Recent Australasian theses in the field of mathematics education

The following list includes mathematics education PhD, Masters and Honours theses from Australia and New Zealand since 1999 and from MERGA members who graduated in other parts of Australasia who have submitted abstracts to VP(Research). Graduates, if your thesis (or a student's thesis) is not on this list, please email the relevant details and abstract to Judy Mousley. The current list is fairly complete post 1999, but if earlier Australiasian graduates wish to have their mathematics education theses listed then an email to Judy with your name, the institution and year, and your abstract would be appreciated.

The links below lead to authors' abstracts. Full publication details and full text (in some cases) may be available via Informit, the Australian Council for Educational Research [ACER] Cunningham Library, and/or the National Library of Australia .

2013

• Downton, A. Young children's development of multiplicative thinking: Making the transition from models to symbols in learning multiplication and division (Monash University)

2012

• Cronin, R. Teaching mathematics to early learners in a rural aboriginal community school: Two case studies. (University of Queensland)
• Hamlett, B. Confidence and competence: Developing the mathematical literacy of primary education students in context of a multiliteracies unit. (Curtin University of Technology)
• Jhagroo, J. A hermeneutic phenomenological study of the lived experiences of immigrant students in their mathematics classroom at a secondary school in Auckland, New Zealand. (Auckland University of Technology)

2011

• Carter, M. Year 7 students' approaches to understanding and solving NAPLAN numeracy problems. (Queensland University of Technology)
• Galligan, L. Developing a model of embedding academic numeracy in university programs: A case study from nursing. (Queensland University of Technology)
• Harnett, J. Professional growth through working together: A study of reciprocal benefits for teacher and education advisor through classroom based professional development. (Queensland University of Technology)
• McDonald, A. Content, context, and representation: Children's measurement experiences and understandings at the start of school. (Charles Sturt University)
• Mitchell, A. Interpreting students’ explanations of fraction tasks, and their connections to length and area knowledge. (Australian Catholic University)
• Nutchey, D. Towards a model for the analysis and description of mathematical knowledge and understanding. (Queensland University of Technology)
• Sweeting, K. Early years teachers' attitudes towards mathematics. (Queensland University of Technology)
• Wilkie, K.  'Count me in': academic continuity for mathematics students with chronic illness through connection to school during absence. (University of Melbourne)
• Wright, V. The development of multiplicative thinking and proportional reasoning: Models of conceptual learning and transfer. (University of Waikato)

2010

• Almuna Salgado, F.V. Investigating the effect of item-context on students' performance on mathematics items. (University of Melbourne)
• Dimarco, S. Mathematics in the middle: Shaping the proficiencey footprint. (James Cook University)
• Herbert, S. An investigation of middle secondary students' mathematical conceptions of rate. (University of Ballarat)
• Hill, J. Girls and calculators: Enabling or excluding? (Monash University)
• Kahwagi-Tarabay, M. Problem posing as a catalyst for metacognition. (University of Melbourne)
• Varughese, N. A. Language difficulties in mathematics courses for students from non-English speaking backgrounds in the transition from secondary to tertiary education (RMIT University)

2009

• Bicknell, B. Multiple perspectives on the education of mathematically gifted and talented students (Massey University)
• Buckley, S. The affective and relational bases of adolescent mathematical anxiety (University of Melbourne)
• Darby, L.  Subject cultures and pedagogy: Comparing mathematics and science (Deakin University)
• Falle, J. Linguistic pointers to students' understanding in introductory algebra:  A cognitive approach  (University of New England)
• Geiger, V. Learning mathematics with technology from a social perspective: A study of secondary students’ individual and collaborative practices in a technologically rich mathematics classroom (University of Queensland)
• Lowe, I. Policy and practice in rural primary education in Malawi: The case of mathematics teaching (Monsah University)
• Ng, K.E.D. Thinking, small group interactions, and interdisciplinary project work (University of Melbourne)
• Oates, G. Information processing and the evaluation of peer products: An examination of the extent to which children attend to and integrate ideas available in the work of peers.  (University of Auckland)

