Publications

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Books and Research Monographs

  • Jorgensen, R. & Dole, S. (2011). Teaching Mathematics in Primary Schools. (2nd ed.) Sydney: Allen and Unwin.

  • Zevenbergen, R., Dole, S. & Wright, B. (2004). Teaching Mathematics in Primary Schools. Sydney: Allen and Unwin.

  • O'Connor, P., Yasukawa, K. & Zevenbergen, R. (1996).  Numeracy at work: A resource for workplace trainers.  Sydney: Labour Council of NSW, 1996, Developed by ALBSAC.

  • Zevenbergen, R. (1994).  The construction of educational inequality: A critique of the dominant discourses in mathematics education.  Geelong: Deakin University Press.

 

Edited Books

  • Gates, P & Jorgensen (Zevenbergen), R. (Eds.). (2016). Shifts in the Field of Mathematics Education: Stephen Lerman and the turn to the social. Dordrecht: Springer. 

  • Lowrie, T. & Jorgensen (Zevenbergen), R. (Eds.). (2016). Digital games and mathematics learning: Potential, promises and pitfalls. Dordrecht: Springer.

  • Jorgensen, R., Sullivan, P. & Grootenboer, P. (Eds.). (2013) Pedagogies to enhance learning for Indigenous students; Evidence-based practice. Dordrecht: Springer

  • Atweh, B. Goos, M., Jorgensen, R. & Siemon, D. (Eds.). (2012). Engaging the Australian Curriculum Mathematics: Perspectives from the field. Adelaide: MERGA

  • Zevenbergen, R. (Ed.). (2005). Innovations in numeracy teaching in the middle years. (pp. 109-124). Canberra: Australian Curriculum Studies Association.

  • Valero, P. & Zevenbergen, R. (Eds.). (2004). Researching the social dimensions of mathematics education: Theoretical, methodological and practical issues. Dordrecht: Kluwer Dordrecht: Kluwer.

 

Editor

Editor-in-Chief

  • Jorgensen, R. Mathematics Education Research Journal, Springer (2008-2015).    

Editor of Journals (Special Issues)

  • Jorgensen, R. (2015). Identity and mathematics education, Mathematics Education Research Journal, 25 (1).

  • Jorgensen, R. (2013). Language and mathematics education, Mathematics Education Research Journal, 23 (3)

  • Jorgensen, R. & Wagner, D. (2013). Indigenous Mathematics Education. Special Issue. Mathematics Education Research Journal, 23, (1).

  • Zevenbergen, R. & Ortiz-Franco, L. (2002). Equity in Mathematics: A Special Edition of MERJ. Mathematics Education Research Journal, 13 (3).

Editor of Refereed Conference Proceedings

  • Grootenboer, P.,  Zevenbergen, R., & Chinappan, M. (2006). Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia (Vol 1 & 2). MERGA: Canberra.

  • Zevenbergen, R.  (Ed.). (1996). Mathematics education in changing times; Reactive or proactive. Melbourne: Mathematics Education Lecturers Association.

 

Book Chapters

  • Jorgensen, R., (2016 accepted) Stratification through ability grouping in school mathematics: Challenging the myth of ability. In J.G. Ladwig & J. Albright (Eds.), On the within school stratification of social inequities of learning and achievement: The current state of knowledge and affairs in Australian and New Zealand Schools. Rotterdam: Sense.

  • Jorgensen, R. (2016). Supporting early mathematics learning: Building mathematical capital through participating in early years swimming. In P. Sullivan & A. Gervasoni (Eds.), Engaging families as the first mathematics educators of children - International Perspectives. (pp. 217-233). Dordrecht: Springer.

  • Hunter, R., Hunter, J., Jorgensen, R., & Choy, B.H. (2016). Innovative and powerful pedagogical practices in mathematics education. In K. Makar, S.Dole, J. Visnovska, M. Goos, A. Bennison & K. Fry (Eds.), Research in mathematics education in Australasia 2012-2015. (pp. 213-234). Rotterdam: Sense.

  • Jorgensen, R. (2016). The elephant in the room: Social class and mathematics. P. Ernest & B. Sriraman (Eds.), Critical Mathematics Education: Theory, Praxis, and Reality. (pp. 129–147). Charlotte NC: Information Age Publishing.

  • Jorgensen, R. (2016). Curriculum Leadership: Reforming and Reshaping Successful Practice in Remote and Regional Indigenous Education. In G. Johnson  & N. Dempster (Eds.), Leadership in Diverse Learning Contexts. (pp 275-288). Dordrecht, The Netherlands: Springer.

  • Jorgensen, R. (2015). International Research Collaborations: An Australian Perspective.  In Gates, P & Jorgensen (Zevenbergen), R. (Eds.), Shifts in the Field of Mathematics Education: Stephen Lerman and the turn to the social. (pp. 107-120). Dordrecht: Springer.

  • Gates, P. & Jorgensen, R. (2015). Mapping the field and the contributions to the debates.  In P. Gates & R. Jorgensen (Zevenbergen) (Eds.), Shifts in the Field of Mathematics Education: Stephen Lerman and the turn to the social. (pp.1-16). Dordrecht: Springer.

