Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:

You are here:

Mathematics

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling best evidence synthesis. Ministry of Education: Wellington.

Askew, M., Brown, M., Rhodes, V., William, D. & Johnson, D. (1997). Effective Teachers of Numeracy. King’s College, University of London: London.

Bishop, R., Berryman, M., Richardson, C., & Tiakiwai, S. (2003). Te Kotahitanga: The experiences of year 9 and 10 Māori students in mainstream classes. Wellington: Ministry of Education.

Bobis, J. (1996). Visualisation and the development of number sense with kindergarten children. In J. Mulligan & M. Mitchelmore (Eds.) Children’s number learning, a research monograph of MERGA/AAMT. Adelaide: AAMT.

Behr,M.,Harel,G.,Post,T., & Lesh,R. (1994). Units of Quantity: A conceptual basis common to additive and multiplicative structures. In: Harel, G., & Confrey, J. (Eds) The Development of Multiplicative Reasoning in the Learning of Mathematics. NY:State University of New York Press.

Brophy, J.,& Good, T. (1986). Teacher behaviour and student achievement. In M.C. Wittrock (Ed.), handbook of research on teaching, 3rd ed. (pp. 328-375). New York: MacMillan.

Clarke, D., & Hoon, S.L. (2005) Studying the Responsibility for the Generation of Knowledge in Mathematics Classrooms in Hong Kong, Melbourne, San Diego and Shanghai. In Chick, H. & Vincent, J. (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education July 10-15, 2005, PME: Melbourne

Cobb, P., McClain, K, & Whitenack, J. (1995) Supporting Young Children’s Development of Mathematical Power, In Richards, A (Ed.), FLAIR: Forging Links and Integrating Resources, Proceedings of the 15th Biennial Conference of the Australian Association of Mathematics Teachers, Darwin., AAMT: Adelaide, Australia.

Cobb, P. (2009) Designing Schools and Districts as Learning Organisations for Instructional Improvement in Mathematics. Key note address the National Numeracy Conference. February 2009. www.nzmaths.co.nz

Ellerton, N., & Clements, M. (2005). A Mathematics Education Ghost Story: Herbartianism and School Mathematics. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, A. Roche, (Eds.). Building connections: theory, research and practice (Proceedings of the annual conference of the Mathematics Education Group of Australasia, Melbourne, pp.313-321.) Sydney: Mathematics Education Research Group of Australasia.

Fuson, K.C., Wearne, D., Hiebert, J., Murray, H., Human, P., Oliver, A., Carpenter, T., Fennema, E. (1997). Children’s conceptual structures for multidigit numbers and methods of multi-digit addition and subtraction. Journal for Research in Mathematics Education, 28(2), 130-162.

Hart, K. (1989). A lecture on bridging. First New Zealand Association of Mathematics Teachers (NZAMT) Conference. Waikato University.

Hattie, J (2002). What are the attributes of excellent teachers? In: New Zealand Council for Educational Research Annual Conference. NZCER:Wellington

Hughes, P. (2002). A model for teaching numeracy strategies. In B. Barton B., 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 Group of Australasia, Auckland, 350-357.) Sydney: Mathematics Education Research Group of Australasia.

Irwin, K. C, & Britt, M. S. (2005). The algebraic nature of students’ numerical manipulation in the New Zealand Numeracy Project. Educational Studies in Mathematics, 58, 169-188.

Jones, G., Thornton, C., Putt, I., Hill, K., Mogill, A., Rich, B., & Van Zoest, L. (1996). Multi-digit number sense: A framework for instruction and assessment. Journal for Research in Mathematics Education, 27 (3), 310-336.

Lamon, S. (1994). Ratio and proportion: Cognitive foundations in unitising and norming. In: Harel, G., & Confrey, J. (Eds.) The Development of Multiplicative Reasoning in the Learning of Mathematics. NY:State University of New York Press.

Ministry of Education (2005 d). Book 5 teaching addition, subtraction, and place value. Wellington: Ministry of Education.

Mulligan, J. (1999). “Seeing is Learning”: Promoting Mathematical Thinking Through Awareness of Pattern and Structure. Key note address the National Numeracy Conference. February 2009. www.nzmaths.co.nz

New South Wales Department of Education and Training (1999). Count me in too professional development package. Ryde: NSW Department of Education and Training.

Pirie, S., & Kieren, T. (1989). A recursive theory of mathematical understanding.For the Learning of Mathematics, 9(3).

