Bill Barton:Publications

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Publications & Keynote Conference Addresses since university appointment (1993)

  • BARTON, B., NATHAN, G., TOBIN, E., TRINICK, T. (1993) Tahi Rua Toru Wha: Mathematics Counts in Maori Renaissance. In Stephens et al (eds), Communication Mathematics: Perspectives from Classroom Practice and Current Research, Hawthorn, Australia: ACER, 291-300
  • BARTON, B. (1993) Ethnomathematics and its place in the Classroom. In Begg (ed), SAMEpapers 93, Hamilton, NZ: CSMER, 43-68
  • BARTON, B. (1993) Contemplating Cultural Constructs. In Atweh et al (eds), Proceedings MERGA-16, Brisbane: MERGA, 1-4 (Keynote Address)
  • PFANNKUCH, M. & BARTON, B. (1993) Secondary Mathematics Teacher Education: Report on a Developing Project. In Atweh et al (eds), Proceedings MERGA-16, Brisbane: MERGA, 479-484
  • BARTON, B. (1993) Alan Bishop (ed) Mathematics Education and Culture. Review in Science and Education, Vol.1. No.4, 1993
  • BARTON, B (1994) The Implementation of Calculators in Secondary Schools. In Bell et al (eds), Proceedings MERGA-17, Lismore: MERGA
  • PERKINS, P, BARTON, B. & BROWN, D. (1994). Making Language Count: An English Language Course in a University Mathematics Department & the Issues it Raises. Presented to TESOLNZ & Community Languages Conference, Christchurch.
  • BARTON, B., BEGG, A., BUTEL, C., ELLIS, J. (1995). Current Developments in New Zealand/Aotearoa. In Bell (ed), Asian Perspectives on Mathematics Education
  • BARTON, B. & FAIRHALL, U. (eds) (1995). Maori in Mathematics Education. Auckland: Mathematics Education Unit, University of Auckland
  • BARTON, B. & FAIRHALL, U. (1995). Is Mathematics a Trojan Horse: Mathematics in Maori Education. In B. Barton & U. Fairhall (eds) Mathematics In Maori Education , 2-8 (Keynote Address for the International History and Pedagogy of Mathematics Conference, Cairns, 1995)
  • * BARTON, B., FAIRHALL, U. & TRINICK, T. (1995). He Korero Kupu Tatai: Word Stories in Maori Mathematics Vocabulary Development. In B. Barton & U. Fairhall (eds) Mathematics In Maori Education, 9-13
  • BARTON, B. (1995). Cultural Issues in NZ Mathematics Education. In Neyland, J. (ed), Mathematics Education, Vol 2, Wellington, NZ: Wellington College of Education. 150-164
  • BARTON, B. (1995) The Politics of Mathematics Education. In Neyland, J. (ed), Mathematics Education, Vol 2, Wellington, NZ: Wellington College of Education, 165-175
  • BARTON, B. (1995). Bridging Mathematics: The Bridge or the Mathematics?. Proceedings of the Australasian Bridging Mathematics Network Conference, Batchelor, 1995. (Keynote Address)
  • BARTON, B. (1995). 1251: What do the Doorknobs tell us about the Mansion? A Report of a Mathematics Curriculum Change Longitudinal Investigation. Proceedings of MERGA 18. Northern Territories University, 66-72
  • BARTON, B. (1995). History of the Development of Maori Mathematics Vocabulary. In Begg et al (eds), SAMEpapers 95, Hamilton, NZ: CSMER, 144-160
  • BARTON, B. (1996) Anthropological Perspectives on Mathematics and Mathematics Education. In A. Bishop et al (eds) Handbook * of Mathematics Education, Dordrecht: Kluwer Academic Publishers, 1035-1054
  • BARTON, B. (1996) Making Sense of Ethnomathematics: Ethnomathematics is Making Sense. In S. Lerman (ed) Educational Studies in Mathematics: Special Issue Vol 31, 201-233
  • BARTON, B. (1997) Riding the Ferry: A Theory and Metaphor for Bridging Mathematics Courses. In Proceedings of SAARMSE-5, Johannesburg: University of Witwatersrand, 349-353
  • BARTON, B. (1997) Developing Mathematics Vocabulary: the New Zealand Experience. In Proceedings of SAARMSE-5, Johannesburg: University of Witwatersrand, 27-31
  • BARTON, B. (1997) Ethnomathematics: A Mathematical View of Culture. In L. Wood & G Perrett (eds) Advanced Mathematical Discourse, University of Technology, Sydney, 24-28
  • BARTON, B. (1997). Cultural Issues in NZ Mathematics Education. In Neyland, J. (ed), Mathematics Education, Vol 2, Reston, VA: National Council of Teachers of Mathematics
  • BARTON, B. (1997) The Politics of Mathematics Education. In Neyland, J. (ed), Mathematics Education, Vol 2, Reston, VA: National Council of Teachers of Mathematics
  • BARTON, B. (1997) Spinning a Language Web: Limitations and Opportunities provided by Language in Mathematics and Science Education (Keynote address to SAARMSE-5). In A. Begg et al (eds) SAMEpapers 97, Hamilton, NZ: CSMTER, 15-30
  • BARTON, B.; FAIRHALL, U. & TRINICK, T. (1998) Tikanga Reo Tatai: Issues in the Development of a Maori Mathematics Register. For The Learning of Mathematics 18(1), 3-9
  • BARTON, B. (1998). Bridging the Ditch. An Editorial in Mathematics Education Research Journal, 10(3), 1-3
  • PATERSON, J., & BARTON, B. (1998). Investigating mathematics pre-service teacher education: Research towards optimising processes in teacher education. Report for The New Zealand Ministry of Education.