  • Jorgensen, R., (2015). Digital games and equity: Implications for social class and rurality. In T. Lowrie & R. Jorgensen (Eds.), Digital Games and Mathematics Learning: Potential, promises and pitfalls.  (pp. 93-108). Dordrecht: Springer.

  • Lowrie, T. & Jorgensen, R. (2015). Digital games and mathematics learning: Potential, promises and pitfalls. In T. Lowrie & R. Jorgensen (Eds.), Digital Games and Mathematics Learning: Potential, promises and pitfalls. (pp.)  Dordrecht: Springer.

  • Jorgensen, R. (2013). Using digital media to mediate learning in remote Aboriginal communities. In R. Jorgensen, P. Sullivan & P. Grootenboer (Eds.),  Pedagogies to enhance learning for Indigenous students; Evidence-based practice. (pp. 193-212). Dordrecht: Springer. ISBN 978-981-4021-83-8.

  • Jorgensen, R., Grootenboer, P. & Niesche, R. (2013). Teachers’ beliefs and practices in teaching mathematics in remote Aboriginal Schools. In R. Jorgensen, P. Sullivan, & P. Grootenboer (Eds.), Pedagogies to enhance learning for Indigenous students; Evidence-based practice. (pp. 75-88). Dordrecht: Springer.

  • Jorgensen, R. (2012). Inclusive mathematics education. In S. Lerman et al (Eds.), Encyclopedia of Mathematics Education http://www.springerreference.com/docs/index.html#Encyclopedia+of+Mathematics+Education+(Humanities%252C+Social+Sciences+and+Law)-book188

  • Twigg, D. & Jorgensen, R. (2013). Health and Physical education. In D. Pendergast & S. Garvis (Eds.), Teaching the Early Years: Curriculum, pedagogy and assessment. (pp.176-184). Sydney: Allen and Unwin.

  • Jorgensen. R. & Perso. T. (2012). Equity and the Australian Curriculum. In B. Atweh, M. Goos, R. Jorgensen & D. Siemon Engaging the Australian Curriculum Mathematics: Perspectives from the field. (pp.115-135). Adelaide: MERGA.

  • Jorgensen, R. (2012). Exploring Scholastic Mortality among Working Class and Indigenous Students: A perspective from Australia. In B. Herzelman, J. Choppin, D. Wagner & D. Pimm. (Eds.), Equity in Discourse for Mathematics Education: Theories, Practices and Policies. (pp. 35-49). Dordrecht: Springer.

  • Sullivan, P., Jorgensen, R., & Mousley, J. (2011). Using a model for planning and teaching lessons as part of mathematics teacher education. In O. Zaslavsky & P. Sullivan (Eds.), Constructing Knowledge for Teaching Secondary Mathematics, Mathematics Teacher. (pp. 291-306). Dordrecht: Springer.

  • Jorgensen, R. (2011). Language, culture and learning mathematics: A Bourdieuian analysis of Indigenous learning. In C. Wyatt-Smith, J. Elkins, & S. Gunn (Eds.), Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. (pp. 315-329).  Dordrecht: Springer.

  • Jorgensen, R. & Sullivan, P. (2010). Scholastic Heritage and Success in School Mathematics: Implications for Remote Aboriginal Learners. In I. Snyder & J. Nieuwenhuysen (Eds.), Closing the Gap? Improving Outcomes in Southern World Societies. (pp. 23-36). Clayton, Melbourne: Monash University Publishing.  

  • Sullivan, P., Jorgensen, R. & Youdale, R.  (2010). Redressing Marginalisation: A Study of Pedagogies for Teaching Mathematics in a Remote Australian Indigenous Community. In I. Snyder & J. Nieuwenhuysen (Eds.), Closing the Gap? Improving Outcomes in Southern World Societies. (pp. 204-216). Clayton, Melbourne: Monash University Publishing.  

  • Sullivan, P., Mousley, J. & Jorgensen (Zevenbergen), R. (2009). Tasks and pedagogies that facilitate mathematical problem solving. In B. Kaur, Y. Ben Har & M. Kapur (Eds.), Mathematical Problem Solving  (pp.17-42). Singapore: World Scientific Publishing Company.

  • Zevenbergen, R. (2008). The impact of digital technologies on learners’ dispositions towards school mathematics: Implications for gender. In G. Brandell, B. Grevholm, B. Melander, C. Rudalv & B.M. Stocke (Eds.), Kvinnor Och Matematik. Instituionen for matematick och matematick statistik. Umea Universitet. Juni 2005.            

  • Zevenbergen, R. & Zevenbergen, K. (2007) Millennials come to school. In S. Knipe (Ed.), Youth in Focus. (pp. ). Sydney: Prentice Hall.

  • Zevenbergen, R. (2005). Numeracy: What is it and why the emphasis? In R. Zevenbergen (Ed.), Innovations in numeracy teaching in the middle years. (pp. 1-10). Canberra: Australian Curriculum Studies Association.

  • Zevenbergen, R. & Griffin, G. (2005). Financial Numeracy: A Rich Investigation for Year 8 Students. In R. Zevenbergen (Ed.), Innovations in numeracy teaching in the middle years. (pp. 27-38). Canberra: Australian Curriculum Studies Association.