2008

• Baker, M.   An investigation of the effect of teachers' reflection on their development of pedagogical content knowledge for teaching primary mathematics. (University of Melbourne)
• Calder, N.  Processing mathematical thinking through digital pedagogical media: The spreadsheet. (University of Waikato) 
• Delos-Santos, A.  An investigation of students’ understanding and representation of derivative in a graphic calculator: Mediated teaching and learning environment. (University of Auckland)
• Doyle, P.  Developing statistical literacy with students and teachers in the secondary mathematics classroom. (University of Waikato)
• Gould, P.  Children’s quantitative sense of fractions. (Macquarie University)
• Hadjitelemachou, P.  Evaluating student performance and understanding of mathematics when teaching with CAS. (University of Melbourne)
• Huges, L.  Identifying situational factors that contribute to mathematics anxiety in middle school students. (University of Western Australia)
• Javed, S. Online facilitated mathematics learning in vocational education: A design-based study. (Victoria University)
• Khateeb, M.  Cognitive load theory and mathematics education. (University of New South Wales)
• Leong, Y. Problems of teaching mathematics in a reform-oriented Singapore classroom. (University of Melbourne)
• Moody, B.  Connecting the points: An investigation into student learning about decimal numbers. (University of Waikato)
• Patahuddin, S. Exploiting the internet for teacher professional development and mathematics teaching and learning: An ethnographic intervention. (University of Queensland)
• Retnowati, E. The effectiveness of a worked example approach in group work settings during mathematics learning. (University of New South Wales)  
• Rowe, L.   Ways in which teachers plan for, implement, and review the use of learning objects as part of a primary school mathematics program. (University of Melbourne)
• Stewart, S.  Understanding linear algebra concepts through the embodied, symbolic and formal worlds of mathematical thinking. (University of Auckland)
• Swincicky, K. A study of a nation-wide pilot program in school mathematics. (Curtin University)
• Tabor, P.   An investigation of instruction in two-digit addition and subtraction using a classroom teaching experiment methodology, design research, and multilevel modeling. (Southern Cross University)
• Wernert, N.  Assessing the measurement invariance of a school climate scale across countries: Implications for the construct.  (University of Melbourne)
• Widjaja, W. Local instruction theory on decimals: The case of Indonesian pre-service teachers. (University of Melbourne)
• Woo, K. Mathematics teachers' perspectives on the use, impact and possible future directions of information technology in the teaching of mathematics in Hong Kong secondary schools. (University of Western Australia)
• Woo-Tan, JLB. A study of the perceptions of interpersonal behaviour of mathematics teachers in Singapore. (Curtin University)

2007

• Aminifar, E. Technology and the improvement of mathematics education at the tertiary level. (University of Wollongong)
• Bethune, N. Dynamic assessment of children's rational number competence. (University of Melbourne)
• Burgess, T.  Investigating the nature of teacher knowledge needed and used in teaching statistics. (Massey University)
• Devi, R.  Singapore secondary school students' conceptions and misconceptions of algebraic equation solving. (Edith Cowan University)
• Finnane M. The role of fluency in mathematical development: Factors associated with early learning difficulties in mathematics. (University of Queensland)
• Farell, D. Numeracy and "language-based errors: An investigation at one schools. (Monash University)
• Forrester, P.  A novice primary school teacher's attempt to teach mathematics for understanding: A self-study. (University of Western Sydney)
• Gabler, C.  Sustained, job-embedded professional development and the learning environment of middle-level mathematics classrooms. (Curtin University)
• Hedderwick, H. Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes. (Curtin University of Technology)
• Hingston, P.   Animated proportional Venn diagrams: A study into their description, construction and business application. (Royal Melbourne Institute of Technology)
• Hunter, R.  Teachers developing communities of mathematical inquiry. (Massey University)
• Kensington-Miller, B.  Peer mentoring as a professional development strategy for mathematics teachers in low socio-economic secondary schools in New Zealand. (University of Auckland)
• Kotsiras, A.  The effects of acceleration on students' achievement in senior secondary mathematics: A multilevel modelling approach. (University of Melbourne)
• Lawrence, A.  Teaching and learning algebra word problems. (Massey University)
• Lee, O. T.   Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledge.  (Curtin University)
• Louange, J.  An examination of the relationships between teaching and learning styles, and the number sense and problem solving ability of Year 7 students. (Edith Cowan University)
• McDonald, S.   Improving numeracy: Co-constructing a whole-school numeracy plan in a secondary school. (Queensland University of Technology)
• McPhail, D. Area : the big cover-up. (University of Western Sydney)
• Papic, M.  Mathematical patterning in early childhood: An intervention study. (Macquarie University)
• Paterson, J. An instrumental case study of a professional development intervention that uses unfamiliar mathematics to prompt secondary teachers’ re-thinking about learning and teaching. (University of Auckland)
• Pavaputanon, L.  Design and implementation of hypermedia learning environments that facilitate the construction of knowledge about analytical geometry. (Queensland University of Technology)
• Rawlins, P.  Students' perceptions of the formative potential of the National Certifiicate of Educational Achievement. (Massey University)
• Thereesha, F.  Students' perceptions of the Secondary Numeracy Project. (University of Waikato)

