developers across Australia to build teacher capacity through targeted professional learning initiatives and innovative resource designs that deepen students’ mathematical understanding.
She has played a significant role in designing content and digital learning solutions for teachers and students, with a focus on revealing students’ thinking, conceptual understanding, and identifying misconceptions.
From her various roles, as a teacher to working at MAV, TI, AMSI, DE VIC and Pearson, she has also gained extensive experience conceptualising, pitching, implementing and managing projects and teams.
As part of Leigh-Lancaster Consulting, Antje continues to explore ways to enrich mathematics education for all learners.
Her current passion project is exploring how AI tools can enrich mathematics learning experiences.
David Leigh-Lancaster
PhD, MSc, BSc (Hons), BEd, DipEd, AustMS.
David is a mathematics educator with over 40 years of experience working with students, teachers, schools, educational organisations, and systems. His career includes 20 years as a secondary mathematics teacher, with ten of those as Mathematics Head of Department for Foundation to Year 12.
From 1998 to 2021, he served as Mathematics Curriculum Manager at the Victorian Curriculum and Assessment Authority (VCAA), overseeing the development and review of the F-12 mathematics curriculum. During this time, he led several major curriculum reviews and was one of four writers for the Australian Curriculum Mathematics Version 9.
David has collaborated with educators and researchers across Australia and internationally, including in the UK, US, Europe, and Asia. His work has focused on integrating research and policy with practical classroom implementation, ensuring that curriculum design, pedagogy, and assessment are effectively aligned to improve learning outcomes.
An advocate for accessible mathematics education, David is recognised for his ability to unpack complex mathematical ideas through engaging, practical activities and fostering student engagement.
His has developed various curriculum resources, including learning progressions, annotated student work samples, lesson plans, and teacher and leader implementation guides, to help educators differentiate instruction and support diverse learners.
David has a strong interest in the future of mathematics education, particularly in areas such as mathematical inquiry, computational thinking, and artificial intelligence, ensuring that school mathematics education is both relevant and forward-looking.