  • Zevenbergen, R. & Taylor, J. (2005). Whole School Planning: Using Investigations to Plan Numeracy Teaching. In R. Zevenbergen (Ed.), Innovations in numeracy teaching in the middle years. (pp.71-86). Canberra: Australian Curriculum Studies Association.

  • Zevenbergen, R. & Judd, C. (2005). LOGO: Using technology to enhance numeracy learning. In R. Zevenbergen (Ed.), Innovations in numeracy teaching in the middle years. (pp. 109-124). Canberra: Australian Curriculum Studies Association.

  • Lerman, S. & Zevenbergen, R. (2004). The Socio-Political Context of the Mathematics Classroom: Using Bernstein's Theoretical Framework to Understand Classroom Communications. In P. Valero & R. Zevenbergen (Eds.), Researching the social dimensions of mathematics education: Theoretical, methodological and practical issues. (pp. ) Dordrecht: Kluwer.

  • Zevenbergen, R. (2003). The situated numeracy of pool builders. In S. Kelly (Ed.), The adult numeracy handbook: Reframing adult numeracy in Australia. (pp. 174-184). Sydney: NSW Adult literacy and Numeracy Australian Research Consortium.

  • Zevenbergen, R. (2003). Teachers’ beliefs about teaching mathematics to students from socially-disadvantaged backgrounds: Implications for social justice. In L. Burton (Ed.), Which way social justice in mathematics education? (pp. 133-151). Westport CONN/London: Praeger.

  • Zevenbergen, R. (2001). Language, social class and underachievement in mathematics. In P. Gates (Ed.), Issues in teaching mathematics. (pp. 38-50) London: Routledge/Falmer.

  • Zevenbergen, R. (2001). Changing Contexts in Tertiary Mathematics: Implications for Diversity and Equity. In D.A. Holton (Ed.), The Teaching and Learning of Mathematics at University Level: An ICMI study. (pp.13-26). Dordrecht: Kluwer Academic Press.

  • Zevenbergen, R. (2001). Mathematics, social class and linguistic capital: An analysis of a mathematics classroom.  In B. Atweh & H. Forgasz (Eds.), Socio-cultural aspects of mathematics education: An international perspective. (pp. 201-215).  Mahwah, NJ: Lawrence Erlbaum & Assoc.

  • Zevenbergen, R. (2000). Ethnography and the situatedness of workplace numeracy. In A. Bessot & J. Wridgeway (Eds.), Education for mathematics in the workplace. (pp. 209-224). Dordrecht: Kluwer Press.

  • Zevenbergen, R. (2000). Research methods in workplace mathematics. In A. Bessot & J. Wridgeway (Eds.), Education for mathematics in the workplace.  (pp.181-187). Dordrecht: Kluwer Press.

  • Zevenbergen, R. (2000). “Cracking the Code” of Mathematics: School success as a function of linguistic, social and cultural background. In  J. Boaler (Ed.), Multiple Perspectives on Mathematics Teaching and Learning. (pp. 201-223).  New York: JAI/Ablex.

  • Zevenbergen, R. (1998). Gender, media and conservative politics. In C. Keitel (Ed.),  Social justice and mathematics education: Gender, class ethnicity and the politics of schooling. (pp. 59-68).  Berlin: IOWME and Freie Universitat. 

  • Zevenbergen, R. (1998).  Ethnography in the mathematics classroom. In J. Malone & B. Atweh (Eds.), Aspects of postgraduate supervision and research. (pp. 19-38). Mahwah, NJ: Lawrence Erbaum & Assoc.

  • Straesser, R. & Zevenbergen, R. (1996).  Chapter 17: Further mathematics education.  In J. Kilpatrick, C. Laborde, K. Clements & C. Keitel (Eds.),  International handbook on mathematics education.  (pp. 647-674). Dordrecht: Kluwer Press.

  • Zevenbergen, R., Atweh, B., Kanes, C. & Cooper, T. (1996).  Social and cultural contexts in mathematics education. In B. Atweh, K. Owens, & P. Sullivan (Eds.),  Review of research in mathematics education 1992-1995.  (pp. 11-40).  Sydney: MERGA.

  • Zevenbergen, R. (1995).  Discourse analysis of the classroom. In J. Mousley, M. Robson & D. Colquhoun (Eds.), Horizons, images and experiences: The research story collection.  (pp. 78-87).  Geelong: Deakin University Press.

  • Zevenbergen, R. (1994).  Mathematics as a social filter. In P. O'Connor (Ed.),  Thinking work Vol 1:  Theoretical perspective to workplace literacies.  (pp. 188-199).  Sydney: ALBSAC.

 

Refereed Journal Articles

  • Jorgensen (Zevenbergen) (accepted). Middle Leadership: A Key role of numeracy. Australian Primary Mathematics Classroom.

  • Jorgensen (Zevenbergen) R. (accepted) Playing the game of school mathematics: Being explicit for Indigenous learners and access to learning. Intercultural Education, 10.1080/14675986.2016.1203586.

  • Jorgensen, R. (2016). Early Years Swimming: A way of supporting school transitions? Early Child Development and Car, 1-9. doi:10.1080/03004430.2015.1096785.