2006

• Aubrey R.    Student and teacher perceptions of preparation in mathematics in middle school and its impact on students' self-efficacy and performance in an upper secondary school in Western Australia. (Murdoch University)
• Bansilal, S.  South African grade 9 mathematics teachers' professional knowledge: A situative perspective. (Curtin University)
• Belcher, V.  "And my heart is thinking": Perceptions of new entrant children and their parents on transition to primary school numeracy.  (Canturbury University)
• Clark, J.  Teaching the ethereal: Creativity in mathematics education.  (University of Auckland)
• Daniel, C.   The identification of mathematical ability and of factors significant in its nurture. (University of Otago)
• Deagan, B.  In what ways are year one students able to represent their mathematical understanding?  (University of Melbourne)
• Delos Santos, A. An investigation of students’ understanding and representation of derivative in a graphic calculator: Mediated teaching and learning environment. (University of Auckland)
• Doyle, K. Teaching gesture and oral computation in Mozambique: Four case studies.  (Monash University)
• Draisma, J. Mathematical modelling through top-level structure.  (Queensland University of Technology)
• Fackler, J.   The effect of grade-5 elementary teachers' geometry content knowledge on classroom environment, students' achievement and attitude towards geometry.  (Curtin University)
• Hilton, E. An evaluation of hands-on activities in terms of learning environment, achievement, and attitudes in grades 4 and 5. (Curtin University)
• Kilgour, P.    Student, teacher and parent perceptions of classroom environments in streamed and unstreamed mathematics classrooms.  (Curtin University)
• Marston, K.  Evaluating the foundations for teaching Arithmetic CD-ROM:Linking theory and practice. (University of Melbourne)
• Miller-Reilly, B. Affective change in adult students in second chance mathematics courses: Three different teaching approaches. (University of Auckland)
• Minns, R. A student-centred mathematics booklet system: Its influence on students' mathematical performance and attitude to mathematics.  (Avondale College)
• Moritz, J.  Developing student's understandings and representations of statistical covariation. (University of Tasmania)
• Nettleship, E.  Students' perspective of a mathematics extension programme designed with special interest in history. (Massey University)
• Ogbuehi, P.  Evaluation of an innovative strategy for teaching systems of linear equations in terms of classroom environment, attitudes and conceptual development. (Curtin University of Technology)
• Robson, D. Development of educational software for learning equation solving. (Lincoln University)
• Sala, E.  A special numeracy project on students’ achievement levels. (University of Auckland)
• Shirazian, Z. The role of language switching in Iranian bilingual students when solving mathematical problems (Royal Melbourne Institute of Technology)
• Teh, K.    A comparative study of lower secondary mathematics textbooks from the Asia Pacific region.  (Curtin University)
• Wilson, T.  Statistical reasoning at the secondary tertiary interface. (Auckland University)
• Wood, T.    Portfolio assessment in primary school mathematics: A study of pedagogical implications.  (Curtin University)

2005

• Agudelo-Valderrama A.   Explanations of attitudes to change: Colombian mathematics teachers' conceptions of their own teaching practices of beginning algebra.  (Monash University)
• Aldous, C.  Creativity in problem solving: Uncovering cognitive and non-cognitive systems of reasoning in the solving of novel mathematics problems.  (Flinders University)

• Bessoondyal, H.    Gender and other factors impacting on mathematics achievement at the secondary level in Mauritius. (Curtin University)

• Brown, R. The impact of the introduction of the graphics calculator on system wide 'high stakes' end of secondary school mathematics examinations. (Swinburne University of Technology)

• Ell, F. Learning about multiplication : an interpretation of a transition. (University of Auckland)

• Kemp, M.  Developing Critical Numeracy at the Tertiary level. (Murdoch University)

• Kent, J.  Teachers and the engagement of students in mathematics in secondary schools in Western Australia. (University of Western Australia)

• Lewis, R.   School based assessment within a standards based assessment regime: A mathematics community’s perspective. (University of Otago)

• Linsell, C.  Learning algebra in an activity-based mathematics programme. (University of Otago)

