Tupouniua, JG., & Smith, J. (2025). Using test cases to refute incorrect existentially quantified propositions: An exploratory study. Journal of Mathematical Behavior. 80, Retrieved from https://www.sciencedirect.com/science/article/pii/S073231232500032X [Journal article]

Ingram, J., Bokhove, C., & Hunter, J. (2024). Editorial for Volume 26. Research in Mathematics Education. 26(1), 1-2
[Journal article]

Hunter, J., & Hill, JL. (2024). Exploring mathematical wellbeing across cultures: insights from diverse students. Mathematics Education Research Journal. 
[Journal article]

Hunter, J. (2024). Building on Mathematics Educational Values to Develop Culturally Sustaining Mathematics Pedagogy. In Values and Valuing in Mathematics Education Moving Forward into Practice. (pp. 381 – 397). [Chapter]

Bonne, L., Eden, R., & Higgins, J. (2025). Experimenting with Poeticizing to Open a Shared Space for Emotion and Mathematics in Preservice Teacher Education. Educational Forum. 89(3), 301-311 [Journal article]

Hill, JL., & Hunter, J. (2024). Diverse Students’ Mathematical Wellbeing. New Zealand Journal of Educational Studies. 59(1), 211-234 [Journal article]

Hunter, J., Samu, T., & Rimoni, F. (2024). Re-framing Pacific education, teacher knowledge and practice: innovations from within Aotearoa New Zealand. Journal of Education for Teaching. 50(5), 783-800 [Journal article]

Miller, J., Choy, BH., Leach, G., Sawatzki, C., & Hunter, J. (2024). Productive pedagogical practices: Impact on mathematics teaching and learning. In Research in Mathematics Education in Australasia 2020 2023. (pp. 109 – 136).  [Chapter]

Higgins, J., Bonne, L., & Eden, R. (2024). Responding to negative emotion in a pre-service mathematics classroom. Cultural Studies of Science Education. 19(4), 633-646
[Journal article]

Ingram, J., Bokhove, C., & Hunter, J. (2024). Editorial for Volume 26. Research in Mathematics Education. 26(1), 1-2
[Journal article]

Hunter, J., & Hill, JL. (2024). Exploring mathematical wellbeing across cultures: insights from diverse students. Mathematics Education Research Journal. 
[Journal article]

Hunter, J. (2024). Building on Mathematics Educational Values to Develop Culturally Sustaining Mathematics Pedagogy. In Values and Valuing in Mathematics Education Moving Forward into Practice. (pp. 381 – 397). [Chapter]

Hunter, J., & Hunter, R. (2024). Correction to: Weaving together the threads of Indigenous knowledge and mathematics (Educational Studies in Mathematics, (2024), 116, 3, (501-518), 10.1007/s10649-023-10256-7). Educational Studies in Mathematics. 117(2), 339 [Journal article]

Hill, JL., & Hunter, J. (2024). Diverse Students’ Mathematical Wellbeing. New Zealand Journal of Educational Studies. 59(1), 211-234 [Journal article]

Hunter, J., Samu, T., & Rimoni, F. (2024). Re-framing Pacific education, teacher knowledge and practice: innovations from within Aotearoa New Zealand. Journal of Education for Teaching. 50(5), 783-800 [Journal article]

Miller, J., Choy, BH., Leach, G., Sawatzki, C., & Hunter, J. (2024). Productive pedagogical practices: Impact on mathematics teaching and learning. In Research in Mathematics Education in Australasia 2020 2023. (pp. 109 – 136).  [Chapter]

Jones, I., & Hunter, J. (2023). Assessing mathematical writing: Comparative judgment and professional learning. In Illuminating and Advancing the Path for Mathematical Writing Research. (pp. 135 – 154). [Chapter]

Tupouniua, J. (2023). Differentiating between counterexamples for supporting students’ algorithmic thinking. Asian Journal for Mathematics Education. 1(4), 475-493 Retrieved from https://journals.sagepub.com/doi/10.1177/27527263221139869
[Journal article]

Tupouniua, JG. (2023). Toward culturally sustaining supervision practices in mathematics education: what do Pasifika research students value most about their supervisors?. AlterNative: an international journal of indigenous peoples. 19(3), 691-700 Retrieved from https://journals.sagepub.com/doi/10.1177/11771801231193591
[Journal article]

