Current Doctoral Studies
Mary Rahiti
Optimal practices for effective school leadership in implementing evidence based mathematics professional learning and development: New Zealand education has many evidence based projects designed to meet needs across the school curriculum. These PLD projects are available to schools to select from as determined by the needs of their learners. At the forefront of the selection and implementation process are school leadership. This project will focus on the optimal practices for effective school leadership in implementing evidence based projcts. The key focus will be on the factors that influence the success of one such PLD projects: Developing Mathematical Inquiry Communities.
Melinda Dixon
Understanding the E in STEM: How does Engineering education drive the integration of STEM education in years 1-8 in Aotearoa, and what impact does this have on student STEM identity?
Louise Fitzgerald
How to teachers adapt and enact mathematics curriculum material to align with their children’s identity and culture. How does this impact on their engagement and attitudes towards mathematics and achievement?
Bridget Wadham
Young students capabilities in functional thinking. Functional thinking is a key strand of early algebra; however, it has traditionally been introduced upon entry to High School. Here, it is often taught through procedural and disconnected methods. As a result, many students struggle and negative feelings towards algebra ensue. This study will be comprised of three parts. First, a systematic review of the literature. Second, examination of student responses to a written functional thinking task. Third, examination of the functional thinking knowledge 5-year-olds enter school with through task-based interviews.
Mepa Vuni
Pāsifika notions of success in mathematics: The central aim of this study is to explore Pāsifika notions of success in mathematics and examine the holistic approach to learning mathematics, considering not only academic achievement but also its impact on the cultural, emotional, and social well-being of Pāsifika students and parents. Pāsifika students carry with them a deep understanding of their cultures and fluency in their native languages. However, there is a noticeable disconnect between their cultural backgrounds and the New Zealand education system. This gap contributes to the widening achievement disparities in mathematics between Pāsifika students and their peers. This study aims to provide valuable insights that will help guide Pāsifika teachers, parents and educators in effectively supporting and teaching mathematics to Pāsifika students. This project explores the holistic factors that shape how Pāsifika students and parents define success in mathematics.
Robin Staples
Investigation of leadership practice for successful sustained development of new mathematics teaching strategies designed to improve equity.
Eva Cornforth
Examining socioeconomic factors and brilliance bias – do low income students face barriers in accessing STEM?
Kisione Manu
Evaluating the implementation and effectiveness of a Quality Assurance Policy on Post-Compulsory Education and Training Providers in Tonga.
Kim Haliwood
The policy implications of ‘thinking problematically’: Problematising the parent-school partnership in Aotearoa New Zealand’s Tomorrow’s Schools education.
Neil Scott
Targeted Assessment for Learning in Mathematics: A tool for maximising progress for learners needing additional support.
Kwabena Kurankye
Exploring pedagogical leadership in a secondary school in Ghana: its implications to Ghana’s education system.
Masters Studies
Trevor Bills (2019 – 2020)
Critical pedagogy, a pedagogy of discomfort: Challenges and tensions for teachers: This case study will explore the internal tensions and external challenges that teachers face when introducing a critical pedagogical approach to the teaching of mathematics and examine what support teachers need to be able to achieve this. Teacher interviews and diaries along with in classroom observations will be used to investigate what teacher actions support student learning through critical mathematics as well as any dissonance this may create when trying to balance curriculum requirements.
Bronwyn Gibbs (2019 – 2020)
Developing functional thinking through culturally located tasks: This design research study aims to explore how mathematical tasks embedded in children’s cultural lives support Maori and Pasifika learners to develop their conceptual understanding of functional relationships. The research looks at the representations students use when engaging with conceptual functional tasks, and how Maori and Pasifika students generalise culturally located tasks involving functions.
Andrew Johnson (2019 – 2020)
Factors affecting students’ mindsets towards mathematics and their ability to learn from mistakes: This case study examines factors such as classroom culture, task, whanau beliefs, and teacher interactions to see what influence these have on student mindsets towards mathematics and their ability to learn from mistakes. A series of open-ended mathematical tasks are to be recorded and student responses to mistakes analysed. Student interviews are also used to inform the study and evaluate the factors that lend themselves to positive or negative mindsets towards mathematics.
Megan Kanz (2019)
Teacher judgement of students’ conceptual understanding in mathematics: This design research study looks at how teachers can be supported to make judgements on students developing conceptual understandings in mathematics. The project involves iterations of collaborative planning to build collective understanding, teaching/learning, and assessment using open tasks in two areas of mathematics. Teacher interviews are used to inform the study and evaluate the factors that support or hinder teachers as they make judgements.
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.
Professional Inquiry
2025