• Marat, D. Secondary school students' self-efficacy in mathematics and achievement in diverse schools. (Auckland University of Technology)

• Mildenhall, P.  An exploratory case study using an expert learning process designed to promote number sense in a year 6 classroom.  (Curtin University)

• Mubark, M.    Mathematical thinking and mathematics achievement of students in the year 11 scientific stream in Jordan. (Queensland University of Technology)

• Pietsch, J.   Collaborative learning in mathematics.  (University of Sydney)

• Pollard, J.   A software engineering approach to the integration of computer technology into mathematics education.  (University of Queensland)

• Scott, A.  Preservice teachers’ views of similarities and differences in teaching and learning literacy and numeracy. (Australian Catholic University)

• Silis, G. How can teachers utilize information gathered by professionally developed tests, in the mathematics curriculum, to strengthen the learning experiences of their students?  (Royal Melbourne Institute of Technology)

• Williams, G.    Improving intellectual and affective quality in mathematics lessons: How autonomy and spontaneity enable creative and insightful thinking. (University of Melbourne)

2004   

• Bailey, J.  Mathematical investigations: A primary teacher educator's narrative journey of professional awareness. (University of Waikato)
• Brodie, J.   Background factors affecting success in geometry.  (University of Western Sydney)
• Buckingham, E.    Socialisation to higher mathematics: Men's and women's experience of their induction to the discipline. (Deakin University)
• Budgen, F.  A study of the learning of mathematics, science and technology in an integrated middle school setting. (Curtin University of Technology)
• Callingham, R.   Numeracy assessment: From functional to critical practice. (University of Melbourne)
• Cao, Z.   An investigation of students' attitudes towards mathematics in China and Australia.  (Monash University)
• Chan, K. Y.   Fostering meaningful learning by using word problems in post-secondary mathematics. (Deakin University)
• Chan, S.    A theory of cooperative learning as incentive-values-exchange: Studies of the effects of task-structures, rewards and ability on academic and social-emotional measures of mathematics learning.  (Murdoch University)
• Clark, J. The impact of a mathematics performance-based assessment on elementary preservice teacher development (University of Colorado)
• Cooper, M.  Higher-level thinking skills in mathematics in a multimedia-based constructivist learning environment.  (Murdoch University)
• Coupland, M.   Learning with new tools. (University of Woolongong)
• Chuene, K.  Students' understanding of rates of change in calculus: A study of mathematics in a foundation year program in South Africa.  (Curtin University)
• Ekanayake, M.  The development and evaluation of a web-based learning environment for proof-type problem solving in geometry among secondary students.  (University of Woollongong)
• Irving, S. The development and validation of a student evaluation instrument to identify highly accomplished mathematics teachers. (University of Auckland)
• Khalid, M. Enhancing the mathematical achievement of technical education students in Brunei Darussalam using a teaching and learning package.  (Curtin University)
• Lomas, G.   The relationship between mathematics educators' beliefs and their teaching practices.  (Curtin University)
• McChesney, J. Number sense in a secondary school context. (University of Waikato)
• McMurchy-Pilkington, C. Pangarau : Maori medium mathematics curriculum : empowerment or new hegemonic accord. (University of Auckland)
• Paterson, A.  The effect of money as a context on students' mental computation performance in years 3, 5, 7 and 9.  (Edith Cowan University)
• Pawley, D.  A cognitive load approach to instruction in formation of algebraic equations.  (University of New South Wales)
• Prescott, A.  Student understanding and learning about projectile motion in senior high school. (Macquarie University)
• Pierce, R.  An enquiry into the effects of a tutoring program on forty-eight disadvantaged students and their families. (University of Melbourne)
• Rizvi, N.   Prospective teachers' knowledge about the concept of division.  (Flinders University)
• Ronda, E.  A framework of growth points in students' developing understanding of function. (Australian Catholic University)
• Seah, W.    The negotiation of perceived value differences by immigrant teachers of mathematics in Australia. (Monash University)
• Steinle, V.  Changes with age in students’ misconceptions of decimal numbers. (The University of Melbourne)
• Taylor, B.    The influence of classroom environment on high school students' mathematics anxiety and attitudes. (Curtin University of Technology)
• Uusimaki, S-L.    Addressing preservice student teachers' negative beliefs and anxieties about mathematics.  (Queensland University of Technology)
• Wu, M.  The application of item response theory to measure problem-solving proficiencies. (University of Melbourne)