Hill, JL., & Hunter, J. (2023). Examining the mathematics education values of diverse groups of students. International Journal of Mathematical Education in Science and Technology. 54(8), 1614-1633 [Journal article]

Bokhove, C., Hunter, J., & Ingram, J. (2023). Editorial. Research in Mathematics Education. 25(1), 1-2 [Journal article]

Tupouniua, JG. (2023). What challenges emerge when students engage with algorithmatizing tasks?. Journal of Pedagogical Research. 7(2), 93-107 Retrieved from https://www.ijopr.com/article/what-challenges-emerge-when-students-engage-with-algorithmatizing-tasks-13372 [Journal article]

Hunter, J., Hunter, R., Tupouniua, J., & Leach, G. (2022). Bringing the home into school: learning and connecting through mathematics education during the time of a pandemic. Educational Studies in Mathematics. 111(2), 207-224
[Journal article]

Simsek, E., Xenidou-Dervou, I., Hunter, J., Dowens, MG., Pang, JS., Lee, Y., . . . Jones, I. (2022). Factors Associated With Children’s Understanding of Mathematical Equivalence: An Investigation Across Six Countries. Journal of Educational Psychology. 114(6), 1359-1379
[Journal article]

Hunter, J. (2022). Challenging and disrupting deficit discourses in mathematics education: positioning young diverse learners to document and share their mathematical funds of knowledge. Research in Mathematics Education. 24(2), 187-201
[Journal article]

Hunter, R. (2022). Tracing the threads of research to establish equitable and culturally appropriate pedagogical practices within mathematical interactions and discourse for all learners

Hunter, J., & Miller, J. (2022). The use of cultural contexts for patterning tasks: supporting young diverse students to identify structures and generalise. Zdm Mathematics Education. 54(6), 1349-1362 [Journal article]

Coles, A., Ingram, J., Bokhove, C., & Hunter, J. (2022). Editorial. Research in Mathematics Education. 24(1), 1-2 [Journal article]

Eden, R. (2022). Co-Teaching to Develop Reform-Based Practices in Mathematics: Classrooms as Shared Spaces for Teacher Learning. In O. Kartal, G. Popovic, & S. Morrissey (Eds.) Global Perspectives and Practices for Reform-Based Mathematics Teaching. (pp. 273 – 292). Hershey, United States of America: IGI Global [Chapter]

Hunter, R., Hunter, J., & Gibbs, B. (2022). Taking an Asset-Based Approach in the Use of a Culturally Located Task to Construct Functional Reasoning. Teachers College Record. 124(5), 69-88
[Journal article]

Marshall, N., Shaw, K., Hunter, J., & Jones, I. (2021). Correction to: Assessment by Comparative Judgement: An Application to Secondary Statistics and English in New Zealand (New Zealand Journal of Educational Studies, (2020), 55, 1, (49-71), 10.1007/s40841-020-00163-3). New Zealand Journal of Educational Studies. 56(2), 333 [Journal article]

Hunter, J. (2021). An Intersection of Mathematics Educational Values and Cultural Values: Pāsifika Students’ Understanding and Explanation of Their Mathematics Educational Values. Ecnu Review of Education. 4(2), 307-326 [Journal article]

Hunter, J., Hunter, R., Tupouniua, J., & Fitzgerald, L. (2021). Implementing localised curriculum drawing on a funds of knowledge perspective. The New Zealand Annual Review of Education. 26(2020), 153-161 Retrieved from https://ojs.victoria.ac.nz/nzaroe/article/view/6930
[Journal article]

Moala, JG. (2021). Creating algorithms by accounting for features of the solution: the case of pursuing maximum happiness. Mathematics Education Research Journal. 33(2), 263-284

Tweed, B. (2021). Indigenous Struggle With Mathematics Education in the New Zealand Context: From Neo-Liberal Ontology to Indigenous, Urban Ontologies?. Journal of Urban Mathematics Education. 14(2), 42-70 [Journal article]

Hunter, J., & Restani, R. (2021). Uncovering everyday mathematics as a vehicle for equity: Investigating the funds of knowledge of diverse communities. In Mathematics Education for Sustainable Economic Growth and Job Creation. (pp. 51 – 62). 
[Chapter]

Bills, T., Sawatzki, C., Hunter, J., & Miller, J. (2021). ‘Pākehā get more money than the other cultures’: Teaching Pāsifika students with and for a social justice orientation. In Financialization Financial Literacy and Social Education. (pp. 23 – 41). 
[Chapter]

