Department of Mathematics

Mathematics and statistics lecturing and teaching

Working at the whiteboard, Department of Mathematics
Maths equations on the whiteboard

Our group has a rich history of research on mathematics and statistics lecturing and teaching in university and school settings.

Research has led to the development of the DATUM approach, an innovative professional development model for mathematics lecturers, and other communities of practice in which lecturers and teachers can develop new pedagogies that extend their philosophies of teaching, learning and mathematics and statistics.

Examples of research questions we have pursued:

  • What kinds of professional development formats enhance collaboration between mathematicians and mathematics educators on issues related to lecturing and teaching?
  • What kinds of lecturer questioning will engage students in mathematical thinking in large lectures?
  • What statistical literacy knowledge do school leaders need on how to use NCEA evidence to support inquiry into teaching and learning?



Recent publications

Barton, B., Oates, G., Paterson, J., & Thomas, M. O. J. (2014). A marriage of continuance: Professional development for mathematics lecturers. Mathematics Education Research Journal 27(2), 147-164. DOI: 10.1007/s13394-014-0134-7

Kensington-Miller, B., Novak, J., & Evans, T. (2016) Just do it: flipped lecture, determinants and debate.

Kontorovich, I. (2016). √9=? The answer depends on your lecturer. Research in Mathematics Education, 18(3), 284–299.

Novak, J., Kensington-Miller, B., & Evans, T. (2017). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. International Journal of Mathematical Education in Science and Technology, 48 (5), 647-658. 10.1080/0020739X.2016.1267810

Oates, G. & Evans, T. (2017). Research mathematicians and mathematics educators: collaborating for professional development. In K. Patterson (Ed.), Focus on Mathematics Education Research (pp. 1-30). New York: NOVA Science Publishers.

Scheiner, T. (2016). Teacher noticing: enlightening or blinding?. ZDM, 48 (1-2), 227-238. 10.1007/s11858-016-0771-2

Thomas, M., & Yoon, C. (2014). The impact of conflicting goals on mathematical teaching decisions. Journal of Mathematics Teacher Education, 17 (3), 227-243. 10.1007/s10857-013-9241-8

Yoon, C., Kensington-Miller, B.A., Sneddon, J. & Bartholomew, H. (2011). It’s not the done thing: Social norms governing students’ passive behaviour in undergraduate mathematics lectures. International Journal of Mathematical Education in Science and Technology, 42(8), 1107-1122.