  • Larkin, K. & Jorgensen, R. (2016). “I hate maths: why do we need to do maths?” using video diaries to investigate attitudes and emotions towards mathematics in year three and year six students. International Journal for Science and Mathematics Education. doi:10.1007/s10763-015-9621-x.

  • Jorgensen, R. & Lowrie, T. (2015). What have we achieved in 50 years of equity in school mathematics? Journal of mathematics teaching and learning, January, 1-18. ISSN: 1473-0111.

  • Lowrie, T. & Jorgensen, R. (2015). Pre-service teachers' mathematics content knowledge: implications for how mathematics is taught in higher education. Teaching Mathematics and its Applications. doi: 10.1093/teamat/hrv008.

  • Jorgensen, R. (2015). Language, culture and access to mathematics: A case of one remote Aboriginal community. Journal of Intercultural Education.

  • Jorgensen, R. & Lowrie, T. (2014). Rural education and equity: An Australian perspective. The Iberoamerican Journal of Mathematics and Technological Education, 1(5).

  •  Lowrie, T., Jorgensen, R. & Logan, T. (2013). Mathematics in “other” contexts: Digital games children play.  Australasian Journal of Educational Technology. ISSN 1327-7308.

  • Sullivan, P., Jorgensen, R., Boaler, J. & Lerman, S. (2013). Transposing reform pedagogy into new contexts: Complex Instruction in Remote Australia. Mathematics Education Research Journal, 25(1),173-184. ISSN 1033-2170.

  • Jorgensen, R., Gates, P. & Roper, V. (2013). Structural Exclusion through School Mathematics: Using Bourdieu to Understand Mathematics a Social Practice. Educational Studies in Mathematics, ISSN 0013-1954.

  • Lowrie, T., & Jorgensen, R. (2012). The tyranny of remoteness: Changing and adapting pedagogical practices in distance education. International Journal of Pedagogies and Learning, 7(1), 1-8.

  • Jorgensen, R. (2012). Under-5s Swimming as a site for capital building: Supporting and enhancing the transitions. Australian Journal of Early Childhood, 37(2),127-131.      

  • Jorgensen, R. (2012). Enhancing educational performance for remote Aboriginal Australians: what is the impact of attendance on performance? Education 3-13: International Journal of Primary, Elementary and Early Years Education, 40(1), 19-34.

  • Jorgensen, R. & Lowrie, T. (2012). Both ways strong: Using digital games to engage Aboriginal learners. International Journal of Inclusive Education, DOI:10.1080/13603116.2011.605912 http://dx.doi.org/10.1080/13603116.2011.605912.

  • Lowrie, T., & Jorgensen. R. (2012). Teaching mathematics remotely: Changed practices in distance education. Mathematics Education Research Journal, 24(3), 371-383.

  •  Jorgensen, R. & Niesche, R. (2011). Curriculum leadership in remote Indigenous communities. Leading and Managing, 17(1), 45-58.

  • Lowrie, T. & Jorgensen, R. (2011). Gender differences in students’ mathematics games playing. Computers and Education, 57(4), 2244-2248.

  • Jorgensen (Zevenbergen), R. (2010). Young workers and their dispositions towards mathematics: Tensions of a mathematical habitus in the retail industry. Educational Studies in Mathematics, 76(1),  87-100.

  • Jorgensen, R., Sullivan, P. & Grootenboer, P. (2010). Good learning = A good life: Mathematics transformation in remote  Indigenous communities. Australian Journal of Social Issues, 45(1),  131-143.

  • Niesche, R. & Jorgensen, R. (2010). Challenges for educational leadership: Reforming curriculum in remote areas. Journal of Educational Administration, 48(1), 102-117.

  • Jorgensen, R., Grootenboer, P., Niesche, R. & Lerman, S. (2010). Challenges for teacher education: the mismatch between beliefs and practice in remote Indigenous contexts. Asia Pacific Journal of Teacher Education, 38(2), 161-175.

  • Zevenbergen, R., Walsh, L. & Niesche, R. (2009). Reforming schools: a case study of New Basics in a primary school. International Journal of Leadership in Education, 12(2), 115-133.

  • Gates, P. & Jorgensen (Zevenbergen), R. (2009). Foregrounding social justice in mathematics teacher education. Journal for Mathematics Teacher Education, 12(3), 161-170.

  • Grootenboer, P. & Jorgensen (Zevenbergen), R.  (2009). Towards a Theory of Identity and Agency in Coming to Learn Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 255-266.

  • Sullivan, P., Youdale, R., & Jorgensen, R. (2009). Know where you are going and how to get there. Australian Primary Mathematics Classroom, 14(4), 4-10.

  • Jorgensen (Zevenbergen), R. & Niesche, R. (2008). Equity, mathematics and classroom practice: Developing rich mathematical experiences for disadvantaged students. Australian Primary Mathematics Classrooms, 13(4), 21-27.

  • Zevenbergen, R. & Logan, H. (2008). Computer use by preschool children: Rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood, 33(1), 37-44.