Fitzgerald, L., Hunter, J., & Hunter, R. (2021). Shifting teacher practices in relation to grouping: Gap gazing or strengths focused approaches. Mathematics Teacher Education and Development. 23(3), 97-110 [Journal article]

Miller, J., & Hunter, J. (2021). The challenge of moving mathematics education research beyond a ‘white space’. For the Learning of Mathematics. 41(2), 2-7 [Journal article]

Simsek, E., Jones, I., Hunter, J., & Xenidou-Dervou, I. (2021). Mathematical equivalence assessment: Measurement invariance across six countries. Studies in Educational Evaluation. 70
[Journal article]

Coles, A., Bokhove, C., Hunter, J., & Ingram, J. (2021). Editorial. Research in Mathematics Education. 23(2), 111-112 [Journal article]

Anthony, G., & Eden, R. (2021). Mathematics Teacher Education in Aotearoa New Zealand. In DR. Thompson, MA. Huntley, & C. Suurtamm (Eds.) International Perspectives on Mathematics Teacher Education. (pp. 113 – 141). United States of America: Information Age Publishing Inc [Chapter]

Tweed, B. (2021). The doing of curriculum mathematics: the case of an Indigenous Māori school in Aotearoa/New Zealand. British Journal of Sociology of Education. 42(5-6), 914-931 [Journal article]

Burghes, D., & Hunter, J. (2021). Summary of evidence and recommendations. In Mathematics Education for Sustainable Economic Growth and Job Creation. (pp. 180 – 187). 
[Chapter]

Hunter, J., Hunter, R., & Anthony, G. (2020). Shifting towards equity: challenging teacher views about student capability in mathematics. Mathematics Education Research Journal. 32(1), 37-55 [Journal article]

Marshall, N., Shaw, K., Hunter, J., & Jones, I. (2020). Assessment by Comparative Judgement: An Application to Secondary Statistics and English in New Zealand. New Zealand Journal of Educational Studies. 55(1), 49-71 [Journal article]

Tupouniua, JG. (2020). Finding Correct Solution(s) ⇏ Creating Correct Algorithm(s): Shedding More Light on How and Why. The Mathematician Educator. 1(2), 102-121 Retrieved from http://ame.org.sg/2021/01/06/tme2020-vol-1-no-2-pp-102-121/
[Journal article]

Hunter, J., & Sawatszki, C. (2019). Discovering diverse students’ funds of knowledge related to finance: Pasifika students in New Zealand. Mathematics Education Research Journal. Advance online publication. DOI 10.1007/s13394-019-00259-0

Tupouniua, J. (2020). Explicating how students revise their algorithms in response to counterexamples: building on small nuanced gains. International Journal of Mathematical Education in Science and Technology. , Retrieved from https://www.tandfonline.com/doi/full/10.1080/0020739X.2020.1837402 [Journal article]

Hunter, R., & Hunter, J. (2019). Maintaining a cultural and mathematical identity while constructing a mathematical disposition as a Pāsifika learner. In E. McKinley & L. Tuhiwai Smith (Eds.), Handbook of indigenous education Springer.

Moala, JG., Yoon, C., & Kontorovich, I. (2019). Localized considerations and patching: Accounting for persistent attributes of an algorithm on a contextualized graph theory task. Journal of Mathematical Behavior. 55 [Journal article]

Rawlins, P., Anthony, G., Averill, R., & Drake, M. (2019): Novice teachers’ perceptions of the use of rehearsals to support their learning of ambitious mathematics teaching, Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2019.1644612

Hunter, J., & Sawatszki, C. (2019). Discovering diverse students’ funds of knowledge related to finance: Pasifika students in New Zealand. Mathematics Education Research Journal. Advance online publication. DOI 10.1007/s13394-019-00259-0

Alsaleh, F., Anthony, G., & Hunter, J. (2019). Preparedness of female mathematics preservice teachers in Saudi Arabia. Mathematics Teacher Education and Development. 21(2), 24-41 Retrieved from https://mted.merga.net.au/index.php/mted/issue/view/52
[Journal article]

Hunter, R., Hunter, J., Anthony, G., & McChesney, K. (2018). Developing mathematical inquiry communities: Enacting culturally responsive, culturally sustaining, ambitious mathematics teaching. Set, 2, 25-32.

Hunter, R., & Hunter, J. (2018). Opening the space for all students to engage in mathematical practices within collaborative inquiry and argumentation. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner (Eds.), Mathematical discourse that breaks barriers and creates space for marginalised learners (pp. 1-21). Rotterdam: Sense. 