2003   

2001

2000

• Barnes, M. Collaborative learning in senior mathematics classrooms: Issues of gender and power in student-student interactions. (University of Melbourne)
• Beswick, K.  The impact of secondary mathematics teachers' beliefs on their practices and the classroom environment. (Curtin University)
• Blessing, H.  Elementary school algebra: The relationship between teachers' content knowledge, student achievement and attitudes, and classroom environment.  (Curtin University)
• Blose, R.    Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments. (Curtin University)
• Bonne, L. Numeracy equipment and Year 3 children: "bright, shiny stuff", or supporting the development of part-whole thinking?  (Wellington College of Education)
• Brown, D.  Painting a portrait of mathematics: A case study of secondary students' assessment portfolios.  (Curtin University)
• Brown, J.  An insight into student understanding of functions in a graphing calculator environment. (University of Melbourne)
• Brown, P.    Painting a portrait of mathematics: A case study of secondary students' assessment portfolios.  (Curtin University)
• Burgess, K.  Facilitating inductive reasoning with Year 7 mathematics students under 3 different conditions. (Massey University)
• Dale, J.    Calculators, mathematics and young children: A study of six children using calculators as part of the mathematics curriculum during their first two years at school. (Deakin University)
• Earnest, J.    Science education reform in a post-colonial developing country in the aftermath of a crisis: The case of Rwanda.  (Curtin University)
• Walls, F. Sociomathematical worlds : the social world of children's mathematical learning in the middle primary years. (Victoria University of Wellington)
• Farkota, R.    The effects of a 15-minute direct instruction intervention in the regular mathematics class on students' mathematical self-efficacy and achievement.  (Monash University)
• Grootenboer, P. Preservice primary teacher's affective development in Mathematics. (Waikato University)
• Gillies, R.  The teaching and learning of drug calculation among nurses. (Macquarie University)
• Hanrahan, F.    Number sense or no sense: Pre-service teachers learning the mathematics they are required to teach. (Australian Catholic University)
• Heingraj, C.  The introduction of a new approach to mathematics teaching and learning in Thailand.  (Queensland University of Technology)
• Hoskins, J. Fitting a round peg into a square hole: Introducing thinking skills into the year 7 mathematics curriculum. (University of Melbourne)
• Khalid, M.    Enhancing the mathematical achievement of technical education students in Brunei Darussalam using a teaching and learning package.  (Curtin University)
• Khairiree, K.    Implementing cooperative learning in grade four mathematics classes in Thailand.  (Deakin University)
• Liyanage, S. A framework for informal assessment questions used by secondary school mathematics teachers.  (University of Auckland)
• Madera, E. Application of the graded response model to the assessment of student attitudes (University of Toronto, Canada)
• Maoto, R.    Mathematics teacher learning in the context of South African outcomes-based education reforms.  (Curtin University)
• Mousley, J.    Mathematical understanding as situated cognition. (La Trobe University)
• Morar, T.   Multiple perspectives on the teaching and learning of mathematics in rural South African schools in the context of national curriculum reform.  (Curtin University)
• Mulvogue, K.  A study of self-beliefs in children aged 8 to 12 years old in the domain of mathematics. (University of Melbourne)
• Ngoepe M.    Secondary mathematics teachers' classroom practices: A case study of three township schools in Gauteng Province, South Africa. (Curtin University)
• Norbury, H.   An exploration of upper primary students' concepts of multiplication.  (University of Melbourne)
• Ocean, J. The resistance of women to mathematics: The influence of the justice and care moral perspectives   (La Trobe University)
• Ousby, J. Assessment validity : a case study of a single school's assessment written for the Applied Statistical Analysis section of the Mathemetics B syllabus, with a view to improving assessment in Queensland schools. (Queensland University of Technology)
• Pincott, R.   Predictors of performance in arithmetic in the middle years of primary school. (University of Melbourn
• Ridd, J.    Participation in physics and rigorous mathematics and a consideration of educational, economic and political influences. (James Cook University)
• Roberts, R.   A study of the cognitive and affective characteristics of high and low achievers in Year 10 algebra. (Queensland University of Technology)
• Saunders, J.  Pedagogical uses of a computer algebra system in first year tertiary mathematics service courses.  (University of Melbourne)
• Sebela, M.   Using teacher action research to promote constructivist learning environments in mathematics classes in South Africa. (Curtin University)
• Stoker, J.    An investigation of mathematics teachers' beliefs and practices following a professional development intervention based on constructivist principles  (Curtin University)
• Toubat, H. The use of computer technology in secondary mathematics teaching in New Zealand schools : a survey of teachers. (University of Canterbury)
• Young, B. Multiple intelligences learning and equity in middle school mathematics education.  (Curtin University)
• Youngs, H. Creating a constructivist learning environment in a university mathematics classroom: A case study. (Curtin University)
• Yusof, J. Mathematics errors in fractions work: A longitudinal study of primary level pupils in Brunei.  (Curtin University)
• Way, J. The development of children's notions of probability. (University of Western Sydney)
• Zhao, D.   A comparative study of mathematics curriculum and assessment policy and practice in Australian and Chinese primary schools. (Macquarie University)