  • BARTON, B. (1999) The Philosophical Background to Ethnomathematics: Where is it taking us?. In L. O. Contreras, J. F. Morales, J. F. Ramírez (Eds.) Ethnomathematics and Mathematics Education: Building An Equitable Future: Proceedings of First International Conference on Ethnomathematics (ICEM1), CD Rom, Granada, Spain: Universidad de Granada
  • BARTON, B. (1999) Ethnomathematics and Philosophy. Zentralblatt für Didaktik der Mathematik, 1999/2, 54-58
  • BARTON, B. (1999). Ethnomathematics: A Political Plaything For the Learning of Mathematics, 19(1), 33-36
  • BARTON, B. (1999). If you ask no questions, you’ll be told no lies. NZ Mathematics Magazine, 36(2), 28-33
  • BARTON, B. (1999). The Politics of Mathematics Education. NZ Mathematics Magazine, 36(2), 44-52
  • PATERSON, J., HORRING, J., & BARTON, B. (1999). A Comparative Case Study of the Effectiveness of Mathematics Teaching by Two Groups of Teachers in Training. In SAMEpapers 99, 162-80
  • BARTON, B. & REILLY, I. (1999). Topological Concepts and Language: A Report of Research in Progress. Notices of the South African Mathematical Society, 30(2), 110-119
  • BARTON, B. (1999). Une Archéologie des Concepts Mathématiques: Tamiser le langue pour des significations mathématiques (An Archaeology of Mathematical Concepts: Sifting Languages for Mathematical Meanings). In John McLoughlin (ed) Proceedings 1999 Annual Meeting of the Canadian Mathematics Education Study Group, St John’s, Canada: Memorial University of Newfoundland, 57-70
  • HORRING, J., PATERSON, J. & BARTON, B. (2000). Thinking about teacher effectiveness: How do teacher appraisers make 'gut feeling' evaluations?. Mathematics Teacher Education & Development, 1(1), 50-63
  • BARTON, B. (Ed) (2000). Communication & Language in Mathematics Education: The Pre-Conference Publication of Working Group 9 ICME9, Auckland: Mathematics Education Unit, Department of Mathematics, The University of Auckland
  • LABORDE, C., HIGGINSON, W. C., NICOL, C. BARTON, B. & KARP, A. (2001) The 9th International Congress on Mathematical Education, August 2000. For The Learning of Mathematics, 20(3), 34-37
  • BARTON, B & FRANK, R. (2001). Mathematical Ideas and Indigenous Languages: The extent to which culturally-specific mathematical thinking is carried through the language in which it takes place. In B. Atweh, H. Forgasz & B. Nebres (Eds) Sociocultural Research in Mathematics Education: An International Perspective, Mahwah, NJ:Lawrence Erlbaum Associates, 135-149
  • ALANGUI, W., AUTAGAVAIA, J., BARTON, B. & POLEKI, A. (2001). The Mathematics Enhancement Project: Combining Research and Development. In J. Bobis, B. Perry & M. Mitchelmore (Eds) Numeracy and Beyond: Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia, 35-42
  • BARTON, B. (2001) Mathematics and Language: Divergence or convergence?. In C. Bergsten (Ed) Proceedings of NORMA01: The Third Nordic Conference on Mathematics Education,
  • BARTON, B. (2001). Matemática e Linguagem: Divergência ou Convergência?. In Ma. do C. Domite (Ed), Anais do Primeiro Congresso Brasileiro de Etnomatemática, CBEm 1, Federal University of São Paulo, 104-108
  • AINLEY, J., BARTON, B., JONES, K., PFANNKUCH, P. & THOMAS, M. (2001) Is What You See What You Get? Representations, metaphors and tools in mathematics didactics. In J. Novotná (Ed). European Research in Mathematics Education II. Prague: Charles University, 128-138
