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Student teachers' subject matter knowledge within the domain of area measurement
This paper describes a research project whose major aim was to evaluate first-year teacher education students' understanding of subject matter knowledge in the domain of area measurement. In contrastExpand
Preservice Teachers' Knowledge of Difficulties in Decimal Numeration
In this study we investigated preservice elementary school teachers' content knowledge and pedagogical content knowledge of decimal numeration. The preservice teachers completed a decimal comparisonExpand
Empowering Andrea to help year 5 students construct fraction understanding
This paper provides a glimpse into the positive effect on student learning as a result of empowering a classroom teacher of 20 years (Andrea) with subject matter knowledge relevant to developingExpand
Construction of a numeration model: A theoretical analysis
This paper analyses the major concepts and processes within decimal-number numeration in terms of the cognitions inherent in their structure to determine how they are related to each other, how theyExpand
Year 8, 9 and 10 students understanding and access of percent knowledge
TLDR
This paper reports on Years 8, 9 and 10 students' knowledge of percent problem types, type of solution strategy, and use of diagrams. Expand
The Implication of Multiplicative Structure for Students' Understanding of Decimal-number Numeration
This paper reports on a study that examined the importance of multiplicative structure and whether, after several years of formal instruction in the decimal number system, Year 6 students hadExpand
Year 6 students' cognitive structures and mechanisms for processing tenths and hundredths
TLDR
This study explored the cognitive functioning of Year 6 students in the domain of decimal-number numeration, particularly with the intention of: (a) comparing the knowledge structure of proficient and semiproficient students with respect to tenths and hundredths knowledge; (b) constructing frameworks and models which explain the structural knowledge differences of proficiency and semi-proficient students; and (c) drawing implications for instruction. Expand
Using three levels in design of effective teacher-education tasks: The case of promoting conflicts with intuitive understandings in probability
TLDR
This paper describes a three-level framework (technical, domain, and generic) which enables some generalisability across mathematics topics for effective teacher–education (TE) task design. Expand
Scholarly Writing in Mathematics and Science Education Higher Degree Courses
TLDR
The authors outline the processes involved in scholarly writing in mathematics and science education research. Expand
Year 6 students' idiosyncratic notions of unitising, reunitising and regrouping decimal number places
Having flexible notions of the unit (e.g., 26 ones can be thought of as 2.6 tens, 1 ten 16 ones, 260 tenths, etc.) should be a major focus of elementary mathematics education. However, often theseExpand
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