  • Zevenbergen, R. & Lermans, S. (2008). Learning Environments Using Interactive Whiteboards: New Learning Spaces or Reproduction of Old Technologies? Mathematics Education Research Journal, 20(1), 107-125.

  • Zevenbergen, R. & Zevenbergen, K. (2008). The Numeracies of Boatbuilding: New Numeracies Shaped by Workplace Technologies. International Journal of Science and Mathematics Education, 7(1), 183-206.

  • Zevenbergen, R. (2007). Digital Natives come to preschool: Implications for early childhood practice. Contemporary Issues in Early Childhood, 18(1), 19-29.

  • Zevenbergen, R. & Flavel, S. (2007). Undertaking an archaeological dig in search of pedagogic relay. Montana Mathematics Enthusiast, Special Monograph 1, (International Perspectives on Social Justice in Mathematics Education), 63-74.

  • Sullivan, P. Zevenbergen, R. & Mousley, J. (2006). Teacher Actions to Maximize Mathematics Learning Opportunities in Heterogeneous Classrooms. International Journal for Science and Mathematics Education, 4(1), 117-143.

  • Knipe, S. & Zevenbergen, R. (2005). Maths, Sex and Rock ‘n’ Roll: How Can We Engage the Millennial Student? Middle Years Journal, 5(2).

  • Zevenbergen, R. (2005). The Construction of a Mathematical Habitus: Implications of Ability Grouping in the Middle Years. Journal of Curriculum Studies, 37(5), 607-619.

  • Zevenbergen, R. (2005). Primary Preservice Teachers’ Understandings of Volume: The Impact of Course and Practicum Experiences. Mathematics Education Research Journal, 17(1), 3-23.

  • Zevenbergen, R. (2004). Study Groups as a Tool for Enhancing Preservice Students’ Content Knowledge. Mathematics Teacher Education and Development, (6), 3-18.

  • Zevenbergen, R. (2004). Reconceptualising numeracy for new times. Curriculum Perspectives, 24(3), 1-7.

  • Zevenbergen, R. Mousley, J. & Sullivan, P. (2004). Disrupting pedagogic relay in mathematics classrooms: Using open-ended Tasks with Indigenous students. International Journal of Inclusive Education, 8(4), 391-415.

  • Zevenbergen, R. (2004). Technologising Numeracy: Intergenerational differences in working mathematically in new times. Educational Studies in Mathematics, 56(1), 97-117.

  • Sullivan, P., Zevenbergen, R., &  Mousley, J. (2003). The contexts of mathematics tasks and the context of the classroom: Are we including all students? Mathematics Education Research Journal,15(2), 107-121.

  • Zevenbergen, R. (2003). Mathematics Teachers’ Beliefs and Practices: Reforming Middle School Mathematics in a Context of New Times. Australian Journal of Middle Schooling, 3(2), 6-14.

  • Zevenbergen, R. (2003). Streaming Mathematics Classrooms: A Bourdieuian Analysis. For the Learning of Mathematics, 23(3), 5-10.

  • Hyde, M., Zevenbergen, R., & Power, D. (2003). Deaf and hard of hearing students’ solving of arithmetic word problems. American Annals of the Deaf, 148(1), 56-64.         

  • Zevenbergen, R. (2002). Citizenship and Numeracy: Implications for Youth, Employment and Life Beyond the School Yard. Quadrante11(1), 29-39.

  • Zevenbergen, R., Edwards, A., & Skinner, J. (2002). Junior golf club culture: A Bourdieuian analysis. Sociology of Sport On Line, 5(1), 1-12.

  • Zevenbergen, R. (2002). Contexts in mathematics: Implications for numeracy. Literacy in the Middle Years, 10(1), 42-49.

  • Zevenbergen, R., Hyde, M. & Power, D. (2001). Language, arithmetic word problems and deaf students: Linguistic strategies used by deaf students to solve tasks. Mathematics Education Research Journal, 13(3), 204-218.

  • Zevenbergen, R. (2001). Mathematical literacy in the middle years. Literacy in the Middle Years, 9(2), 21-28.

  • Zevenbergen, R. (2001). Literacy demands of numeracy. The Primary Educator, 7(1), 16.

  • Zevenbergen, R., Sullivan, P. and Mousley, J. (2001). Open-ended tasks and barriers to learning: Teachers’ perspectives. Australian Primary Mathematics Classroom, 6(1), 4-9.

  • Zevenbergen, R. (2001).  Peer assessment of student constructed posters in pre-service mathematics education.  Journal of Mathematics Teacher Education, 4(2), 95-113.

  • Zevenbergen, R. (2000). Identifying literacy demands of  adult numeracy. International Journal of Literacy and Numeracy Studies, 10(1&2), 39-54.

  • Zevenbergen, R. & Begg, A. (1999). Theoretical frameworks in educational research.  SAME Papers, 170-185.

  • Zevenbergen, R. (1999). Student constructed posters: A tool for learning and assessment in pre-service mathematics education. Mathematics Teacher Education and Development 1(1), 72-81.

  • Zevenbergen, R. (1997). Psychologising difference in mathematics education. Chreods, 11, 37-48.

  • Zevenbergen, R. (1996).  Constructivism as a liberal, bourgeois discourse.  Educational Studies in Mathematics, 31(1-2), 95-113.

