Professional Inquiries (2016)
"In my hands I can tell my words properly": This inquiry investigates the use of sign language to facilitate mathematical talk and reveal mathematical thinking within communities of mathematical inquiry.
A whānau perspective: This inquiry uses a Kaupapa Maori research approach to investigate how whanau and teachers can engage productively together to support mathematical learning for under-achieving learners.
Am I "good" at maths? This study examines what factors serve to shape students’ perceptions of what being “good” at mathematics means and how these factors may contribute towards students’ self-efficacies and mindsets in mathematics.
Professional Inquiries (2017)
Leadership approaches that support primary teachers to use a problem solving approach for mathematics.
Professional learning post-formal professional development.
Primary school students' experiences of mathematics.
Masters Thesis (2016)
Enacting Challenging Tasks: Maximising Opportunities for Students’ Mathematical Learning: This study worked with three year 7 and 8 teachers to explore pedagogical approaches that would maximise opportunities for students to engage with and learn from challenging mathematics tasks. The learning opportunities afforded by the task enactment and the role of teacher planning, and the extent to which the mathematical ideas inherent in tasks were explicitly addressed. Through case studies across three tasks, the study highlighted the importance of teacher planning, noticing and monitoring of mathematical activity, and sequencing of student presentation in ways that supported the development of a generalised solution.
Masters Thesis (2017)
How does cultural identity shape how Pāsifika students view themselves as mathematicians? There is an urgent need to address the continual underachievement and disengagement of Pāsifika students. Current educational practices are not effectively addresing the different cultural needs of Pāsifika learners. By interviewing high-achieving Year 8 Pāsifika students and their teachers, this research aimed to explored the affordances for students to develop strong cultural identities and mathematical dispositions.
Impact of teacher collaborative planning in mathematics: This case study research investigated teachers' experiences of collaborative planning for mathematics problem-solving lessons, using planning practices based on the work of Smith, Hughes, Engle, and Stein (2009). The research interest was in the experiences and perceived outcomes of teachers as they planned collaboratively.
What do culturally diverse middle school students value for their mathematics learning? Achievement goals are an integral component of our learning experience; they guide our behaviour to achieve desired outcomes and avoid undesired outcomes. This research aimed to better understand the mathematical goals, aspirations and motivatinos of a group of culturally diverse learners in middle school. The results o this study may assist middle school teachers to positively influence student motivation and mathematics achievement. Click here to read a summary of the findings of this research.
Math is a four-letter word: Unpacking anxiety in mathematics classrooms. For some students, mathematics generates intense fear, frustration and feelings of anxiety. These effects emerge as early as the first year of schooling and often retain their group throughout the year levels. This study used questionnaires and interviews to explore the prevalence of mathematics anxiety (including mathematics learning anxiety and mathematics test anxiety) in year 9 secondary school students in one geographic region of New Zealand. Click here to read a summary of the findings of this research.
Doctoral Thesis (2016)
Acceleration and Gifted Girls: The research investigates acceleration as an intervention in secondary education within girls’ schools in New Zealand. It explains the extent that mathematics is used as an accelerated subject and for whom it is used. A national survey of girls’ schools which offer secondary education provided information on schools’ provisions for gifted girls, and case studies of three schools which offer acceleration as an intervention were designed to reveal the perceptions and experiences of teachers, students, and parents/caregivers.