• Albert, J.    The effect on teachers of using mathematical investigation tasks as tools for assessment. (Curtin University)
• Allen, S.  Problem-based learning and primary education. (Monash University)
• Baldwin, B. J. A study of teachers' use of groupwork in New Zealand primary education. (University of Tasmania)
• Barkatsas, A.  Secondary mathematics teachers' beliefs about teaching, learning and assessment and factors that influence these beliefs. (Curtin University)
• Blum, K.   Enhancement of student learning and attitude towards mathematics through authentic learning experiences. (Curtin University)
• Bowen, J.  Perceptions of learning environments among tertiary mathematics students. (Curtin University)
• Bridson, D.   The influence of multiple representations on the learning of calculus by ESL students. (Curtin University)
• Calder, N. Can the use of spreadsheets enhance the development of numeracy? (University of Waikato)
• Chamdimba, C. Co-operative learning and gender in mathematics education: A case study in a Malawian secondary school. (University of Waikato)
• Chand, R.  Situational analysis for the integration of technology in the teaching and learning of mathematics in the secondary schools in Fiji: Implications for the future. (University of New England)
• Dandava, McC.    Computer assisted mathematics learning in distance education in Papua New Guinea.  (Monash University)
• Dolma, P.  The relationship between estimation skill and computational ability of students in Years 5, 7 and 9 for whole and rational numbers. (Edith Cowan University)
• Forster, J.  A case study of the various influences on the development of an educational innovation. (University of Melbourne)
• Fung, C.    The efficacy of a constructivist approach to the training of Chinese mathematics teachers.  (Curtin University)
• Hanbury, L.   An investigation into factors inhibiting test responses designed to elicit student geometric understanding. (University of New England)
• Hanrahan, F.   An enquiry into the effects of a tutoring program on forty-eight disadvantaged students and their families.  (Australian Catholic University)
• Hartley, M.    The effectiveness of an outreach programme in science and mathematics for disadvantaged grade 12 students in South Africa.  (Curtin University)
• Katz, L. The use of laptop computers in the Year 10 mathematics classroom. (University of Melbourne)
• Kendal, M.   Teaching and learning introductory differential calculus with a computer algebra system. (University of Melbourne)
• Kidman, G.   Middle years school students' area judgement rules: A cross-sectional study. (Queensland University of Technology)
• Leung, H.  Mathematics and mathematics education in Hong Kong: Pre-service teachers' affective characteristics, learning approaches and achievement. (Queensland University of Technology)
• Lim, E. L. The Deca-based approach: A problem solving programme to learn and apply two-digit numbers.  (University of Auckland)
• Lindsay, M.   Using graphing software to promote mathematical thinking among low- achieving undergraduate students. (Royal Melbourne Institute of Technology)
• Mc Donough, A.    Naive and yet knowing: Young learners portray beliefs about mathematics and learning.  (Australian Catholic University)
• Mesiti, C.  An investigation of the effects of a graphics calculator based approach on the learning and teaching of Year 8 equation solving. (University of Melbourne)
• Mink, D.    Evaluation of a K-5 mathematics program which integrates children's literature: Classroom environment and attitudes. (Curtin University)
• Morar, T.    Multiple perspectives on the teaching and learning of mathematics in rural South African schools in the context of national curriculum reform.  (Curtin University)
• Nakhid, C. Intercultural perceptions and institutional responses : explaining Pasifika students' achievement in New Zealand secondary schools. (Auckland University)
• Nannestad, C.     The role of students' perceptions in modifying science and mathematics classroom activities.  (Curtin University)
• Olson, V.    Gender differences and the effects of cooperative learning in college level mathematics. (Curtin University)
• Pierce, R.   An exploration of algebraic insight and effective use of computer algebra systems. (University of Melbourne)
• Serow, P.   An investigation into students' understandings of class inclusion concepts in geometry.  (University of New England)
• Stillman.G. Assessing high order mathematical thinking through applications. (University of Queensland)
• Spinner, H.  Evaluation of an innovative mathematics program in terms of classroom environment and students' attitudes and conceptual development. (Curtin University)
• Swan, P.   The computation choices made by students in Years 5 to 7. (Edith Cowan University)
• Sweeney, D. Teacher beliefs about mathematical problem solving in free Wesleyan Church secondary schools in Tonga. (University of Auckland)
• Tadich, B. Significant factors influencing the teaching and learning of mathematics among year 9 students. (Curtin University)
• Tobias, S.  A learner centred approach to mathematics education for preservice teachers. (La Trobe University)
• Vincent, J.  Mechanical linkages, dynamic geometry software, and argumentation: Supporting a classroom culture of mathematical proof. (University of Melbourne)
• Watt, H.   Gendered achievement-related choices and behaviours in mathematics and English: The nature and influence of self-, task- and value perceptions. (University of Sydney)
• Webster, B.  Modelling mathematics achievement: An Australian study of learning environments in education. (Curtin University)
• Wotley, S.    Immigration and mathematics education over five decades: Responses of Australian mathematics educators to the ethnically diverse classroom.  (Monash University)