  • Zevenbergen, R. (1995).  The situated numeracy of pool builders.  Critical Forum, 4(2), 34-46.

  • Zevenbergen, R. (1995).  Constructivist approaches in mathematics education. Unicorn, 21(3), 76-81.

  • Zevenbergen, R. (1995).  Towards a socially critical numeracy.  Critical Forum, 3(1&2), 82-102.

  • Zevenbergen, R. (1993).  Piaget and mathematics education.  Critical Forum, 2(2), 3-18

 

Refereed Conference Proceedings

  • Jorgensen, R. (2016). Using Issues to Inform Success in Mathematics Teaching and Learning: A Case of Remote Education Provision in Australia. AMESA Conference, South Africa (Keynote address).

  • Jorgensen, R. (2016). Using Issues to Inform Success in Mathematics Teaching and Learning: A Case of Remote Education Provision in Australia. AMESA Conference, South Africa.

  • Jorgensen, R., Lamb, J. & Larkin, K. (2016). Middle leadership: Critical variables in building and implementing digital reforms in primary mathematics education. In Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. Adelaide, July. 

  • Jorgensen, R. (2015). Successful Mathematics Lessons in Remote Communities: A Case Study of Balargo. In Proceedings of the Mathematics Education Research Group of Australasia Annual Conference, Sunshine Coast, June.

  • Jorgensen, R. & Larkin, K. (2015). Differentiated Success: Combining Theories to Explain Learning. In Proceedings of the Mathematics Education Research Group of Australasia Annual Conference, Sunshine Coast, June.

  • Larkin, K. & Jorgensen, R. (2015). Using iPads: Digital diaries to investigate attitudes towards mathematics. In Proceedings of the International Group for the Psychology of Mathematics Education. Hobart, July.

  • Jorgensen, R. (2015). Building school cultures to support learning mathematics for Remote Indigenous learners. In Proceedings of the International Group for the Psychology of Mathematics Education. Hobart, July.

  • Jorgensen, R. & Kanwal, H. (2015). Scaffolding early Indigenous learners into the language of mathematics. In Mukhopadhyay, S., & Greer, B. (Eds.), Proceedings of the Eighth Mathematics Education and Society Conference. Portland, OR: Ooligan Press. June 2015.

  • Jorgensen, R. (2015). Mathematical success in culturally diverse Mathematics classrooms. In Mukhopadhyay, S., & Greer, B. (Eds.), Proceedings of the Eighth Mathematics Education and Society Conference. Portland, OR: Ooligan Press. June 2015.

  • Kanwal, H. & Jorgensen, R. (2014). Young Muslim Women Participating in School Sport: Proceedings of the Australian Association of Research in Education Conference, Brisbane, December.

  • Jorgensen, R. (2014). Social Theories of Learning: A Need for a New Paradigm in Mathematics Education. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Curriculum in Focus: Research-Guided Practice: Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (pp. 311-317) Sydney: MERGA . ISBN: 978-1-920846-27-5.

  • Larkin, K. & Jorgensen, R. (2014). Using video diaries to record student attitudes and emotions towards mathematics in year three and year six students. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Curriculum in Focus: Research-Guided Practice: Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia. Sydney, July. (pp. 373-370). MERGA: Sydney. ISBN: 978-1-920846-27-5.

  • Jorgensen, R., (2013). Early-Years Swimming: Creating Opportunities for Adding Mathematical Capital to Under 5s.  In V. Steinle, L. Ball & C. Bardini (Eds.), Proceedings of the 36th Annual Conference of the  Mathematics Education Research Group of Australasia. Melbourne, July. MERGA: Melbourne.

  • Jorgensen, R., (2013). School mathematics as a “Game” Being explicit and consistent. In M. Berger, K. Brodie, V.Frith, K. le Roux (Eds.), Proceedings of the 7th International Conference of the Mathematics Education and Society, Cape Town, South Africa,  April 2-7. pp. 330-339. ISSN 2077-9933.

  • Jorgensen, R. & Lowrie, T. (2013). Socio-economic status and rurality as scholastic mortality: Exploring failure at mathematics. In M. Berger, K. Brodie, V. Frith, K. le Roux (Eds.), Proceedings of the 7th International Conference of the Mathematics Education and Society, Cape Town, South Africa,  April 2-7. (pp. 340-349).  ISSN 2077-9933.

  • Jorgensen, R. (2012). Curriculum Leadership: Reforming and reshaping successful practice in remote and regional Indigenous education. In Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia. MERGA: Singapore.

  • Jorgensen, R., & Lowrie, T. (2012). Digital games for learning mathematics: Possibilities and limitations. 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. 378-384). MERGA: Singapore.

  • Lowrie, T., Jorgensen, R. & Logan, T. (2012). Mathematics experiences with digital games: Gender, geographic location and preference. In T. Y. Tso (Ed.), Opportunities to Learn in Mathematics Education: Proceedings of the 36th International Group of the Psychology of Mathematics Education conference. Vol. 3, (pp. 185-192). Taipei, Taiwan: PME.

