In this paper, we present research on New Zealand secondary teachers' perspectives of teaching and learning mathematics during the COVID-19 pandemic of 2020--2023. We use narrative analyses of interviews to explore the perspectives of eight participant teachers. COVID-19, and its resulting restrictions, were found to impact student-teacher…

In this paper, we report on data gathered through Talanoa on how Pasifika students can be supported to learn mathematics. The perspectives of five teachers were analysed, highlighting three themes. Firstly, the importance for Pasifika students to feel a sense of belonging at school. Secondly, how the core cultural values of Pasifika students can…

Participation structures are important in relation to who gets equitable access to mathematics within classrooms premised on co-construction of mathematical reasoning. This paper takes a strength-based focus to explore how two teachers extended their Pasifika students' known repertoires of practice to encompass others, which supported them to…

In this paper, an examination of students' relationships with mathematics is informed by affective research into internal mathematical structures and identity research into students' narratives. By analysing the perceptions of a class of 31 adolescents, five interacting elements emerged: students' views, feelings, mathematical knowledge,…

In this paper we describe the design and implementation of a technology-active introductory first year university mathematics course. The design principles underpinning the course are presented. The results of the implementation show some areas where the technology-active approach has proven of value, as well as improvements that can be made for…

Tablet PCs were used interactively in a Discrete Mathematics course in the first year of a Computing degree. The main benefit expected was an improvement in student engagement, but peer instruction was very evident and the ability to display many student answers led to very effective and immediate feedback, particularly when incorrect answers were…

In this paper, the mathematical engagement of Colin and Robyn is compared. Through this comparison, and informed by longitudinal research into the mathematical journeys of a group of students in New Zealand, a set of engagement skills emerged. Both students had high levels of engagement in mathematics. However, Colin was a thriving mathematics…

Interaction and dialogue are seen as essential components of mathematics classrooms of the 21st century. In this paper we explore the pedagogical actions a teacher takes to reposition his diverse learners as active and engaged participants in the classroom. The findings illustrate the need for explicit teacher modelling of ways for students to…

The focus of the research was to develop a model for effective learning and teaching of sociology in a large class to promote active engagement with first year undergraduate student teachers and encourage deep learning. By seeking regular feedback from students and recording their own reflections on each lecture, the teaching team and…

This paper examines how mathematical understandings might emerge through student-centred inquiry. Data is drawn from a research project on student-centred curriculum integration (CI) that situated mathematics within authentic problem-solving contexts and involved students in collaboratively constructed curriculum. Participatory action research…