Pirie, S., & Kieren, T. (1994). Beyond metaphor: Formalising in mathematical understanding within constructivist environments.For the Learning of Mathematics, 14(1).

Pirie, S., & Martin, L. (2000). The role of collecting in the growth of mathematical understanding. Mathematics Education Research Journal, 12(2), 127-146.

Pitkethly, A. & Hunting, R. (1996) A review of recent research in the area of initial fraction concepts.Educational Studies in Mathematics 30: 5-38. Belgium: Kluwer Academic.

Ross, S. (1989). Parts, wholes and place value: a developmental view. Arithmetic Teacher, 36(60), 41-51.

Slavin, R.E. (1996). Research on co-operative learning and achievement: What we know and what we need to know. Contemporary Educational Psychology, 21, 43-69.

Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.

Steffe, L. (1994). Children’s Multiplying Schemes. In: Harel, G., & Confrey, J. (Eds.) The Development of Multiplicative Reasoning in the Learning of Mathematics. NY: State University of New York Press.

Steffe, L., von Glasersfeld, E., Richards, J. & Cobb, P. (1983). Children’s counting types: philosophy theory and application. New York: Paeder.

Steffe, L., & Cobb, P. with von Glasersfeld, E. (1988). Construction of arithmetical meanings and strategies. New York: Springer-Verlag.

Steffe, L., Kieren, T. (1994). Radical Constructivism and Mathematics Education. Journal for research in mathematics education, 25(6), 711 - 733.

Steffe, L. (1994). Children’s Multiplying Schemes. In: Harel, G., & Confrey, J. (Eds.) The Development of Multiplicative Reasoning in the Learning of Mathematics. NY: State University of New York Press.

Stigler, J., & Hiebert, J. (1997). Understanding and Improving Classroom Mathematics Instruction: An Overview of the TIMSS Video Study, In Raising Australian Standards in Mathematics and Science: Insights from TIMSS, ACER:Melbourne.

Sweller, J. (1994). Cognitive Load Theory, Learning Difficulty, and Instructional Design. Learning and Instruction, 4: 295-312.

von Glasersfeld, E. (1992). Aspects of radical constructivism and its educational recommendations. Paper presented at the ICME-7, Draft to Working Group #4, Montreal.

Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Wright, R. (1991a). An application of the epistemology of radical constructivism to the study of learning. The Australian Educational Researcher, 18(1), 75-95.

Wright, R. (1991b). The role of counting in children's numerical development. The Australian Journal of Early Childhood, 16(2), 43-48

Wright, R. (1991c). What number knowledge is possessed by children entering the kindergarten year of school? The Mathematics Education Research Journal, 3(1), 1-16.

Wright, R. J. (1998). An overview of a research-based framework for assessing and teaching early number. In C. Kanes, M. Goos & E. Warren (Eds.), Proceedings of the 21st Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, 701-708. Brisbane: Griffith University.

Wright, R. J. (1998). Children’s beginning knowledge of numerals and its relationship to their knowledge of number words: An exploratory, observational study. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, 201-208. Stellenbosh, South Africa: University of Stellenbosh.

Wright, R. (1991a). An application of the epistemology of radical constructivism to the study of learning. The Australian Educational Researcher, 18(1), 75-95.

Wright, R. (1991b). The role of counting in children's numerical development. The Australian Journal of Early Childhood, 16(2), 43-48

Wright, R. (1991c). What number knowledge is possessed by children entering the kindergarten year of school? The Mathematics Education Research Journal, 3(1), 1-16.

[Wright, R. J. (1998). An overview of a research-based framework for assessing and teaching early number. In C. Kanes, M. Goos & E. Warren (Eds.), Proceedings of the 21st Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, 701-708. Brisbane: Griffith University.

Wright, R. J. (1998). Children’s beginning knowledge of numerals and its relationship to their knowledge of number words: An exploratory, observational study. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, 201-208. Stellenbosh, South Africa: University of Stellenbosh.

Young-Loveridge, J. & Wright, V. (2002) Data from the Numeracy development project and the New Zealand Number Framework. Paper presented at the 2nd Biennial Conference of the Teacher Education Forum of Aotearoa New Zealand (TEFANZ), 28-31 August, 2002.

Young-Loveridge, J. (2004). Patterns of performance and progress on the Numeracy Projects: further analysis of the Numeracy Project data. Hamilton: University of Waikato.

Return to top