1999

• Ashleigh, G.  Individual differences in dimensions of information processing, self- esteem and secondary school students' multiplicative knowledge in basic arithmetical problems. (University of New England)
• Berman, J.  An application of dynamic assessment to school mathematical learning.  (University of New England)
• Brown, R.  A sociocultural study of the emergence of a classroom community of practice. (University of Queensland)
• Cavanagh, M.  Using a graphics calculator to teach mathematics: Studies of student and teacher learning. (Macquarie University)
• Dandaver, McC.  Computer assisted mathematics learning in distance education in Papua New Guinea. (Monash University)
• Debowski, M. The design, implementation and evaluation of a K to 12 values component for incorporation into the mathematics curriculum. (Curtin University)
• Dwyer, T. Individual differences in learning from worked examples by senior secondary mathematics students.  (Queensland University of Technology)
• Forster, P.  Teaching, learning and the use of graphics calculators in topics on vectors in year 11 mathematics.  (Curtin University)
• Handal, B. Teachers' mathematical beliefs and practices in teaching and learning thematically : the 1996 Stage 5 Standard Course. (University of Sydney)
• Heirdsfield, A. Mental computation :The identification of associated cognitive, metacognitive and affective factors. (Queensland University of Technology)
• Hosking, P.  Investigation of the current feedback practices and underlying influences of a senior mathematics teacher. (Queensland University of Technology)
• Howard, P.   Beliefs about the nature and learning of mathematics in years 5 and 6 : the voices of Aboriginal children, parents, Aboriginal educators and teachers. (University of Western Sydney) 
• Jacob, L.  The development of multiplicative thinking in primary school children. (Murdoch University)
• Kendall, M.  Teaching and learning introductory differential calculus with a computer algebra system. (University of Melbourne)
• Margianti, E.    Learning environment, mathematics achievement and student attitudes among university computing students in Indonesia. (Curtin University)
• Marr, B. Enhancing mathematical discourse : a study of small group interactions in an adult numeracy classroom. (RMIT University)
• Pincott, R.  Predictors of performance in arithmetic in the middle years of primary school. (University of Melbourne)
• Pierce, R.  An exploration of algebraic insight and effective use of computer algebra system. (University of Melbourne)
• Price, P.  The development of Year 3 students' place-value understanding: Representations and concepts. (Queensland University of Technology)
• Schofield, J.   An evaluation of an instructional program designed to teach mathematics to children with learning difficulties. (Macquarie University)
• Smith, R. Professional development organization and primary mathematics teachers: Exploring connections with beliefs and practice. (Monash University)
• Treacy, K.  Children's developing understanding of quantity and number as a representation of quantity. (Murdoch University)
• Truran, J.   The teaching and learning of probability, with special reference to South Australian schools from 1959-1994. (University of Adelaide)
• Van Deur, P.  Children's knowledge of problem solving and the key competencies.  (Flinders University)
• Vale, C.  Gender and computer based mathematics in selected secondary classrooms. (LaTrobe University)
• Wotley, S.  Immigration and mathematics education over five decades: Responses of Australian mathematics educators to the ethnically diverse classroom.  (Monash University)
• Anderson, J. An investigation of primary school teachers’ problem-solving beliefs and practices in mathematics classrooms. (Australian Catholic University)
• Bates, P.   Motivation and attitudes to mathematics learning of students in transition from primary to secondary school. (Australian Catholic University)
• Caton, C.  An investigation into a social constructivist approach to developing common fraction and per cent ideas at the year six and seven levels, utilising instructional games. (Griffith University)
• Chandran, D.  The use of graphics calculators in secondary school mathematics departments. (University of Melbourne)
• Clarke, L.  Phantom classmates: A case study of talented mathematics students learning via Telematics. (Edith Cowan University)
• Faull, D.  Cognitive theory in the teaching of algebraic problem solving. (University of New South Wales)
• FitzSimons, G. Mathematics in the Australian vocational education and training sector: Technologies of power in practice.  (Monash University)
• Goos, M. A study of metacognitive activity in a classroom community of mathematical inquiry (University of Queensland)
• Ireland, D.    The implementation of a collaborative peer interactive mathematics classroom learning environment. (Curtin University)
• Kota, S.   The implementation of a collaborative peer interactive mathematics classroom learning environment.  (Curtin University)
• Malatt, D.   TIMMS: A question of validity. (University of Melbourne)
• Majeed, A.   Classroom environment and student satisfaction in lower secondary mathematics in Brunei Darussalam. (Curtin University)
• Meaney, T.  An ethnographic case study of a community-negotiated mathematics curriculum development project.  (University of Auckland)
• Mulraney, R. Policies, infrastructure and mathematics programs in Victorian state primary schools 1991-1992. (University of Melbourne).
• Menzel, B. Teachers interpreting algebra. (University of Melbourne)
• Mwakapenda, W.    Using everyday experiences in teaching secondary mathematics in Malawi: Possibilities and constraints for change. (Deakin University)
• Nothdurft, L.  Teaching for autonomy in senior secondary mathematics. (Queensland University of Technology)
• Rawlins, P. Acceleration in mathematics: Students' perspectives. (Massey University)
• Slater, S.    Transactional analysis, interpersonal behaviour and science and mathematics outcomes: A case study in a New Zealand school. (Curtin University)
• Sparrow, R. L. The professional development of beginning teachers of primary mathematics  (Edith Cowan University)
• Tan, K.  Development and application of a diagnostic instrument to evaluate secondary students' conceptions of qualitative analysis.  (Curtin University)
• Walta, C. Micro-worlds programming, mathematical problem solving and teaching for transfer: A year-long classroom study. (University of Melbourne)
• White, A. Teacher action theories in the upper primary mathematics classroom. (University of Sydney)
• Williams, G.    Collaborative problem solving in mathematics: The nature and function of task complexity. (University of Melbourne)

