The John Gaffney Award was established in 1989 by the Mathematical Association of South Australia to commemorate the late John Gaffney and his work in mathematics education.

The objectives of the Award are to:

• recognise achievement in mathematics education by teachers or other workers in the field of school mathematics education, who are in the early stages of their career, and
• provide financial support to promote the professional growth of such teachers.

The Award makes available up to $1000 to assist the recipient of the Award in undertaking an approved program of professional development (for example, attendance at an interstate conference or specialist workshops).

The successful applicant will be expected to complete the approved program of professional development activity and to then write a report on the activity and present a related workshop session at a MASA conference event within 12 months of attending the learning activity.

Each year nominations will be reviewed and short-listed by the MASA Executive Committee.  In the process of deciding Award recipients referees may be consulted, and interviews may be conducted .

Applicants for the Award should be teachers who are in the early stages of their mathematics teaching career. The criteria to be used in the selection process will be drawn from the AAMT Standards for Excellence in Teaching Mathematics in Australian Schools.

 2025 Award Recipients

The Mathematical Association of SA would like to congratulate the following recipients of the John Gaffney Mathematics Education Award for 2025:

• Shemayla Ahmad of Underdale High School, and
• Luke Van Leeuwen of Scotch College

Shemayla Ahmad is recognised as a dedicated and inspiring mathematics educator whose work demonstrated a strong commitment to both student learning and professional growth. The Committee was particularly impressed by how her PDPs showed continuous reflection and improvement, including her use of assessment data, digital tools, and collaborative activities to strengthen her students’ results. She contributed meaningfully to her school community by mentoring early-career teachers, and co-leading innovative initiatives such as the Year 7 learning expeditions. Her professionalism, enthusiasm, and ongoing efforts to refine her practice made her a highly deserving recipient for the John Gaffney Award.

Luke Van Leeuwen deserved recognition for the commitment, energy, and professionalism he brought to every aspect of his work. He knew his students well and supported them at all levels—whether arranging extra help, creating extension opportunities, or connecting learning to real-world and historical contexts to make maths meaningful. Colleagues confirm that his lessons were well planned, engaging, and responsive, and he used technology and feedback effectively to keep students on track. Luke was also a supportive colleague who shared his strategies, and contributed to team planning and assessment design. His involvement in school life—from coaching soccer to supporting interstate tours—showed how strongly he valued community and student wellbeing. His professionalism and willingness to go above and beyond made him highly deserving of this recognition.