Masters Studies

Libby Cunningham

Culturally responsive tasks and Pasifika students' engagement in mathematics: This case study involves developing mathematics learning tasks that build on Pāsifika students' and families' cultural funds of knowledge. Tasks are designed around this cultural knowledge and photographs that students have shared to document their out-of-school mathematical experiences. Student interviews and observations are used to investigate students' engagement when working on these culturally responsive tasks in their mathematics classroom.

Jenna Hatch (2019-2020)

Catering for diverse learning needs in Intermediate level maths: Exploratory case studies of three Intermediate schools will explore the variety of ways schools and teachers provide differentiated opportunities for students to lean mathematics. Bounded cases will include schools that use in-class 'ability' grouping, mixed attainment grouping, and/or teach within ILE.  


Maree Logan (2018)

Learning mathematics in an Innovative Learning Environment: This exploratory case study examines the opportunities afforded to Year 7 and 8 students to learn mathematics in a newly-formed Innovative Learning Environment (ILE). Teacher interviews, classroom observations and student focus group discussions will explore classroom organisational structures and students' perceptions of their opportunities for learning mathematics.

Fiona Rice (2018-19)

Learning to learn in a mathematical community of inquiry: This research asks, "What can co-generative dialogues reveal about students' experiences within mathematical communities of inquiry?" The research is particularly interested in the identification of benefits or barriers to learning mathematics and the development of student agency as the learning environment shifts towards a more collaborative approach.

Anshuma Yusuf

Unpacking teachers' knowledge required for helping students develop proportional reasoning: Proportional reasoning is known to be an area of mathematics that students find challenging. This research will examine aspects of teachers' pedagogical content knowledge for teaching proportional thinking.  It will enable the teachers to participate in content focused workshops around proportional reasoning allowing them to develop tasks and anticipate student’s strategies. Student’s responses will be examined and further opportunities will be provided to teachers to explore proportional reasoning thus building on their subject content knowledge.