  • • Dole, S.  Percent knowledge : effective teaching for learning, relearning and unlearning. (Queensland University of Technology)

    • Forbes, S. Measuring student's education outcomes: Sex and ethnic differences in mathematics. (Curtin University of Technology)

    • Gordon S. Understanding students learning statistics : an activity theory approach.

    • Hollingsworth, H. Teacher professional growth: A study of primary teachers involved in mathematics professional development. (Deakin University)

    • Milton, K. Students' understanding of the mathematical equality and inequality relations: A developmental approach.  (Curtin University of Technology)

    • Norton, S. Exploring secondary mathematics teachers' reasons for avoiding the use of computers in teaching. (Queensland University of Technology)

    • Mohandas, R.  Mathematics and science achievement of junior secondary school students in Indonesia. (Flinders University of South Australia)

    • Morgan, G.  An analysis of the nature and function of mental computation in primary mathematics curricula. (Queensland University of Technology)

    • Nair, C.  Transition from senior secondary to higher education : a learning environment perspective. (Curtin University of Technology)

    • Pardjono. The implementation of student active learning in primary mathematics in Indonesia. (Deakin University)

    • Spyker, G.   The upper secondary school mathematics curriculum in Western Australia from 1950-1998 : implementation and evaluation. (Curtin University of Technology) 

    • Turner, J.  Use of the Logo programming language as software to support constructivist learning within a post-primary school mathematics environment a techne-action research study. (Monash University)

    • Welna, B. The nature of errors and their significance for learning and teaching mathematics.  (Murdoch University)

    • White, A.  Teacher action theories in the upper primary mathematics classroom. (University of Sydney)

    • Williams, A.  Students' understanding of hypothesis testing in introductory tertiary-level statistics. (Queensland University of Technology)