  • BARTON, B., AUTAGAVAIA, J. POLEKI, A. & ALANGUI, W. (2002). The Mathematics Enhancement Project: A Theoretical Approach to Research and Development. In P. Valero & O. Skovsmose (Eds) Proceedings of the Third International Mathematics Education and Society Conference, Copenhagen: Centre for Research in Learning Mathematics, Roskilde University, 144-153
  • ALANGUI, W., AUTAGAVAIA, J., BARTON, B., KENSINGTON-MILLER, B., LANE, J., PATERSON, J., POLEKI, A. & VAN DEN HEUVEL, A. (2002). The Mathematics Enhancement Project: The Pilot Phase. Thomas, M., Irwin, K. (Eds) Proceedings of Mathematics Education Group Australasia Conference 25, 83-90
  • BARTON, B. (2002). O Desenvolvimento de um Registro Matemático Maori. BolemaAno 15, No. 17, 71-82
  • BARTON, B. (2002). Ethnomathematics and Indigenous People’s Education. In M. de Monteiro (Ed.) Proceedings of Second International Conference on Ethnomathematics (ICEM2), CD Rom, Ouro Preto, Brazil: Lyrium Comunacacão Ltda
  • ALANGUI, W. & BARTON, B. (2002). A Methodology for Ethnomathematics. In M. de Monteiro (Ed.) Proceedings of Second International Conference on Ethnomathematics (ICEM2), CD Rom, Ouro Preto, Brazil: Lyrium Comunacacão Ltda
  • BARTON, B. & NEVILLE-BARTON3, P. (2002). Undergraduate ESOL Students: What Difference Does Language Make TO Their Mathematics Learning?. Presented to the NZ Mathematics Colloquium, December, 2002
  • BARTON, B., IRWIN, K. C., PFANNKUCH, M., & THOMAS, M. (Eds.) (2002). Mathematics Education in the South Pacific: Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia Inc. Sydney: MERGA
  • BARTON, B. & ALANGUI, W. (2002). Issues in Indigenous Mathematics Education: Focus on the Pacific. Presented to the ICMI Comparative Study Conference, Hong Kong, October 2002.
  • Barton, B. (2002). Mathematics Enhancement Project Research Report. Pilot Study: Year 1, 2001. Auckland: Woolf Fisher Research Centre
  • BARTON, B. (2003). The Mathematics Enhancement Project: Using the Concepts of Cultural Conflict, Critical Mathematics Education, and Didactic Contract. L. Bragg, C. Campbell, G. Herbert, & J. Mousley (eds.), Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of MERGA 26. Geelong: Maths Education Research Group Australasia, 136-143
  • BARTON, B. & NEVILLE-BARTON3, P. (To appear). Investigating the Relationship between English Language and Mathematical Learning. Proceedings of Congress of European Research in Mathematics Education conference, University of Pisa
  • NEVILLE-BARTON3, P. & BARTON, B. (To appear). Literacy and Mathematics Learning. Proceedings of the British Association for Lecturers of English for Academic Purposes conference, Southampton University.
  • BARTON, B. & NEVILLE-BARTON3, P. (2003). Language Issues in Undergraduate Mathematics: A Report of Two Studies. New Zealand Journal of Mathematics, Vol 32, Supplementary Issue, 19-28.
  • ADAM5, S., ALANGUI5, A. & BARTON, B (2003). A Comment on: Rowlands & Carson “Where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? A critical review”, Educational Studies in Mathematics, 52(3), 327-335.
  • BARTON, B. (2003). A Comment on: Marcia Ascher & Ubiratan D’Ambrosio “Ethnomathematics: A Dialogue”. For The Learning of Mathematics, 23(3), 30.
