Publications List
for Prof M.O.J. Thomas

*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 39^{th}
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 18 ^{th} 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 39 ^{th} 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 12 ^{th} International Congress On
Mathematical Education (ICME-12) Survey Team 4 *(pp

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 38 ^{th} 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 38 ^{th} 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 38 ^{th} 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.) ^{th} Conference of the International Group for the Psychology
of Mathematics Education

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: 9 ^{th}
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 37 ^{th} 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 37 ^{th} 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 12 ^{th} 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 35^{th} 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 35^{th} 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 12 ^{th}
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 12 ^{th} 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 Ô11 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 34^{th} 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 35 ^{th} 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 35 ^{th} 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 35 ^{th} 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 32^{nd} 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 32^{nd}
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 32^{nd} 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 32^{nd} 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 33 ^{rd} 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 33 ^{rd} 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 33 ^{rd} 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.), ^{rd} Conference of
the International Group for the Psychology of Mathematics Education,

74. Nataraj, M., &
Thomas, M. O. J. (2009). TeachersÕ
mathematical knowledge: The influence of attention. In M. Tzekaki, M. Kaldrimidou,
& C. Sakonidis (Eds.), ^{rd} Conference of
the International Group for the Psychology of Mathematics Education,

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 30^{th}
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 30^{th}
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 11 ^{th} Annual Conference of the Special Interest Group of the
Mathematical Association of America (SIGMAA) on Research in Undergraduate
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90. Nataraj, M. S. &
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91. Thomas, M. O.
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92. Thomas, M. O.
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93. Thomas, M. O.
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94. Thomas, M. O.
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95. Thomas, M. O.
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96. Thomas, M. O.
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97. Stewart, S.
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98. Nataraj, M. S.,
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99. Stewart, S.
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100.Stewart, S.
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101.Hong, Y. Y.
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102.Thomas, M. O.
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103.Stewart, S.
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105.Nataraj, M. S. &
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expressions: exploring a Vedic method, *Australian
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106.Stewart, S.
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107.Thomas, M. O.
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108.Delos Santos,
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109.Thomas, M. O.
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110.Thomas, M. O. J., & Hong, Y. Y. (2005).
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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
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112.Stewart, S.,
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113.Graham, A.,
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statistics. *International
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114.Thomas, M. O. J., Monaghan, J., & Pierce, R.
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116.Nataraj, M. S.,
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117.Hong, Y. Y.,
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118.Godfrey, D.,
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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*,
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120.Stewart, S.,
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algebra concepts: Instrumentation of CAS calculators. *Proceedings of the 9 ^{th} Asian
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121.Thomas, M. O.
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learning. *Supplementary Issue of New
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122.Thomas, M. O. J., &
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123.Stewart, S.,
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algebra concepts. *New Zealand Journal of
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124.Chinnappan, M., &
Thomas, M. O. J. (2003). TeachersÕ function schemas and their role in
modelling. *Mathematics Education Research
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125.Santos, A. G.
Delos, & Thomas, M. O. J. (2003). Perspectives on the teaching of
derivative with graphic calculators. *Australian
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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,
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127.Thomas, M. O.
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128.Santos, A. G. Delos, & Thomas, M. O. J. (2003).
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129.Thomas, M. O.
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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
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131.Tall, D. O.,
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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 25^{th} 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.
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136.Hong, Y. Y.,
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137.Liyanage, S., &
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138.Hong, Y. Y.,
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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
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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
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146.Hong, Y. Y.,
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591–599.

147.Thomas, M. O.
J. (2001). Building a conceptual algebra curriculum: The role of technological
tools. *Proceedings of the International
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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
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149.Gray, R., &
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150.Chinnappan, M., &
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151.Thomas, M. O.
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structural perspectives. In M. van den Heuvel-Panhuizen
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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
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153.Chinnappan, M., &
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Teaching, 12*(3), 172–340. ISSN 1033-2170.

154.Thomas, M. O.
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Conference on the Technology in Mathematics Education*, Auckland, New
Zealand: The University of Auckland, 1–288. ISBN 086869-029-5.

155.Graham, A.
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156.Hong, Y. Y.,
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157.Chinnappan, M., &
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158.Liyanage, S. Irwin,
K., & Thomas, M. O. J. (2000). A framework for informal assessment by
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159.Hong, Y. Y.,
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160.Tall, D., Gray, E., Bin Ali, M., Crowley, L., Demarois,
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J., & Yusof, Y. (2000). Symbols and the
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161.Graham, A.
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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),
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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
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166.Chinnappan, M., &
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168.Kota, S.,
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169.Kota, S.,
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170.Hong, Y. Y.,
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171.Kota, S.,
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172.Graham, A.
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173.Burns–Wilson,
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174.Kota, S.,
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175.Hong, Y. Y.,
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176.Hong, Y. Y.,
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177.Graham, A.
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178.Davis, G.,
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180.Thomas, M. O.
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182.Thomas, M. O.
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processes and concepts. In P. C. Clarkson (Ed.), *Technology in mathematics education* (Proceedings of the 19^{th}
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 17^{th}
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 10 ^{th}
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 10 ^{th}
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 Ô01, 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 3 ^{rd} 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.