Tuesday, 19 February 2019
Research team: New Zealand PDF Print E-mail

Name: GLENDA ANTHONY
LPS co-Team Leader in New Zealand



Position: Associate Professor, School of Curriculum and Pedagogy, Massey University

Contact details:
School of Curriculum and Pedagogy
College of Education
Massey University
PB 11222 Palmerston North
New Zealand

Phone: +64 6 356 9099 ext 8600
Fax: + 64 6 351 3472
Email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Home-page: http://education.massey.ac.nz/massey/depart/education/staff/cp/anthony-glenda.cfm

Recent and Current professional activities:
Glenda Anthony is an Associate Professor in the College of Education at the Massey University, Palmerston North campus. She is the co-director of the university Centre of Research Excellence in Mathematics Education. Her teaching involvement focuses on mathematics education at the pre-service and postgraduate levels.

Her main research interests include mathematics teacher education at pre-service and in-service levels, teaching learning nexus including classroom communication and participation patterns and learning strategies. Current research projects includes teacher preparation and induction experiences, teaching and learning in lower secondary school, and teaching and learning in senior secondary and undergraduate sectors.

Selected publications:
Anthony, G., & Walshaw, M. (2008). Characteristics of effective pedagogy for mathematics education. In H. Forgasz, T. Barkatsas, A. Bishop, B. Clarke, P. Sullivan, S. Keast, W. Seah, & S. Willis (Eds.), Research in Mathematics Education in Australasia: 2004-2007 (pp. 195 – 222). Rotterdam: Sense Publishers.

Anthony, G., & Hunter, J. (2008). Developing algebraic generalisation strategies. In O. Figueras, J. Cortina, S. Alatorre, T. Rojano & A. Sepulveda (Eds.), Proceedings of the 32nd conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 65-72). Morelia: PME.

Walshaw, M., & Anthony, G. (2008). The role of pedagogy in classroom discourse: A review of recent research into mathematics. Review of Educational Research.

Walshaw, M., & Anthony, G. (2008). Creating productive learning communities in the mathematics classroom: An international review. Pedagogies: An International Journal, 3, 133-149.

Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pangarau: Best evidence synthesis iteration [BES]. Wellington: Ministry of Education.

Anthony, G., & Walshaw, M. (2007). Creating opportunities for learning with mathematical tasks. set: Research Information for Teachers, 1, 7-11.

Walshaw, M., & Anthony, G. (2007). Creating opportunities through care in the mathematics classroom. set: Research Information for Teachers, 1, 48-52.

Anthony, G. (2005). Effective learning strategies for mathematics education: In S. M. Stewart & J. E. Olearski (Eds.), Proceedings of the 1st Annual Conference for Middle East Teachers of Science, Mathematics and Computing (pp. 12-23). Abu Dhabi: METSMaC.

Anthony, G., & Hunter, R. (2005). A window into mathematics classrooms: Traditional to reform. New Zealand Journal of Educational Studies, 40(1 & 2), 25-43.


Name: MARGARET WALSHAW
LPS co-Team Leader in New Zealand 



Position: Associate Professor, School of Curriculum and Pedagogy, Massey University

Contact details:
School of Curriculum and Pedagogy
College of Education
Massey University
PB 11222 Palmerston North
New Zealand

Phone: +64 6 356 9099 ext 8782
Fax: + 64 6 351 3472
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Home-page: http://departments.massey.ac.nz/massey/depart/education/staff/cp/walshaw-margaret.cfm

Recent and current professional activities:
Margaret Walshaw is an Associate Professor in the College of Education at the Massey University, Palmerston North campus. She is the co-director of the university Centre of Research Excellence in Mathematics Education and coordinator of the Doctor of Education (EdD) programme. Her teaching involvement focuses on postgraduate papers in research and in mathematics education.

Her main research interest is in making connections between education and social theories of the postmodern and this interest she applies to mathematics classrooms. Current research includes understanding the political and social debates that lead to the development of numeracy and literacy notions; transition experiences for mathematics students across the sectors; pre-service education; and teaching and learning in lower secondary school classrooms.

Selected publications:
Walshaw, M. (2010). Mathematics pedagogical change: Rethinking identity and reflective practice. Journal of Mathematics Teacher Education, 13(6), 487-497.

Walshaw, M., & Anthony, G. (2008). The role of pedagogy in classroom discourse: A review of recent research into mathematics. Review of Educational Research.

Walshaw, M., & Anthony, G. (2008). Creating productive learning communities in the mathematics classroom: An international review. Pedagogies: An International Journal, 3, 133-149.