  • BARTON, B., OATES, G., REILLY, I., & THOMAS, M. O. J. (Eds.) (2003). Communications of Remarkable Delta:03, Fourth Southern Hemisphere Symposium on Mathematics and Statistics Teaching and Learning, 1-302.
  • BARTON, B. (2004). Mathematics and Mathematical Practices: Where to draw the line? A Comment on: Castro “Solid Geometry in the Works of an Iron Craftsman”, For The Learning of Mathematics, 24(1), 22-24
  • BARTON, B. (2004). Dando sentido à etnomatemática: etnomatemática fazendo sentido. In J. Ribeiro, Ma. Domite, & R. Ferreira (Eds.) Etnomatemática: papel, valor e significado. São Paulo, Brazil: Zouk, 39-74. (A translation of “Making Sense of Ethnomathematics: Ethnomathemtics is Making Sense”, Educational Studies in Mathematics, 31(12), 201-233
  • BARTON, B. (2004) Mathematical Discourse in Different Languages: Implications for Mathematics Teachers. In Clarke, B., Clarke, D.M., Emanuelsson, G., Johansson, B., Lambdin, D.V., Lester, F.K., Wallby, A., & Wallby, K. (Eds.) International Perspectives on Learning and Teaching Mathematics Proceedings of the Midsummer World Mathematics Education Conference, Göteborg, Sweden: National Centre for Mathematics Education (NCM), 365-378.
  • BARTON, B., CHAN, R., KING, C., & NEVILLE-BARTON, P. (2004). The Mathematical Discourse of Advanced Undergraduate Mathematics. In I. Putt (Ed.) Proceedings of 27th Mathematics Education Research Group Conference, Townsville: James Cook University, 79-86.
  • NEVILLE-BARTON, P. & BARTON, B. (2004). The Relationship Between English Language and Mathematics Learning for Non-Native Speakers: A TLRI Research Report for NZCER, Wellington: NZCER (Downloadable from: http://www.tlri.org.nz/index.html)
  • BARTON, B. (2004). Etnomatemàtica I Llenguatge, Perspectiva Escolar 284, April, 2004, Barcelona, 33-43
  • BARTHOLOMEW, H., BARTON, B., KENSINGTON-MILLER, B., & PATERSON, J. (2005). Mathematics Teacher Development in Low Socio-Economic Areas. Accepted for 15th ICMI Study on Teacher Development, Brazil, May, 2005.
  • BARTON, B., PATERSON, J., KENSINGTON-MILLER, B., & BARTHOLOMEW, H. (2005). Dodging the Dragon: Strategies for Mathematics Professional Development in Low Socio-Economic Areas. Goos, M., Kanes, C., & Brown, R. (Eds.), Proceedings of the 4th International Mathematics, Education and Society Conference, Gold Coast, Australia, July 4 - July 6, 2005, p.78-87
  • NEVILLE-BARTON, P. & BARTON, B. (2005). The Effect of Mathematical Discourse. In May, S., Franken, M., & Barnard, R. (Eds.), LED2003: Refereed Conference Proceedings of the 1st International Conference on Language, Education and Diversity. Hamilton: Wilf Malcolm Institute of Educational Research, University of Waikato.
  • ALEKSEEV, V., BARTON, B., & KNIJNIK, G. (2006). Other Conventions in Mathematics and Mathematics Education. In F. Leung, K. Graf, & F Lopez-Real(ed.), Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West. The 13th ICMI Study., New York, Springer Science and Business Media., p.567-580.
  • BARTON, B., CHAN, R., KING, C., NEVILLE-BARTON, P., & SNEDDON, J. (2005). EAL Undergraduates Learning Mathematics. International Journal of Mathematical Education in Science and Technology, 36(7), 721-729.
  • BARTON, B., LICHTENBERK, F., & REILLY, I. (2005). The Language of Topology: A Turkish Case Study. Applied General Topology, 6(2), 107-117. http://at.yorku.ca/i/a/a/k/24.htm
  • BARTON, B., DOMITE, M., & POISARD, C. (2006). Cultural Connections & Mathematical Manipulations. For The Learning of Mathematics, 26(2), 21-24
  • Barton, B., Sneddon, J., & Neville-Barton, P. (2007). Chinese Speakers Learning Undergraduate Mathematics in English. In C. S. Lim, S. Fatimah, G. Munirah, S. Hajar, M. Y. Hashimah, W. L. Gan, & T. Y. Hwa (Eds.) Proceedings of EARCOME4: Meeting Challenges of Developing a Quality Mathematics Education Culture. p.448-454.
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