Anthony, G., Hunter, R., & Hunter, J. (2018). Challenging teachers’ perceptions of student capability through professional development: a telling case. Professional Development in Education. 44(5), 650-662 [Journal article]

Hunter, JMR., Anthony, GJ., & Burghes, D. (2018). Scaffolding teacher practice to develop early algebraic reasoning. In C. Kieran (Ed.) Teaching and Learning Algebraic Thinking with 5- to 12-Year-Olds. (pp. 379 – 401). : Springer International [Chapter]

Hunter, R., & Hunter, JMR. (2018). Maintaining a cultural identity while constructing a mathematical disposition as a Pāsifika learner. In EA. McKinley, & L. Tuwhai Smith (Eds.) Handbook of Indigenous Education. (pp. 1 – 19). : Springer Singapore [Chapter]

Higgins, J., & Eden, R. (2018). Cogenerated understandings of mindfulness-based breathing in elementary mathematics classrooms. Journal of Educational Research. 111(6), 678-689
[Journal article]

Yoon, C., Chin, SL., Moala, JG., & Choy, BH. (2018). Entering into dialogue about the mathematical value of contextual mathematising tasks. Mathematics Education Research Journal. 30(1), 21-37
[Journal article]

Anthony, G., & Hunter, R. (2017). Grouping practices in New Zealand mathematics classrooms: Where are we at and where should we be? New Zealand Journal of Educational Studies, 52(1), 73-92.

Anthony, G., & Hunter, R. (2017). Developing student voice in the mathematics classroom. In B. Kaur & N. Lee (Eds.), Empowering mathematics learners (pp. 99-115). Singapore: World Scientific

Hunter, R., & Hunter, J. (2017). Opening the space for all students to engage in mathematical practices within collaborative inquiry and argumentation. In Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized Learners. (pp. 1 – 21). 
[Chapter]

Hunter, J. (2017). Developing interactive mathematical talk: Investigating student perceptions and accounts of mathematical reasoning in a changing classroom context. Cambridge Journal of Education, 47(4), 475 – 492.

Anthony, G., Hunter, R., Hunter, J. (2017). Challenging teachers’ perceptions of student capability through professional development: A telling case. Professional Development in Education. 1-13.

Hunter, J., Hunter, R., Bills, T., Cheung, I., Hannant, B., Kritesh, K., & Lachaiya, R. (2016). Developing equity for Pāsifika learners within a New Zealand context: Attending to culture and values. New Zealand Journal of Educational Studies, 51(2), 197-225. doi:10.1007/s40841-016-0059-7

Hunter, R., Hunter, J., Jorgensen, R., & Choy, B. H. (2016). Innovative and powerful pedagogical practices in mathematics education Research in Mathematics Education in Australasia 2012-2015 (pp. 213-234): Springer.

Hunter, R., Hunter, J., Jorgensen, R., & Choy, B. H. (2016). Innovative and powerful pedagogical practices in mathematics education Research in Mathematics Education in Australasia 2012-2015 (pp. 213-234): Springer.

Hunter, R., Hunter, J., Jorgensen, R., & Choy, B. H. (2016). Innovative and powerful pedagogical practices in mathematics education Research in Mathematics Education in Australasia 2012-2015 (pp. 213-234): Springer.

Eden, RM. (2015). Keryn Davis, Jocelyn Wright, Margaret Carr and Sally Peters: Key Competencies, Assessment and Learning Stories: Talking with Teachers and Students. New Zealand Journal of Educational Studies. 50(1), 165-167 [Book Review]

Anthony, GJ., Hunter, R., Hunter, J., & Duncan, S. (2015). How ambitious is “ambitious mathematics teaching”?. Set: Research Information for Teachers. 2015(2), 45-53 [Journal article]

Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers development of adaptive expertise. Teaching and Teacher Education. 49, 108-117 [Journal article]

Civil, M., & Hunter, R. (2015). Participation of non-dominant students in argumentation in the mathematics classroom. Intercultural Education, 26(4), 296-312. [Journal article] doi:10.1080/14675986.2015.1071755

Anthony, GJ., Hunter, J., & Hunter, R. (2015). Learning to professionally notice students’ mathematical thinking through rehearsal activities. Mathematics Teacher Education and Development. 17(2), 7-24 [Journal article]