  • Sullivan, P., Grootenboer, P. & Jorgensen, R. (2011). Considering student experience and knowledge of context in planning mathematics learning. In Proceedings of the Annual Psychology of Mathematics Education Conference. Ankara, Turkey, July 2011. Ankara: PME.

  • Jorgensen, R. & Grootenboer, P. (2011). Early years swimming as a site for early mathematical learning. 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 and the Australian Association of Mathematics Teachers. Alice Springs. pp. 398-405. Adelaide: AAMT and MERGA.

  • Jorgensen, R. & Lowrie, T. (2011). Digital games: Creating new opportunities for mathematics learning. 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 and the Australian Association of Mathematics Teachers. Alice Springs. pp. 406-413. Adelaide: AAMT and MERGA.

  • Jorgensen (Zevenbergen), R. (2010). Structured failing: Reshaping a mathematical future for marginalised learners.  In L. Sparrow, B. Kissane & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 26-35). MERGA: Freemantle.

  • Jorgensen, R. & Niesche, R. (2010). Devolved leadership. In L. Sparrow, B. Kissane & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia. MERGA: Freemantle.

  • Jorgensen, R. (2010). Group work, language and interactions: Challenges of implementation in Aboriginal contexts. In L. Sparrow, B. Kissane & C. Hurst (Eds.), Shaping the future of mathematics education: Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 740-744). MERGA: Freemantle.

  • Jorgensen, R., Grootenboer, P. & Niesche, R. (2009). Insights into the beliefs and practices of teachers in a remote Indigenous context. In B. Bicknell et al (Eds.), Bridging the gap: Proceedings of the 32nd conference of the Mathematics Education Research Group of Australasia. Palmerston North, NZ: MERGA.

  • Jorgensen, R., Sullivan, P., Grootenboer, P. & Niesche, R. (2009). Reforming Mathematical Pedagogy in Remote Indigenous Contexts, Symposium. In B Bicknell et al (Eds.), Bridging the gap: Proceedings of the 32nd conference of the Mathematics Education Research Group of Australasia. Palmerston North, NZ: MERGA.

  • Sullivan, P., Youdale, R., & Jorgensen, R. (2009). The link between planning and teaching mathematics: An exploration in an Indigenous community school. In B. Kissane (Ed.), Proceedings of the biennial conference of the Australian Association of Mathematics Teachers. Fremantle: AAMT.

  • Zevenbergen, R., Niesche, R., Grootenboer, P. & Boaler, J. (2008). Creating Equitable Practice in Diverse Classrooms: Developing a Tool to Evaluate Pedagogy. In M. Goos and R. Brown (Eds.), Proceedings of the 31st Annual Conference of the Annual Conference of the Mathematics Education Group of Australasia. MERGA: Brisbane.

  • Grootenboer, P. & Zevenbergen, R. (2008).  Identity in mathematics education. In M. Goos and R. Brown (Eds.), Proceedings of the 31st Annual Conference of the Annual Conference of the Mathematics Education Group of Australasia. MERGA: Brisbane.

  • Zevenbergen, R. & Lerman, S. (2007). Pedagogy and Interactive Whiteboards: Using an Activity Theory approach to understand tensions in practice. In K. Beswick (Ed.), Proceedings of the 30th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Hobart.         

  • Grootenboer, P. & Zevenbergen, R. (2007). Identity and Mathematics: Towards a theory of agency in coming to learn mathematics. In K. Beswick (Ed.), Proceedings of the 30th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Hobart.              

  • Lerman, S. & Zevenbergen, R. (2007). Interactive Whiteboards as mediating tools for teaching mathematics: Rhetoric or reality? In J.H. Woo, H.C. Lew, K.S. Park & D.Y. Seo (Eds.), Proceedings of the 31st  Conference of the International Group for the Psychology of Mathematics Education. Vol 3, (pp. 169-176). PME31: Korea.

  • Zevenbergen, R. & Lerman, S. (2006). Maths, ICT and pedagogy: An examination of practice. In P. Grootenboer, R. Zevenbergen & M. Chinnapan (Eds.), Identities, cultures, and learning spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Canberra.

  • Zevenbergen, R. (2006). Teacher Identity from a Bourdieuian Perspective. In P. Grootenboer, R. Zevenbergen & M. Chinnapan (Eds.), Identities, cultures, and learning spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Canberra.

  • Sullivan, P., Mousley, J. & Zevenbergen, R. (2006). Developing guidelines for teachers helping students experiencing difficulty in learning mathematics. In P. Grootenboer, R. Zevenbergen & M. Chinnapan (Eds.), Identities, cultures, and learning spaces: Proceedings of the 29th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Canberra.

  • Lerman, S. & Zevenbergen, R. (2006). Maths, ICT & Pedagogy: An examination of equitable practice across diverse settings. In J. Novotna, H. Morova, M. Kratka, & N. Stehlikova (Eds.), Mathematics in the Centre: Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education. Vol 4 (pp. 49-56). PME: Czech Republic.

  • Sullivan, P., Zevenbergen, R. & Mousley, J. (2005). Planning and teaching mathematics lessons as a dynamic, interactive process. In H. Chick & K. Stacey, (Eds.), Proceedings of the Psychology of Mathematics Education Conference. Vol 4. Melbourne: July.