Anthony, G., & Walshaw, M. (2008). Characteristics of effective pedagogy for mathematics education. In H. Forgasz, T. Barkatsas, A. Bishop, B. Clarke, P. Sullivan, S. Keast, W. Seah, & S. Willis (Eds.), Research in Mathematics Education in Australasia: 2004-2007 (pp. 195 – 222). Rotterdam: Sense Publishers.

Walshaw, M., & Anthony, G. (2007). Creating opportunities through care in the mathematics classroom. set: Research Information for Teachers, 1, 48-52.

Anthony, G., & Walshaw, M. (2007). Creating opportunities for learning with mathematical tasks. set: Research Information for Teachers, 1, 7-11.

Walshaw, M. (2006). The classroom as a space for the production of subjectivities. New Zealand Journal of Educational Studies, 41(1), 69-84.

Walshaw, M. (2004). A powerful theory of active engagement. For the Learning of Mathematics, 24(3), 4-11.

Walshaw, M. (2004). The pedagogical relation in postmodern times: Learning with Lacan. In M. Walshaw (Ed.), Mathematics education within the postmodern (pp.121-139). Greenwich: Information Age.

Anthony, G., & Walshaw, M. (2004). Zero: A None Number? Teaching Children Mathematics, 11(1), 38-42.


Name: LIPING DING



Position: Postdoctoral fellow

Contact details:
School of Curriculum and Pedagogy
College of Education
Massey University
Palmerston North
New Zealand

Phone: +64 3 35 69099 x 8264
Fax: +64 6 351 3472
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Research Interests:
Liping Ding is postdoctoral research fellow of mathematics education at Massey University. Her research interests include international comparative study of mathematics education, secondary geometry education, teacher pedagogy and children’s cognitive process in secondary mathematics.

Selected publications:
Ding, L. and Jones, K. (2008) Instructional strategies in explicating the discovery function of proof for lower secondary school students. Paper submitted to ICMI study 19.

Jones, K., Kunimune, S., Kumakura, H., Matsumoto, S., Fujita, T. and Ding, L. (2008) Developing pedagogic approaches for proof: learning from teaching in the East and West. Paper submitted to ICMI study 19.

Ding, L. and Jones, K. (2007) Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai. Proceedings of the 5th Conference of European Society for Research in Mathematics Education. Larnaca. Cyprus.

Jones, K., Fujita, T. and Ding, L. (2006) Informing the pedagogy for geometry learning from teaching approaches in China and Japan. Proceedings of the British Society for Research into Learning Mathematics, 26, (2).

Ding, L. and Jones, K. (2006) Teaching geometry in lower secondary school in Shanghai. Proceedings of the British Society for Research into Learning Mathematics, 26(1), 41-45.

Ding, L. and Jones, K. (2006) Students’ geometrical thinking development at grade 8 in Shanghai. In Novotná, J., Moraová, H., Krátká, M. & Stehlíková, N. (Eds.), Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education (PME30),Prague, Czech Republic, PME, p.382.

Jones, K., Fujita, T. and Ding, L. (2005). Developing geometrical reasoning in the classroom: learning from expert teachers from China and Japan. Proceedings of the 4th Conference of European Society for Research in Mathematics Education. Sant Feliu de Guixols, Spain.

Jones, K., Fujita, T. and Ding, L. (2005) Teaching geometrical reasoning: learning from expert teachers from China and Japan. Proceedings of the British Society for Research into Learning Mathematics, 25(1), 89-96.


Name: TIM BURGESS

Position: Senior Lecturer School of Curriculum and Pedagogy, Massey University

Contact details:

School of Curriculum and Pedagogy
College of Education
Massey University
PB 11222 Palmerston North
New Zealand

Phone: +64 3 35 69099 x 8636
Fax: +64 6 351 3472
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it


Name: PETER RAWLINS

Position: Senior Lecturer School of Curriculum and Pedagogy, Massey University

Contact details:
School of Curriculum and Pedagogy
College of Education
Massey University
PB 11222 Palmerston North
New Zealand

Phone: +64 3 35 69099 x 8855
Fax: +64 6 351 3472
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it


Name: ANNE LAWRENCE

Position: Advisor to Schools in Numeracy and Mathematics

Contact details:
Centre for Edcuational Development
Massey University
PB 11222 Palmerston North
New Zealand

Phone: +64 3 356 9099 x 8303
Fax: +64 6 350 9288
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it

 
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