Pearce, E. & Hunter, R. (2022). Teacher Actions to Progress Mathematical Reasoning of Five-year-old Students. Launceston:MERGA.
Frazerhurst, L. & Leach, G. (2022). One Teacher’s Pedagogical Actions in Eliciting and Developing Mathematical Reasoning Through a Contextually Relevant Task. Launceston: MERGA.
Hunter, R. & Hunter, J. (2022). Developing Equitable Participation Structures. Launceston: MERGA.
Hunter, J., Miller, J., Bowmar, A. & Jones, I. (2022). “It was the same numbers, just in a different order”: Middle School Students Noticing Algebraic Structures Within Equivalent Equations. Launceston: MERGA.
Vuni, M. & Leach, G. (2022) Supporting Pasifika Students in Mathematics Learning. Launceston: MERGA.
Anthony, G., Hunter, R., & Hunter, J. (2016). Whither ability grouping: Changing the object of groupwork. In B. White, M. Chinnappan, & S. Trenholm (Eds.), Opening up mathematics research: Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (pp. 116-123). Adelaide: MERGA.
Hunter, R., Hunter, J., Bills, T., & Thompson, Z. (2016). Learning by leading: Dynamic mentoring to support culturally responsive mathematical inquiry communities. In B. White, M. Chinnappan, & S. Trenholm (Eds.), Opening up mathematics research: Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (pp. 59-73). Adelaide: MERGA.
Bills, T., & Hunter, R. (2015). The role of cultural capital in creating equity for Pāsifika learners in mathematics. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins: Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia (pp. 109-116). Sunshine Coast: MERGA.
Hunter, R., & Anthony, G. (2014). Small group interactions: Opportunities for mathematical learning In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 3, pp. 361-368). Vancouver: PME.
Leach, G., Hunter, R., & Hunter, J. (2014). Teachers repositioning culturally diverse students as doers and thinkers of mathematics. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided practice: Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia (pp. 381-388). Sydney: MERGA.
Hunter, R., & Anthony, G. (2012). Designing opportunities for prospective teachers to facilitate mathematics discussions in classrooms. In J. Dindyal, L. Cheng, S. Ng, & (Eds.), Mathematics education: Expanding horizons Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia (pp. 354-361). Singapore: MERGA.
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., Hunter, R., Tupounuia, J., & Leach, G (2022). Bringing the home into school: learning and connecting through mathematics education during the time of a pandemic.
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
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.
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.
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.
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. (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. (2017). Developing student voice in the mathematics classroom. In B. Kaur & N. Lee (Eds.), Empowering mathematics learners (pp. 99-115). Singapore: World Scientific
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.
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.
Civil, M., & Hunter, R. (2015). Participation of non-dominant students in argumentation in the mathematics classroom. Intercultural Education, 26(4), 296-312. doi:10.1080/14675986.2015.1071755
Hunter, R., & Anthony, G. (2011). Forging mathematical relationships in inquiry-based classrooms with Pasifika students Journal of Urban Mathematics Education, 4(1), 98-119.
Alton-Lee, A., Hunter, R., Sinnema, C., & Pulegatoa-Diggins, C. (2011). BES Exemplar1: Developing communities of mathematical inquiry: Retrieved from http://www.educationcounts.govt.nz/goto/BES.
Hunter, R. (2010). Changing roles and identities in the construction of a community of mathematical inquiry. Journal of Mathematics Teacher Education, 13, 397-409.
Anthony, G., & Hunter, R. (2010). Communities of mathematical inquiry to support engagement in rich tasks In B. Kaur (Ed.), Mathematics applications and modeling (pp. 21-39). London: World Scientific.
Hunter, R., & Anthony, G. (2010). Developing mathematical inquiry and argumentation In R. Averill & R. Harvey (Eds.), Teaching primary school mathematics and statistics: Evidence-based practice (pp. 197-206). Wellington: New Zealand Council of Educational Research.