Department of Mathematics

Design of mathematical and statistical resources

Education tools, Department of Mathematics
Maths education tools

This research has a dual focus on practical design and theoretical innovation.

We design practical resources including dynamic visualisation software to enhance the teaching and learning in school and university, while simultaneously developing theoretical principles and explanations for how and why they work (or don’t work).

This is a natural arena for collaborating with our mathematician and statistician colleagues.

Our resources emphasise mathematical and statistical competencies, the building of concepts, problem posing, modelling, communication, argumentation, and mathematising. We draw on innovative technology and pedagogies, and we critically consider the cultural contexts in which these resources are embedded.


Recent publications

Kontorovich, I., & Zazkis, R. (2017). Mathematical conventions: Revisiting arbitrary and necessary. For the Learning of Mathematics, 37(1), 29–34.

Pfannkuch, M., & Budgett, S. (2016). Reasoning from an eikosogram: an exploratory study. International Journal of Undergraduate Mathematics Education, 3(2), 283–310.  DOI: 10.1007/s40753-016-0043-0

Pfannkuch, M., & Budgett, S. (2016). Markov processes: Exploring the use of dynamic visualizations to enhance student understanding. Journal of Statistics Education, 24(2), 63–73.

Yoon, C., Chin, S. L., Griffith Moala, J., & Choy, B. H. (2017). Entering into dialogue about the mathematical value of contextual mathematising tasks. Mathematics Education Research Journal10.1007/s13394-017-0218-2

Yoon, C., Dreyfus, T., Miskell, T., & Thomas, M. O. J. (2016). Graphical antiderivatives. NZCER Press

For a full list of LEMMA resources, visit: