Publications List for Prof M.O.J. Thomas

 

Refereed Journal and Conference Papers and Book Chapters

 

1.      Ratnayake, I., Oates, G., & Thomas, M. O. J. (2016). Supporting teachers developing mathematical tasks with digital technology. In xxxx (Eds.). Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia, pp. xxxx). Adelaide: MERGA.

2.      Schoenfeld, A., Thomas, M. O. J., & Barton, B. (2016). On understanding and improving the teaching of university mathematics. International Journal of STEM Education, 3(4). DOI 10.1186/s40594-016-0038-z

3.      Hannah, J., Stewart, S., & Thomas, M. O. J. (2016). Developing conceptual understanding and definitional clarity in linear algebra through the three worlds of mathematical thinking. Teaching Mathematics and Its Applications: International Journal of the IMA.

4.      Hannah, J., Stewart, S., & Thomas, M. O. J. (2015). Linear algebra in the three worlds of mathematical thinking: The effect of permuting worlds on students' performance. In Fukawa-Connelly, T., Infante, N. E., Keene, K., & Zandieh, M., Proceedings of the 18th Annual Conference of the Special Interest Group of the Mathematical Association of America (SIGMAA) on Research in Undergraduate Mathematics Education (pp. 581-587). San Diego, USA. Available in electronic proceedings from http://sigmaa.maa.org/rume/RUME18-final.pdf

5.      Thomas, M. O. J. (2015). Inhibiting intuitive thinking in mathematics education. ZDM Mathematics Education, 47(5), 865-876. DOI :10.1007/s11858-015-0721-4 

6.      Arzarello, F., Robutti, O. & Thomas, M. O. J. (2015). Growth point and gestures: Looking inside mathematical meanings. Educational Studies in Mathematics, 90, 19-37. DOI: 10.1007/s10649-015-9611-5.

7.      McMullen, S., Oates, G., & Thomas, M. O. J. (2015). An integrated technology course at university: Orchestration and mediation. In K. Beswick, T. Muir & J. Wells (Eds.) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 249-256). Hobart, Australia: IGPME.

8.      Marrongelle, K., Rasmussen, C., & Thomas M.O.J. (2015). Editorial. International Journal of Research in Undergraduate Mathematics Education, 1(1), 1-2. DOI 10.1007/s40753-015-0008-8.

9.      Thomas, M. O. J., De Freitas Druck, I., Huillet, D., Ju, M-K., Nardi, E., Rasmussen, C., & Xie, J. (2015). Key mathematical concepts in the transition from secondary school to university. Proceedings of The 12th International Congress On Mathematical Education (ICME-12) Survey Team 4 (pp. 265-284). Seoul, Korea.

10.   Hong, Y. Y., & Thomas, M. O. J. (2014). Graphical construction of a local perspective on differentiation and integration. Mathematics Education Research Journal. 27, 183-200. DOI: 10.1007/s13394-014-0135-6

11.   Yoon, C., Thomas, M. O. J., & Dreyfus, T. (2014). The role of conscious gesture mimicry in mathematical learning. In L. Edwards, F. Ferrara, & D. Moore-Russo (Eds.), Emerging perspectives on gesture and embodiment in mathematics (pp. 175-195). Charlotte, NC: Information Age Publishing.

12.   Drijvers, P., Monaghan, J., Thomas, M. O. J., & Trouche, L. (2014). Use of Technology in Secondary Mathematics: Final report for the International Baccalaureate, pages 1-119. Available from: http://www.ibo.org/contentassets/629da4c8d872407198aa56ce2f8b5ab2/technologyindpmathematicsfinalreport.pdf

13.   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

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

15.   Clark-Wilson, A., Aldon, G., Cusi, A., Goos, M., Haspekian, M., Robutti, O. & Thomas, M. O. J. (2014). The challenges of teaching mathematics with digital technologies – The evolving role of the teacher. In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.) Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 87-116). Vancouver, Canada: IGPME.

16.   Hannah, J., Stewart, S., & Thomas, M. O. J. (2014). Teaching linear algebra in the embodied, symbolic and formal worlds of mathematical thinking: Is there a preferred order? In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.) Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 241-248). Vancouver, Canada: IGPME.

17.   Oates, G., Sheryn, L., & Thomas, M. O. J. (2014). Technology-active student engagement in an undergraduate mathematics course. In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.) Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 329-336). Vancouver, Canada: IGPME.

18.   Thomas, M. O. J., & Yoon, C. (2014). The role of teaching decisions in curriculum alignment. In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.) Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 241-248). Vancouver, Canada: IGPME.

19.   Pfannkuch, M., Budgett, S., & Thomas, M. O. J. (2014). Constructing statistical concepts through bootstrap simulations: A case study. In U. Sproesser, S. Wessolowski, & C. Wšrn (Eds). Daten, Zufall und der Rest der Welt – Didaktische Perspektiven zur anwendungsbezogenen Mathematik (pp. 191-203), Dordrecht: Springer-Verlag.

20.   Thomas, M. O. J. (2014). Algorithms. In S. Lerman (Ed.), Encyclopedia of mathematics education (Chap. 8, pp. 1-3), Dordrecht: Springer. DOI 10.1007/978-94-007-4978-8

21.   Oates, G. N., Thomas, M. O. J., & Sheryn, L. (2013). Immersive technology in an undergraduate mathematics course. Presented at Lighthouse Delta: 9th Delta Conference on the teaching and learning of undergraduate mathematics and statistics, Kiama, NSW, 247.

22.   Hong, Y. Y. & Thomas, M. O. J. (2013). Graphical construction of a local perspective on derived functions. In A. M. Lindmeier & A. Heinze (Eds.) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 81-88), Kiel, Germany.

23.   Hannah, J., Stewart, S., & Thomas, M. O. J. (2013). Conflicting goals and decision making: The influences on a new lecturer. In A. M. Lindmeier & A. Heinze (Eds.) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 425-432). Kiel, Germany.

24.   Thomas, M. O. J. & Lin, C. (2013). Designing tasks for use with digital technology. In C. Margolinas (Ed.) Task Design in Mathematics Education. Proceedings of ICMI Study 22 (pp. 111-119). Oxford.

25.   Thomas, M. O. J. & Hong, Y. Y. (2013). Teacher integration of technology into mathematics learning. International Journal for Technology in Mathematics Education, 20(2), 69-84.

26.   Thomas, M. O. J. (2013). Algorithms. Online Encyclopedia of Mathematics Education, Chapter 8, Article 313187, Springer. Available at http://www.springerreference.com/docs/edit/chapterdbid/313187.html

27.   Thomas, M. O. J. & Palmer, J. (2013). Teaching with digital technology: Obstacles and opportunities. In A. Clark-Wilson, N. Sinclair, & O. Robutti (Eds.) The mathematics teacher in the digital era (pp. 71-89), Dordrecht: Springer.

28.   Heid, M. K., Thomas, M. O. J., & Zbiek, R. M. (2013). How might computer algebra systems change the role of algebra in the school curriculum? In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.) Third international handbook of mathematics education (pp. 597-642), Dordrecht: Springer.

29.   Hannah, J., Stewart, S., & Thomas, M. O. J. (2013). Emphasizing  language and visualization in teaching linear algebra. International Journal of Mathematical Education in Science and Technology, 44(4), 475-489. DOI: 10.1080/0020739X.2012.756545

30.   Thomas, M. O. J., De Freitas Druck, I., Huillet, D., Ju, M-K., Nardi, E., Rasmussen, C., & Xie, J. (2012). Key mathematical concepts in the transition from secondary to university. Pre-Proceedings of The 12th International Congress On Mathematical Education (ICME-12) Survey Team 4, 90-136, Seoul, Korea. Available from http://faculty.math.tsinghua.edu.cn/~jxie/papers/icme2012_ST4.pdf or http://www.math.auckland.ac.nz/~thomas/ST4.pdf

31.   Lin, C., & Thomas, M. O. J. (2012). Student understanding of Riemann integration: The role of the dynamic software GeoGebra. New Zealand Mathematics Magazine, 48(2), 45-65.

32.   Barton, B., Ell, F., Kensington-Miller, B., & Thomas, M. O. J. (2012). Teaching undergraduate mathematics: Perspectives and interactions. Teaching and Learning Research Initiative (TLRI) Summary Report, Wellington: New Zealand Council for Educational Research (NZCER), Available from http://www.tlri.org.nz/sites/default/files/projects/9285_Summary.pdf

33.   Thomas, M. O. J. (2012). Editorial. CULMS Newsletter, 5, 2-3. ISSN 2230-3804.

34.   Nataraj, M. S, & Thomas, M. O. J. (2012). Student understanding of large numbers and powers: The effect of incorporating historical ideas. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, eBook, pp. 554-561). Singapore. MERGA, Inc.

35.   Nataraj, M. S, & Thomas, M. O. J. (2012). The concept of generalised number: Valuable lessons from the history of algebra. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, eBook, pp. 562-569). Singapore. MERGA, Inc.

36.   Arzarello, F., Drijvers, P., & Thomas, M. O. J. (2012). How representation and communication infrastructures can enhance mathematics teacher training. Proceedings of the 12th International Congress on Mathematical Education (ICME-12) Working and Study Group 13, 7221-7230, Seoul, Korea.

37.   Thomas, M. O. J. (2012). Building pedagogical technology knowledge. Proceedings of the International Colloquium, The Didactics of Mathematics: Approaches and Issues, Working Group on Digital technology for the teaching of mathematics (pp. 67-69), Laboratoire de Didactique AndrŽ Revuz UniversitŽ Paris-Diderot (LDAR), Paris. Available from https://docs.google.com/file/d/0B0pgHi-g0tJEaS1XVlJ5UmhsdUE/edit?pli=1.

38.   Hannah, J., Stewart, S., & Thomas, M. O. J. (2012). Student reactions to an approach to linear algebra emphasising embodiment and language. Proceedings of the 12th International Congress on Mathematical Education (ICME-12) Topic Study Group 2, 1386-1393, Seoul, Korea.

39.   Klymchuk, S., & Thomas, M. O. J. (2012). The school-tertiary interface in mathematics: Teaching style and assessment practice. Mathematics Education Research Journal, 24(3), 283–300. DOI: 10.1007/s13394-012-0051-6.

40.   Thomas, M. O. J., & Hannah, J. (2011). The long abiding path of knowledge. International Journal of Mathematical Education in Science and Technology, 42(7), 831-834.

41.   Hannah, J. & Thomas, M. O. J. (2011). (Eds.) Proceedings of Volcanic Delta, The Eighth Southern hemisphere Conference on Teaching and Learning Undergraduate Mathematics and Statistics, Rotorua, NZ: The University of Canterbury and The University of Auckland, 1-417.

42.   Lin, C., & Thomas, M. O. J. (2011). Student understanding of Riemann integration: The role of the dynamic software GeoGebra. In J. Hannah & M. O. J. Thomas (Eds.) Proceedings of Delta Ō11 The eighth southern hemisphere conference on the teaching and learning of undergraduate mathematics and statistics (pp. 216-227). Rotorua, New Zealand.

43.   Paterson, J., Thomas, M. O. J., & Taylor, S. (2011). Decisions, decisions, decisions: What determines the path taken in lectures? International Journal of Mathematical Education in Science and Technology, 42(7), 985-996.

44.   Yoon, C., Thomas, M. O. J., & Dreyfus, T. (2011). Gestures and insight in advanced mathematical thinking. International Journal of Mathematical Education in Science and Technology, 42(7), 891-902.

45.   Klymchuk, S., & Thomas, M. O. J. (2011). The influence of attention on mathematical knowledge of teachers and lecturers: A comparison. International Journal of Mathematical Education in Science and Technology, 42(7), 1011-1020.

46.   Hannah, J., Stewart, S., & Thomas, M. O. J. (2011). Analysing lecturer practice: The role of orientations and goals.  International Journal of Mathematical Education in Science and Technology, 42(7), 975-984.

47.   Paterson, J., Thomas, M. O. J., Postlethwaite, C., & Taylor, S. (2011). The internal disciplinarian: Who is in control? In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 14th Annual Conference on Research in Undergraduate Mathematics Education (Vol. 2, pp. 354-368). Portland, Oregon.

48.   Hannah, J., Stewart, S., & Thomas M. O. J. (2011). Teaching linear algebra: One lecturerÕs engagement with students. In J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton (Eds.) Mathematics: Traditions and [New] Practices (Proceedings of the 34th Annual Conference of the Mathematics Education Research Group of Australasia – joint AAMT–MERGA, pp. 324-332), Alice Springs, Australia: MERGA.

49.   Arzarello, F., Ascari, M., Thomas, M. O. J., & Yoon, C. (2011). Teaching practice: A comparison of two teachersÕ decision making in the mathematics classroom. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 65-72), Ankara, Turkey.

50.   Paterson, J., Thomas, M. O. J., & Taylor, S. (2011). Reaching decisions via internal dialogue: Its role in a lecturer professional development model. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 353-360), Ankara, Turkey.

51.   Thomas, M. O. J., & Yoon, C. (2011). Resolving conflict between competing goals in mathematics teaching decisions. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 241-248), Ankara, Turkey.

52.   Yoon, C., Thomas, M. O. J., & Dreyfus, T. (2011). Grounded blends and mathematical gesture spaces: Developing mathematical understandings via gestures. Educational Studies in Mathematics, 78(3), 371-393. DOI 10.1007/s10649-011-9329-y.

53.   Thomas, M. O. J., Kensington-Miller, B., Bartholomew, H., Barton, B., Paterson, J. & Yoon, C. (2011). Mathematics undergraduate teaching: Perspectives and interactions. In H. Dixon, E. van Til & R. Williams (Eds.), Proceedings of the Conference of the New Zealand Association for Research in Education (pp. 77-86). Auckland: NZARE.

54.   Thomas, M. O. J. & Stewart, S. (2011). Eigenvalues and eigenvectors: Embodied, symbolic and formal thinking. Mathematics Education Research Journal, 23(3), 275-296. DOI 10.1007/s13394-011-0016-1.

55.   Thomas, M. O. J. & Stewart, S. (2010). Thinking about the teaching of linear algebra. CULMS Newsletter, 2, 29-35. ISSN 2230-3804.

56.   Thomas, M. O. J., Wilson, A. J., Corballis, M. C., Lim, V. K. & Yoon, C. (2010). Evidence from cognitive neuroscience for the role of graphical and algebraic representations in understanding function. ZDM: The International Journal on Mathematics Education, 42(6), 607-619. DOI 10.1007/s11858-010-0272-7.

57.   Yoon, C., Dreyfus, T., & Thomas, M. O. J. (2010). How high is the tramping track? Mathematising and applying in a calculus model-eliciting activity. Mathematics Education Research Journal, 22(2), 141-157.

58.   Stewart, S. & Thomas, M. O. J. (2010). Student learning of basis, span and linear independence in linear algebra. International Journal of Mathematical Education in Science and Technology, 41(2), 173-188.

59.   Thomas, M. O. J., Klymchuk, S., Hong, Y. Y., Kerr, S., McHardy, J., Murphy, P., Spencer, S., & Watson, P. (2009). The transition from secondary to tertiary mathematics education. Final Report. New Zealand Council for Educational Research, pp. 1-168. Available from http://www.tlri.org.nz/sites/default/files/projects/9262SummaryReport.pdf

60.   Graham, A. T., Pfannkuch, M., & Thomas, M. O. J. (2009).  Versatile thinking and the learning of statistical concepts. ZDM: The International Journal on Mathematics Education, 45(2), 681-695.

61.   Hong, Y. Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., Thomas, M. O. J., & Watson, P. (2009). Modelling the transition from secondary to tertiary mathematics education: Teacher and lecturer perspectives. In L. Paditz, & A. Rogerson (Eds). Proceedings of the 10th International Conference of the Mathematics Education into the 21st Century (pp. 250-254). Dresden, Germany: Dresden University of Applied Sciences.

62.   Stewart, S. & Thomas, M. O. J. (2009). A framework for mathematical thinking: The case of linear algebra. International Journal of Mathematical Education in Science and Technology, 40(7), 951-961.

63.   Hong, Y. Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., Thomas, M. O. J., & Watson, P. (2009). A comparison of teacher and lecturer perspectives on the transition from secondary to tertiary mathematics education. International Journal of Mathematical Education in Science and Technology, 40(7), 877-889.

64.   Lim, V. K., Wilson A. J., Hamm, J. P., Phillips, N., Iwabuchi, S., Corballis, M. C., Arzarello, F., & Thomas, M. O. J. (2009). Semantic processing of mathematical gestures, Brain and Cognition, 71, 306-312.

65.   Stewart, S. & Thomas, M. O. J. (2009). Linear algebra snapshots through APOS and embodied, symbolic and formal worlds of mathematical thinking. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing Divides (Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, pp. 507-514), Wellington, New Zealand: MERGA.

66.   Thomas, M. O. J. (2009). Teaching with technology: Developing versatile thinking and pedagogical technology knowledge. Plenary at First Conference of Embedding Technology in Mathematics Education, Taichung National University, Taiwan, 1-15.

67.   Hong, Y. Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., Thomas, M. O. J., & Watson, P. (2009). TeachersÕ perspectives on the transition from secondary to tertiary mathematics education. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing Divides (Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, pp. 241-248), Wellington, New Zealand: MERGA.

68.   Thomas, M. O. J., Yoon, C., & Dreyfus, T. (2009). Multimodal use of semiotic resources in the construction of antiderivative. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing Divides (Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, pp. 539-546), Wellington, New Zealand: MERGA.

69.   Yoon, C., Dreyfus, T., & Thomas, M. O. J. (2009). Modelling the height of the antiderivative. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing Divides (Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, pp. 627-634), Wellington, New Zealand: MERGA.

70.   Sabena, C., Yoon, C., Arzarello, F., Dreyfus, T., Paola, D., & Thomas, M. O. J. (2009). Relationships and control within semiotic bundles. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, (Vol. 5, pp. 33-40). Thessaloniki, Greece.

71.   Klymchuk, S., & Thomas, M. O. J. (2009). TeachersÕ mathematical knowledge: The influence of attention. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, (Vol. 3, pp. 361-368). Thessaloniki, Greece.

72.   Yoon, C., Thomas, M. O. J., & Dreyfus, T. (2009). Gestures and virtual space. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, (Vol. 5, pp. 409-416). Thessaloniki, Greece.

73.   Arzarello, F., Thomas, M. O. J., Corballis, M. C., Hamm, J. P., Iwabuchi, S., Lim, V. K., Phillips, N. & Wilson, A. J. (2009). Didactical consequences of semantically meaningful mathematical gestures. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, (Vol. 2, pp. 57-64). Thessaloniki, Greece.

74.   Nataraj, M., & Thomas, M. O. J. (2009). TeachersÕ mathematical knowledge: The influence of attention. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, (Vol. 1, p. 433). Thessaloniki, Greece.

75.   Thomas, M. O. J. (2009). Hand-held technology in the mathematics classroom: Developing pedagogical technology knowledge. In J. Averill, D. Smith, & R. Harvey (Eds.) Teaching secondary school students mathematics and statistics: Evidence based practice (Vol. 2, pp. 147-160). Wellington: NZCER.

76.   Holton, D. A., Thomas M. O. J., & Harradine, A. (2009). The excircle problem: A case study in how mathematics develops. In B. Davis & S. Lerman (Eds.) Mathematical action & structures of noticing: Studies inspired by John Mason (pp. 31-48). Rotterdam, The Netherlands: Sense publishers.

77.   Nataraj, M. S. & Thomas, M. O. J. (2009). Developing understanding of number system structure from the history of mathematics. Mathematics Education Research Journal, 21(2), 96-115.

78.   Thomas, M. O. J.  (Ed.) (2009). A concrete approach to the architecture of mathematics. Collected papers of Z. P. Dienes. Auckland: The University of Auckland, 1-345. ISBN 978-0-473-15317-5.

79.   Nataraj, M. S., & Thomas, M. O. J. (2009). From One to Infinity: Historical development and student view of large numbers, In K. Subramaniam and A. Mazumdar (Eds.) Proceedings of epiSTEME-3, An International Conference to Review Research on Science, Technology and Mathematics Education (pp. 38-44) New Delhi: Macmillan Publishers India Ltd.

80.   Thomas, M. O. J.  (Ed.) (2008). The transition from school to university. Mathematics Education Research Journal, 20(2), 1–134.

81.   Thomas, M. O. J. (2008). Editorial. Mathematics Education Research Journal, 20(2), 1–4.

82.   Godfrey, D., & Thomas, M. O. J. (2008). Student perspectives on equation: The transition from school to university. Mathematics Education Research Journal, 20(2), 71-92.

83.   Dreyfus, T., Thomas, M. O. J., Brown, J. P., & Williams, G. (2008). The construction of knowledge: Theoretical approaches, Invited symposium, In M. Goos, K. Makar, & R. Brown (Eds.). Navigating currents and charting directions (Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, pp. 665-666), Brisbane: MERGA.

84.   Wilson, A. J., Thomas, M. O. J., Lim, V. K. & Corballis, M. C. (2008). Parietal areas involved in format-independent representation of mathematical functions. Poster presented at Human Brain Mapping Conference, June, Melbourne, Australia.

85.   Stewart, S. & Thomas, M. O. J. (2008). Embodied, symbolic and formal thinking for linear combination and independence in linear algebra. Presented at ICME-11 Topic Study Group 17, Monterrey, Mexico. Available from: http://tsg.icme11.org/tsg/get/533, details at http://tsg.icme11.org/tsg/show/18.

86.   Thomas, M. O. J., Wilson, A. J., Corballis, M. C., & Lim, V. K. (2008). Neuropsychological evidence for the role of graphical and algebraic representations in understanding function. In M. Goos, K. Makar, & R. Brown (Eds.). Navigating currents and charting directions (Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 2, pp. 515-521), Brisbane: MERGA Inc.

87.   Stewart, S. & Thomas, M. O. J. (2008). Student learning of basis in linear algebra, In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, A. Sepulveda (Eds.) Proceedings of the Joint Conference of PME 32 and PME-NA, (Vol. 4, pp. 281-288). Morelia, Mexico.

88.   Stewart, S. & Thomas, M. O. J. (2008). Linear algebra thinking: Embodied, symbolic and formal aspects of linear independence. Proceedings of the 11th Annual Conference of the Special Interest Group of the Mathematical Association of America (SIGMAA) on Research in Undergraduate Mathematics Education, San Diego, USA. Available from electronic proceedings http://cresmet.asu.edu/crume2008/ Proceedings/RUME08_Stewart_Thomas.doc.

89.   Thomas, M. O. J., & Chinnappan, M. (2008). Teaching and learning with technology: Realising the potential. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W-T. Seah, P. Sullivan, & S. Willis (Eds.), Research in Mathematics Education in Australasia 2004-2007 (pp. 167-194). Sydney: Sense Publishers.

90.   Nataraj, M. S. & Thomas, M. O. J. (2008). Using history of mathematics to develop student understanding of number system structure. In R. Cantoral, F. Fasanelli, A. Garciadiego, R. Stein, C. Tzanakis, (Eds.), Electronic Proceedings of History and Pedagogy of Mathematics Conference, Mexico City, Mexico. Available from http://www.clab.edc.uoc.gr/HPM/.

91.   Thomas, M. O. J., Hong, Y. Y., Bosley, J., & delos Santos. A. (2008). Use of calculators in the mathematics classroom. The Electronic Journal of Mathematics and Technology (eJMT), [On-line Serial] 2(2), Available at https://php.radford.edu/~ejmt/ContentIndex.php and http://www.radford.edu/ejmt.

92.   Thomas, M. O. J. (2008). Developing versatility in mathematical thinking. Mediterranean Journal for Research in Mathematics Education, 7(2), 67-87.

93.   Thomas, M. O. J. (2008). Conceptual representations and versatile mathematical thinking. Proceedings of ICME-10 (CD version of proceedings). Copenhagen, Denmark, 1-18. Paper Available from http://www.icme10.dk/proceedings/pages/regular_pdf/RL_Mike_Thomas.pdf.

94.   Thomas, M. O. J., Bosley, J., & delos Santos. A., Gray, R., Hong, Y. Y., & Loh, J. (2007). Technology use and the teaching of mathematics in the secondary classroom: Summary Report. New Zealand Council for Educational Research, pp. 1-9, Available from http://www.tlri.org.nz/pdfs/9225_summaryreport.pdf.

95.   Thomas, M. O. J., Bosley, J., & delos Santos. A., Gray, R., Hong, Y. Y., & Loh, J. (2007). Technology use and the teaching of mathematics in the secondary classroom: Final Report. New Zealand Council for Educational Research, pp. 1-120, Available from http://www.tlri.org.nz/pdfs/9225_finalreport.pdf.

96.   Thomas, M. O. J., Hong, Y. Y., Bosley, J., & delos Santos. A. (2007). Calculator use in the mathematics classroom: A longitudinal study, In Wei-Chi Yang, T. de Alwis & Jen-chung Chuan (Eds.), Proceedings of the 12th Asian Technology Conference in Mathematics  (C, pp. 37-47). Taiwan: ATCM. ISSN 1940-4204. Available from http://atcm.mathandtech.org/EP2007/EP2007.htm.

97.   Stewart, S. & Thomas, M. O. J. (2007). Embodied, symbolic and formal thinking in linear algebra. International Journal of Mathematical Education in Science and Technology, 38(7), 927-937.

98.   Nataraj, M. S., & Thomas, M. O. J. (2007). Developing the Concept of Place Value. In J. Watson & K. Beswick (Eds.) Mathematics: Essential Research, Essential Practice (Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, Vol 2, pp. 523- 532). Hobart: MERGA Inc.

99.   Stewart, S. & Thomas, M. O. J., (2007). Embodied, symbolic and formal aspects of basic linear algebra concepts, In J-H. Woo, H-C. Lew, K-S. Park, & D-Y. Seo (Eds.) Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol.  4, pp. 201-208). Seoul, Korea.

100.Stewart, S. & Thomas, M. O. J., (2007). Eigenvalues and eigenvectors: Formal, symbolic and embodied thinking. Proceedings of the 10th Annual Conference of the Special Interest Group of the Mathematical Association of America (SIGMAA) on Research in Undergraduate Mathematics Education, San Diego, USA. Available from electronic proceedings http://cresmet.asu.edu/crume2007/eproc.html.

101.Hong, Y. Y. & Thomas, M. O. J. (2006). Factors influencing teacher integration of graphic calculators in teaching. Proceedings of the 11th Asian Technology Conference in Mathematics, Hong Kong, 234-243.

102.Thomas, M. O. J. (2006). Developing versatility in mathematical thinking. In A. Simpson (Ed.) Proceedings of Retirement as Process and Concept: A Festshcrift for Eddie Gray and David Tall, Charles University, Prague, Czech Republic, 223–241.

103.Stewart, S. & Thomas, M. O. J. (2006). Student thinking about eigenvalues and eigenvectors: Formal, symbolic and embodied notions. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, cultures and learning spaces (Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia Vol. 2, pp. 487-495). Canberra: MERGA Inc.

104.Thomas, M. O. J. (2006). Teachers using computers in mathematics: A longitudinal study, In C. Hoyles, J.-B. Lagrange, L. H. Son, & N. Sinclair (Eds.), Proceedings of the Seventeenth ICMI Study Conference "Technology Revisited" (pp. 545-554 of CD version of Proceedings, Dec. 3-8, 2006). Hanoi, Vietnam: Hanoi University of Technology.

105.Nataraj, M. S. & Thomas, M. O. J. (2006). Expansion of binomials and factorisation of quadratic expressions: exploring a Vedic method, Australian Senior Mathematics Journal, 20(2), 8-17.

106.Stewart, S. & Thomas, M. O. J. (2006). Process-object difficulties in linear algebra: Eigenvalues and eigenvectors. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Prague, Czech Republic, 5, 185–192.

107.Thomas, M. O. J. (2006). Teachers using computers in the mathematics classroom: A longitudinal study. Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Prague, Czech Republic, 5, 265–272.

108.Delos Santos, A. G., & Thomas, M. O. J. (2005). The growth of schematic thinking about derivative. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.) Building connections: Theory, research and practice (Proceedings of the 28th Mathematics Education Research Group of Australasia Conference Vol. 1, pp. 377–384). Melbourne, Australia: MERGA Inc.

109.Thomas, M. O. J., & Hong, Y. Y. (2005). Teacher factors in integration of graphic calculators into mathematics learning. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 257–264). Melbourne, Australia: University of Melbourne.

110.Thomas, M. O. J., & Hong, Y. Y. (2005). Learning mathematics with CAS calculators: Integration and partnership issues. The Journal of Educational Research in Mathematics, 15(2), 215–232.

111.Stewart, S., Thomas, M. O. J., & Hannah, J. (2005). Towards student instrumentation of computer-based algebra systems in university courses. International Journal of Mathematical Education in Science and Technology, 36(7), 741-750.

112.Stewart, S., & Thomas, M. O. J. (2005). University student perceptions of CAS use in mathematics learning. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 233–240). Melbourne, Australia: University of Melbourne.

113.Graham, A., & Thomas, M. O. J. (2005). Representational versatility in learning statistics. International Journal of Technology in Mathematical Education, 12(1), 3–14.

114.Thomas, M. O. J., Monaghan, J., & Pierce, R. (2004). Computer algebra systems and algebra: Curriculum, assessment, teaching, and learning. In K. Stacey, H. Chick, & M. Kendal (Eds.), The teaching and learning of algebra: The 12th ICMI study (pp. 155–186). Norwood, MA: Kluwer Academic Publishers.

115.Thomas, M. O. J., & Hong, Y. Y. (2004). Integrating CAS calculators into mathematics learning: Issues of partnership. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 297–304). Bergen, Norway: Bergen University College.

116.Nataraj, M. S., & Thomas, M. O. J. (2004). Expansion of binomials and factorisation of quadratic expressions: Exploring a Vedic method. In I. Putt, R. Faragher & M. McLean (Eds.), Mathematics Education for the Third Millennium Towards 2010 (Proceedings of the 27th Mathematics Education Research Group of Australasia Conference, p.  633). Townsville: MERGA.

117.Hong, Y. Y., & Thomas M. O. J. (2004). Integrating CAS calculators in teaching: An inexperienced teacher's approach. Proceedings of the 9th Asian Technology Conference in Mathematics, Singapore, 262–271.

118.Godfrey, D., & Thomas, M. O. J. (2004). What do they see when they look? A studentÕs perspective on equations. In I. Putt, R. Faragher & M. McLean (Eds.), Mathematics Education for the Third Millennium Towards 2010 (Proceedings of the 27th Mathematics Education Research Group of Australasia Conference, pp. 263–270). Townsville: MERGA.

119.Chinnappan, M., & Thomas, M. O. J. (2004). Use of graphic calculators to promote the construction of algebraic meaning. Proceedings of the NCGC 2nd National Conference on Graphing Calculators, Penang, 21–27.

120.Stewart, S., & Thomas, M. O. J. (2004). The learning of linear algebra concepts: Instrumentation of CAS calculators. Proceedings of the 9th Asian Technology Conference in Mathematics, Singapore, 377–386.

121.Thomas, M. O. J., & Oates, G. (Eds.) (2003). Proceedings of Remarkable Delta:03, Fourth southern hemisphere symposium on undergraduate mathematics and statistics teaching and learning. Supplementary Issue of New Zealand Journal of Mathematics, 32, 1–230.

122.Thomas, M. O. J., & Holton, D. (2003). Technology as a tool for teaching undergraduate mathematics. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.) Second international handbook of mathematics education (Vol. 1, pp. 347–390). Dordrecht: Kluwer.

123.Stewart, S., & Thomas, M. O. J. (2003). Difficulties in the acquisition of linear algebra concepts. New Zealand Journal of Mathematics, 32, 207–215.

124.Chinnappan, M., & Thomas, M. O. J. (2003). TeachersÕ function schemas and their role in modelling. Mathematics Education Research Journal, 15(2), 151–170.

125.Santos, A. G. Delos, & Thomas, M. O. J. (2003). Perspectives on the teaching of derivative with graphic calculators. Australian Senior Mathematics Journal, 17(1), 40–58.

126.Godfrey, D., & Thomas, M. O. J. (2003). Student perspectives on equation: Constructing the mathematical object. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunity (Proceedings of the 26th Mathematics Education Research Group of Australasia Conference, pp. 396–403). Geelong: MERGA.

127.Thomas, M. O. J. (2003). The role of representation in teacher understanding of function. In N. A. Pateman, B. J. Dougherty, & J. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp.  291–298). Honolulu, HawaiÕi: University of HawaiÕi.

128.Santos, A. G. Delos, & Thomas, M. O. J. (2003). Representational ability and understanding of derivative. In N. A. Pateman, B. J. Dougherty, & J. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 325–332). Honolulu, HawaiÕi: University of HawaiÕi.

129.Thomas, M. O. J., & Vela, C. (2003). Computers in the primary classroom: Barriers to effective use. In N. A. Pateman, B. J. Dougherty, & J. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 347–354). Honolulu, HawaiÕi: University of HawaiÕi.

130.Barton, B., Oates, G., Reilly, I., & Thomas, M. O. J. (Eds.) (2003). Communications of remarkable Delta:03, Fourth southern hemisphere symposium on undergraduate mathematics and statistics teaching and learning, 1–302.

131.Tall, D. O., & Thomas, M. O. J. (Eds.) (2002). Intelligence, learning and understanding in mathematics. Flaxton, Queensland, Australia: Post Pressed, 1–299. ISBN 1 876682 32 9.

132.Patadia, H. & Thomas, M. O. J. (2002). Multicultural aspects of mathematics teacher education programmes, Mathematics Teacher Education and Development, MERGA, 4, 57–68.

133.Barton, B., Irwin, K., Pfannkuch, M., & Thomas, M. O. J. (Eds.) (2002). Mathematics Education in the South Pacific (Proceedings of the 25th Mathematics Education Research Group of Australasia Conference) Auckland: MERGA, 1–740. ISBN 0-86869-048-1, 0-86869-054-6, 0-86869-053-8.

134.Santos, A. G. Delos, & Thomas, M. O. J. (2002). Teaching derivative with graphic calculators: The role of a representational perspective. In W-C. Yang, S-C. Chu, T. de Alwis, & F. M. Bhatti (Eds.) Proceedings of the 7th Asian Technology Conference in Mathematics (pp. 349–358). Melaka, Malaysia.

135.Thomas, M. O. J. (2002). Versatile thinking in mathematics. In D. O. Tall, & M. O. J. Thomas (Eds.) Intelligence, learning and understanding in mathematics (pp. 179–204). Flaxton, Queensland, Australia: Post Pressed. ISBN 1 876682 32 9.

136.Hong, Y. Y., & Thomas, M. O. J. (2002). Representational versatility and linear algebraic equations. In Kinshuk, R. Lewis, K. Akahori, R. Kemp, T. Okamoto, L. Henderson, & C-H. Lee (Eds.) Proceedings of the International Conference on Computers in Education, ICCE 2002, Auckland, 2, 1002–1006.

137.Liyanage, S., & Thomas, M. O. J. (2002). Characterising secondary school mathematics lessons using teachersÕ pedagogical concept maps. In B. Barton, K. Irwin, M. Pfannkuch, & M. O. J. Thomas (Eds.) Mathematics Education in the South Pacific (Proceedings of the 25th Mathematics Education Research Group of Australasia Conference, pp. 425–432) Auckland: MERGA.

138.Hong, Y. Y., & Thomas, M. O. J. (2002). Building Newton–Raphson concepts with CAS. In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 103–112). Norwich, UK: University of East Anglia.

139.Santos, A. G. Delos., & Thomas, M. O. J. (2002). Teacher perspectives on derivative. In B. Barton, K. Irwin, M. Pfannkuch, & M. O. J. Thomas (Eds.) Mathematics Education in the South Pacific (Proceedings of the 25th Mathematics Education Research Group of Australasia Conference, pp. 211–218). Auckland: MERGA.

140.Santos, A. G. Delos., & Thomas, M. O. J. (2001). Representational fluency and symbolisation of derivative. Proceedings of the Sixth Asian Technology Conference in Mathematics, Melbourne, 282–291.

141.Hong, Y. Y., & Thomas, M. O. J. (2001). Stimulating conceptual learning of differentiation: A graphic calculator integrated curriculum. Proceedings of the Sixth Asian Technology Conference in Mathematics, Melbourne, Australia, 292–300.

142.Gray, R., & Thomas, M. O. J. (2001). Procedural and conceptual interactions with quadratic equation representations. Science and Mathematics Education Papers (SAMEpapers), Waikato University, 113–128.

143.Hong, Y. Y., & Thomas, M. O. J. (2001). Conceptual understanding of the Newton–Raphson method. Science and Mathematics Education Papers (SAMEpapers), Waikato University, 91–112.

144.Chinnappan, M., & Thomas, M. O. J. (2001). Technology in mathematics learning and teaching. Mathematics Education Research Journal Special Issue on Technology in Mathematics Learning and Teaching, 12(3), 173–176.

145.Hong, Y. Y., Thomas, M. O. J., & Kiernan, C. (2001). Super-calculator and bursary mathematics with calculus examinations: Issues of equity. Mathematics Education Research Journal Special Issue Technology in Mathematics Learning and Teaching, 12(3), 321–336.

146.Hong, Y. Y., & Thomas, M. O. J. (2001). Representational fluency and the Newton–Raphson method. Proceedings of the International Conference of Computers in Education, Seoul, Korea, 591–599.

147.Thomas, M. O. J. (2001). Building a conceptual algebra curriculum: The role of technological tools. Proceedings of the International Congress of Mathematical Instruction (ICMI) The Future of the Teaching and Learning of Algebra, Melbourne, 582–589.

148.Thomas, M. O. J., & Tall, D. O. (2001). The long-term cognitive development of symbolic algebra. Proceedings of the International Congress of Mathematical Instruction (ICMI) The Future of the Teaching and Learning of Algebra, Melbourne, 590–597.

149.Gray, R., & Thomas, M. O. J. (2001). Quadratic equation representations and graphic calculators: Procedural and conceptual interactions. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and beyond (Proceedings of the 24th Mathematics Education Research Group of Australasia Conference, pp. 257–264). Sydney: MERGA.

150.Chinnappan, M., & Thomas, M. O. J. (2001). Prospective teachersÕ perspectives on function representations. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.), Numeracy and beyond (Proceedings of the 24th Mathematics Education Research Group of Australasia Conference, pp. 155–162). Sydney: MERGA.

151.Thomas, M. O. J., & Hong, Y. Y. (2001). Representations as conceptual tools: Process and structural perspectives. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 257–264). Utrecht, The Netherlands: Utrecht University.

152.Ainley, J., Barton, B., Jones, K., Pfannkuch, M., & Thomas, M. O. J. (2002). Is what you see what you get? Representations, metaphors and tools in mathematics. In J. Novotn‡ (Ed.), Proceedings of the Second Conference of the European Society for Research in Mathematics Education (pp. 128–138). Mari‡nskŽ L‡zne, Czech Republic: Charles University.

153.Chinnappan, M., & Thomas, M. O. J. (Eds.) (2001). Mathematics Education Research Journal Special Issue Technology in Mathematics Learning and Teaching, 12(3), 172–340. ISSN 1033-2170.

154.Thomas, M. O. J.  (Ed.) (2000). Proceedings of TIME 2000 an International Conference on the Technology in Mathematics Education, Auckland, New Zealand: The University of Auckland, 1–288. ISBN 086869-029-5.

155.Graham, A. T., & Thomas, M. O. J. (2000). A graphic calculator approach to understanding algebraic variables. In M. O. J. Thomas (Ed.), Proceedings of TIME 2000 an international conference on the technology in mathematics education (pp. 137–144). Auckland: The University of Auckland.

156.Hong, Y. Y., & Thomas, M. O. J. (2000). Super–calculators and conceptual understanding of the Newton–Raphson method. In M. O. J. Thomas (Ed.), Proceedings of TIME 2000 an international conference on the technology in mathematics education (pp. 163–171). Auckland: The University of Auckland.

157.Chinnappan, M., & Thomas, M. O. J. (2000). Function representations and technology enhanced teaching. In J. Bana & A. Chapman (Eds.), Mathematics education beyond 2000 (Proceedings of the 23rd Mathematics Education Research Group of Australasia Conference pp. 172–179). Perth: MERGA.

158.Liyanage, S. Irwin, K., & Thomas, M. O. J. (2000). A framework for informal assessment by secondary school mathematics Teachers. In J. Bana & A. Chapman (Eds.), Mathematics education beyond 2000 (Proceedings of the 23rd Mathematics Education Research Group of Australasia Conference pp. 377–384). Perth: MERGA.

159.Hong, Y. Y., Thomas, M. O. J., & Kwon, O. (2000). Understanding linear algebraic equations via super-calculator representations. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th annual conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 57-64). Hiroshima, Japan: Programme   Committee.

160.Tall, D., Gray, E., Bin Ali, M., Crowley, L., Demarois, P., McGowen, M., Pitta, D., Pinto, M., Thomas, M. O. J., & Yusof, Y. (2000). Symbols and the bifurcation between procedural and conceptual thinking. Canadian Journal of Science, Mathematics and Technology Education, 1, 80–104.

161.Graham, A. T., & Thomas, M. O. J. (2000). Building a versatile understanding of algebraic variables with a graphic calculator. Educational Studies in Mathematics, 41(3), 265–282.

162.Booth, R. D. L., & Thomas, M. O. J. (2000). Visualisation in mathematics learning: Arithmetic problem-solving and student difficulties. Journal of Mathematical Behavior, 18(2), 169–190.

163.Tall, D. O., Thomas, M. O. J., Davis, G., Gray, E., & Simpson, A. (2000). What is the object of the encapsulation of a process? Journal of Mathematical Behavior, 18(2), 223–241.

164.Kiernan, C, Oates, G., & Thomas, M.O.J. (1999). Graphic calculators and mathematics assessment. Science and Mathematics Education (SAME) papers, Waikato University, New Zealand, 88–106.

165.Hong, Y. Y., & Thomas, M. O. J. (1999). Super–calculators and mathematics examinations. Proceedings of the 7th International Conference on Computers in Education, Chiba, Japan, 483–490. [Best paper in conference award.]

166.Chinnappan, M., & Thomas, M. O. J. (1999). Structured knowledge and conceptual modelling of functions by an experienced teacher. In J. M. Truran & K. Truran (Eds.), Making the difference (Proceedings of the 22nd Mathematics Education Research Group of Australasia Conference, pp. 159–166). Adelaide: MERGA.

167.Thomas, M. O. J., & Hall, D. (1998). A computer environment to encourage versatile understanding of algebraic equations. In C. Kanes, M. Goos, & E. Warren (Eds.), Teaching mathematics in new times (Proceedings of the 21st Mathematics Education Research Group of Australasia Conference, pp. 605–612). Brisbane: MERGA.

168.Kota, S., & Thomas, M. O. J. (1998). The promotion of algebraic problem solving performance by affective factors. In A. Olivier & K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 269). Stellenbosch, South Africa: University of Stellenbosch.

169.Kota, S., & Thomas, M. O. J. (1998). Affective factors and the improvement of algebraic problem solving. In C. Kanes, M. Goos, & E. Warren (Eds.), Teaching mathematics in new times (Proceedings of the 21st Mathematics Education Research Group of Australasia Conference, pp. 303–310). Brisbane: MERGA.

170.Hong, Y. Y., & Thomas, M. O. J. (1998). Versatile understanding in integration, Proceedings of the International Congress of Mathematics Instruction—South East Asian Conference on Mathematics Education, Seoul, Korea, 255–265.

171.Kota, S., & Thomas, M. O. J. (1998). Students' arithmetic preferences: Effect on problem solving ability. Hiroshima Journal of Mathematics Education, Hiroshima, Japan: Hiroshima University, 6, 33–48.

172.Graham, A. T., & Thomas, M. O. J. (1998). A graphic calculator approach to algebra. Mathematics Teaching, 167, 34–37.

173.Burns–Wilson, B. E. & Thomas M. O. J. (1997). Computers in primary schools: strategies for overcoming barriers in mathematics. Science and Mathematics Education (SAME) papers, Waikato University, New Zealand, 40–60.

174.Kota, S., & Thomas, M. O. J. (1997). Gender differences in algebraic problem solving: The role of affective factors. In E. Pehkonen (Ed.), Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 152–159). Lahti, Finland: University of Helsinki.

175.Hong, Y. Y., & Thomas, M. O. J. (1997). Using the computer to improve conceptual thinking in integration. In E. Pehkonen (Ed.), Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 81–88). Lahti, Finland: University of Helsinki.

176.Hong, Y. Y., & Thomas, M. O. J. (1997). Student misconceptions in integration: Procedures and concepts. In D. Fisher & T. Rickards (Eds.) Proceedings of the 1997 International Conference on Science, Mathematics and Technology Education, Vietnam (pp. 346–354). Hanoi, Vietnam.

177.Graham, A. T., & Thomas, M. O. J. (1997). Tapping into algebraic variables through the graphic calculator. In E. Pehkonen (Ed.), Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 9–16).  Lahti, Finland: University of Helsinki.

178.Davis, G., Tall, D. O., & Thomas, M. O. J. (1997). What is the object of the encapsulation of a process? In F. Biddulph & K. Carr (Eds.), People in mathematics education (Proceedings of the 20th Mathematics Education Research Group of Australasia Conference, pp. 132–139), Rotorua, New Zealand: MERGA.

179.Thomas, M. O. J. (Ed.) (1997). Proceedings of the 7th Australasian Bridging Network Mathematics Conference, Auckland, NZ, 1–233.

180.Thomas, M. O. J. (1996). Computers in the mathematics classroom: A survey. In P. C. Clarkson (Ed.), Technology in mathematics education (Proceedings of the 19th Mathematics Education Research Group of Australasia Conference, pp. 556–563). Melbourne, Australia: MERGA.

181.Thomas, M. O. J., & Kota, S. (1996). Problem solving in algebra: The role of arithmetic thinking and affective factors. In P. C. Clarkson (Ed.), Technology in mathematics education (Proceedings of the 19th Mathematics Education Research Group of Australasia Conference, pp. 564–571). Melbourne, Australia: MERGA.

182.Thomas, M. O. J., & Hong, Y. Y. (1996). The Riemann integral in calculus: Students' processes and concepts. In P. C. Clarkson (Ed.), Technology in mathematics education (Proceedings of the 19th Mathematics Education Research Group of Australasia Conference, pp. 572–579). Melbourne, Australia: MERGA.

183.Thomas, M. O. J., Tyrrell, J., & Bullock, J. (1996). Using computers in the mathematics classroom: The role of the teacher. Mathematics Education Research Journal, 8(1), 38–57.

184.Thomas, M. O. J. (1995). Two major difficulties for secondary algebra students constructing mathematical thinking. Science and Mathematics Education (SAME) papers, Waikato University, New Zealand, 239–259.

185.Funnell, L., Marsh, T. & Thomas, M.O.J. (1995). Strategies for integrating computers into mathematics lessons—Emphasising spreadsheets. Science and Mathematics Education (SAME) papers, Waikato University, New Zealand, 223–238.

186.Thomas, M. O. J., Tyrrell, J., & Bullock, J. (1995). Using a computer in the mathematics classroom: The effect of teacher attitude. Proceedings of the Third British Congress of Mathematics Education, Manchester, UK, 303–310.

187.Bullock, J., Thomas, M. O. J., & Tyrrell, J. (1995). Moving the gatekeeper: Changes in the mathematics classroom when computer access is not the issue. Proceedings of the First Asian Technology Conference in Mathematics, Singapore, 95–102.

188.Thomas, M. O. J. (1994). A process-oriented preference in the writing of algebraic equations. In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.), Challenges in mathematics education: Constraints on construction (Proceedings of the 17th Mathematics Education Research Group of Australasia Conference, pp. 599–606). Lismore, Australia: MERGA.

189.Crowley, L., Thomas, M. O. J., & Tall, D. O. (1994). Algebra, symbols and translation of meaning. In J. P. da Ponte & J. F. Matos (Eds.), Proceedings of the 18th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 240–247). Lisbon, Portugal: Program Committee.

190.Bullock, J., Thomas M., & Tyrrell, J. (1994). Technology in the mathematics classroom: The TIME project. Proceedings of the 10th New South Wales Computer Education Group Conference, Sydney, 69–76.

191.Tall, D. O., & Thomas, M. O. J. (1991). Encouraging versatile thinking in algebra using the computer. Educational Studies in Mathematics, 22, 125–147.

192.Alibert, D., & Thomas, M. O. J. (1991). Research on advanced mathematical proof. In D. O. Tall (Ed.), Advanced Mathematical Thinking (pp. 215–230). Dordrecht: Kluwer.

193.Thomas, M. O. J. & Tall, D. O. (1989). Verbal evidence for versatile understanding of variables in a computer environment. Proceedings of the 13th Conference of the International Group for the Psychology of Mathematics Education, Paris, 213-220.

194.Tall, D. O., & Thomas, M. O. J. (1989). Versatile learning and the computer. Focus on Learning Problems in Mathematics Special Issue on Visualisation and Mathematics Education, 11(2), 117–126.

195.Thomas, M. O. J., & Tall, D. O. (1988). Longer-term conceptual benefits from using a computer in algebra teaching. Proceedings of the 12th Conference of the International Group for the Psychology of Mathematics Education, Vesprem, Hungary, 601–608.

196.Tall, D. O., & Thomas, M. O. J. (1988). Promoting versatile learning of higher order concepts in algebra using the computer. Proceedings of the British Society for Research into the Learning of Mathematics, June.

197.Thomas, M. O. J. (1987). Algebra with the aid of a computer. Maths in Schools, 16(1), 36–38.

198.Tall, D. O., & Thomas, M. O. J. (1986). Playing algebra with the computer. In N. Bufton (Ed.), Microelectronics Programme Reader Number 8: Exploring Mathematics with Micro-Computers (pp. 59–74). London: Council for Educational Technology.

199.Thomas, M. O. J., & Tall, D. O. (1986). The value of the computer in learning algebra concepts. Proceedings of the 10th Conference of the International Group for the Psychology of Mathematics Education, London, 313–318.

 

Non-refereed papers (many peer-reviewed)

200.Nataraj, M. S., & Thomas, M. O. J. (2007). Developing the concept of place value. New Zealand Mathematics Magazine, 44(2), 1-13.

201.Thomas, M. O. J. (2007). From the Archives: 50 years ago V. New Zealand Mathematics Magazine, 44(3), 27-32.

202.Thomas, M. O. J. (2007). From the Archives: 50 years ago IV. New Zealand Mathematics Magazine, 44(2), 31-38.

203.Thomas, M. O. J. (2007). From the Archives: 50 years ago III. New Zealand Mathematics Magazine, 44(1), 19-29.

204.Thomas, M. O. J. (2006). Teachers using computers in the mathematics classroom: A longitudinal study. New Zealand Mathematics Magazine, 43(3), 6–16.

205.Thomas, M. O. J. (2006). From the Archives: 50 years ago II. New Zealand Mathematics Magazine, 43(3), 31-41

206.Thomas, M. O. J. (2006). From the Archives: 50 years ago: I. New Zealand Mathematics Magazine, 43(2), 46-53

207.Thomas, M. O. J. (2005). Investigating symmetry of cubic functions with a graphic calculator. New Zealand Mathematics Magazine, 42(2), 32–35.

208.Nataraj, M. S., & Thomas, M. O. J. (2004). New Zealand Mathematics Magazine

209.Liyanage, S., & Thomas, M. O. J. (2003). Characterising secondary school mathematics lessons using teachersÕ pedagogical concept maps. New Zealand Mathematics Magazine, 39(3), 12–22.

210.Hong, Y. Y., & Thomas, M.O.J. (2003). TechMath. Mathematics Department, The University of Auckland, 1–45.

211.Delos Santos, A., & Thomas, M. O. J. (2003). Teacher perspectives on derivative. New Zealand Mathematics Magazine, 40(1), 22–32.

212.Oates, G., & Thomas, M. O. J. (2002). Indicators for change: A report on the implementation of CAS calculators into a first year tertiary mathematics course. In M. Statham (Ed.) Proceedings of the 10th Australasian Bridging Mathematics Network Conference (pp. 130–139). Auckland.

213.Oates, G., & Thomas, M. O. J. (2001). Throwing out the bath water? Adapting curricula to reflect changes in technology. Communications of Warthog Delta Ō01, The Third Southern Hemisphere Symposium on Undergraduate Mathematics Teaching, Kruger National Park, South Africa, 79–84.

214.Thomas, M. O. J. (2000). Review of Hi–Flyer decimal software. The New Zealand Mathematics Magazine, 37(1), 44–46.

215.Gray, R., & Thomas, M. O. J. (2000). A multi-representational approach to solving quadratic equations for junior secondary mathematics students. Mathematics Department, The University of Auckland, 1–50.

216.Thomas, M. O. J. (1999). Skilled calculator use. New Zealand Mathematics Magazine, 36(1), 8–15.

217.Hong, Y. Y., & Thomas, M. O. J. (1999). Calculus on the TI–92. Mathematics Department, The University of Auckland, 1–32.

218.Graham, A. T., & Thomas, M. O. J. (1999). A graphic calculator approach to algebra. New Zealand Mathematics Magazine, 1–7.

219.Hong, Y. Y., & Thomas, M. O. J. (1999). Algebra on the TI–92. Mathematics Department, The University of Auckland, 1–18.

220.Thomas, M. O. J. (1998). Versatile understanding of linear equations. Paper presented at the New Zealand Mathematics Colloquium, Wellington: Victoria University.

221.Hong, Y. Y., Kiernan, C., & Thomas, M. O. J. (1998). Algebra and calculus on the TI–92. Mathematics Department, The University of Auckland, 1–43.

222.Thomas, M. O. J. (1997). Review of A. Engel, exploring mathematics with your computer. The New Zealand Mathematics Magazine, 34(3), 61–62.

223.Thomas, M. O. J. (1997). Mathematics education sites on the internet. Biennial Conference of the New Zealand Association of Mathematics Teachers, Palmerston North, NZ.

224.Jones, B. E. & Thomas, M. O. J. (1996). Computers in primary school mathematics: strategies for overcoming barriers, Conference of the New Zealand Association for Research in Education, Nelson, New Zealand, Dec.

225.Thomas, M. O. J. (1995). Computers in the New Zealand classroom: Where are we and where are we going? Conference of the New Zealand Association for Research in Education, Palmerston North, New Zealand.

226.Ellis, J., Pfannkuch, M., Barton, B., & Thomas M. O. J. (1994). Mathematics curriculum change longitudinal investigation: Report of work in progress. Proceedings of the Conference of the New Zealand Association for Research in Education, Dec.

227.Barton, B., Bullock, J., Ellis, J., Regan, M., Thomas, M. O. J., & Tyrrell, J. (1994). Technology in mathematics education (TIME), Report for the Ministry of Education on research into the use of technology in the mathematics classroom. The University of Auckland, New Zealand, 1–256.

228.Thomas, M. O. J. (1993). The progress of the technology in mathematics education research project. The 3rd Conference of the New Zealand Association of Mathematics Teachers, Christchurch, New Zealand, August.

229.Thomas, M. O. J., & Tall, D.O. (1988). Dynamic Algebra. In a Mathematics Association Special Report on Using the Computer in the Mathematics Classroom, C1–C26.