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| Name: GLENDA
ANTHONY
Position: Associate Professor, School of
Curriculum and Pedagogy,
Massey University
LPS co-Team Leader in New Zealand
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: g.j.anthony@massey.ac.nz
Home-page: http://education.massey.ac.nz/massey/depart/education/staff/cp/anthony-glenda.cfm
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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.
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Name: MARGARET
WALSHAW
Position:Associate Professor,
School of Curriculum and Pedagogy, Massey University
LPS co-Team Leader in New Zealand
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: m.a.walshaw@massey.ac.nz
Home-page: http://departments.massey.ac.nz/massey/depart/education/staff/cp/walshaw-margaret.cfm |
 |
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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., & 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.
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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: l.ding@massey.ac.nz |
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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.
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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: t.a.burgess@massey.ac.nz
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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: p.rawlins@massey.ac.nz
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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: a.lawrence@massey.ac.nz |
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