Masters Studies (2016-2018)

Rosemary Curwen

How Does Cultural Identity Shape How Pasifika Students View Themselves as Mathematicians: There is an urgent need to address the continual underachievement and disengagement of Pasifika students. Current educational practices are not effectively addressing the different cultural needs of Pasifika learners. By interviewing high achieving Year 8 Pasifika students and their teachers, this research aims to uncover the affordances for students to develop a strong cultural identity and mathematical disposition.

Jenna Crowley

Impact of teacher collaborative planning in mathematics: This case study research will investigate 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 interest is in the experiences and perceived outcomes of teachers as they plan collaboratively.

Julia Hill

The Mathematical Goals and Aspirations of Diverse Learners in Middle School: Achievement goals are an integral component of our learning experience; they guide our behaviour to achieve desired outcomes whilst avoiding undesired outcomes. This research aims to better understand the mathematical goals, aspirations and motivations of a group of culturally diverse learners in middle school.  Results from this study may assist middle school teachers to positively influence student motivation and mathematic achievement. 

Lee Mann

Math is a four-letter word: Unpacking anxiety in mathematics classrooms: This research investigates students’ feelings about mathematics. For some students, mathematics generates intense fear, frustration and feelings of anxiety. These effects emerge as early as during the first year of schooling and often retain their grip throughout the year levels. The study will use questionnaires and interviews to explore the prevalence of negative feelings in year 9 secondary school students in one region within New Zealand.

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.