  • Zevenbergen,R. (2005). Prioritising the voice of researched: Using photographs to elicit mathematical thinking of participants. In P. Clarkson, A. Downton,  D.Gronn, M. Horne, A. Mc Donough & A. Roche (Eds.), Building connections: Theory, research and practice: Proceedings of the 28th Annual Conference of the mathematics Education Research Group of Australasia. Melbourne: MERGA.

  • Zevenbergen, R. (2005). Habitus and new numeracies for contemporary work. In M. Goos, C. Kanes & R. Brown (Eds.), Proceedings of the 4th International Conference of the Mathematics Education and Society Group. Centre for Learning Research: Brisbane.

  • Zevenbergen, R. & Lerman S. (2005). Classroom Interactions: Scaffolding Students’ Learning with ICTS. In M. Goos, C. Kanes & R. Brown (Eds.), Proceedings of the 4th International Conference of the Mathematics Education and Society Group. Centre for Learning Research: Brisbane.

  • Lowrie, T. & Zevenbergen, R. (2005). Millennials and numeracy in new contexts, cultures and spaces. In M. Goos, C. Kanes & R. Brown (Eds.), Proceedings of the 4th International Conference of the Mathematics Education and Society Group. Centre for Learning Research: Brisbane.

  • Zevenbergen, R. (2004). The emergence of the millennial: Intergenerational differences in contemporary workplace numeracy. In J. Searle, C. McKavanagh & D. Roebuck (Eds.), Proceedings of 11th Annual International Conference on Post-compulsory Education and Training. Vol 3, (pp. 267-278). Brisbane: Centre for Learning Research.

  • Sullivan, P., Mousley, J., Zevenbergen, R. (2004). Describing elements of mathematics that accommodate diversity in student background. In M.J. Hoines & A.B. Fuglestad (Eds.), International Group for the Psychology of Mathematics Education. (pp. 257-264). Bergen, Norway.

  • Zevenbergen, R. & Zevenbergen, K. (2004). Numeracy practices of young workers. In M.J. Hoines & A.B. Fuglestad (Eds.), International Group for the Psychology of Mathematics Education, (pp. 505-512).  Bergen: Norway.

  • Zevenbergen, R. & Zevenbergen, K. (2004). The numeracies of boat building. Paper presented at Topic Group 7: Mathematics education in and for work at the 11th International Congress of Mathematics Education, Copenhagen, July. 

  • Mousley, J. Sullivan, P., & Zevenbergen, R. (2004). Providing Alternative Learning Trajectories. In I. Putt, R. Faragher & M. McLean (Eds.),  Mathematics education for the third millennium: Towards 2010: Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 374-381). Townsville: MERGA.

  • Zevenbergen, R. & Zevenbergen, K. (2004). Numeracy Practices in Contemporary Work: Changing Approaches. In I. Putt, R. Faragher & M. McLean (Eds.),  Mathematics education for the third millennium: Towards 2010: Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 605-612). Townsville: MERGA.

  • Zevenbergen, R. (2004). Using ICTs to Support Numeracy Learning: The way of the future? Whose future? In I. Putt, R. Faragher & M. McLean (Eds.),  Mathematics education for the third millennium: Towards 2010: Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 626-629). Townsville: MERGA.

  • Zevenbergen, K. & Zevenbergen, R. (2003). School to work transitions: The Case of School-Based Traineeships. In J. Searle, I. Yashin-Shaw & D. Roebuck (Eds.), Proceedings of 11th Annual International Conference on Post-compulsory Education and Training. Vol 3, pp. (204-211). Brisbane: Centre for Learning Research.

  • Zevenbergen, R. & Zevenbergen, K. (2003). Numeracies for Workplaces in New Times. In J. Searle, I. Yashin-Shaw & D. Roebuck (Eds.), Proceedings of 11th Annual International Conference on Post-compulsory Education and Training. Vol 3, (pp. 212-219). Brisbane: Centre for Learning Research.

  • Zevenbergen, R. & Zevenbergen, K. (2003). Using Consortia Models in Community-Based Action Research Projects. In A. Erasmus (Ed.), Proceedings of the 6th ALARPM and 10th PAR International Congress. Pretoria, South Africa: University of Pretoria.

  • Zevenbergen, R. & Zevenbergen, K. (2003). Numeracy in New Times: Implications for Youth, Work and Employment. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunityProceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 799-807). Geelong: MERGA.

  • Zevenbergen, R. (2003). Reforming mathematics education: A case study Within the context of new times. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunityProceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 791-798) Geelong: MERGA.

  • Zevenbergen, R. (2003). Disrupting the pedagogic relay using open-ended tasks. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), Mathematics education research: Innovation, networking, opportunityProceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 821-825) Geelong: MERGA.

  • Sullivan, P., Mousley, J., Zevenbergen, R. & Turner Harrison, R. (2003).  Being explicit about aspects of mathematics pedagogy. In N. Pateman, B. Dougherty & J. Zillox (Eds.), Proceedings of the 28th  Annual Conference for the International Conference of the Psychology of Mathematics Education. (pp. 267-274). Hawaii: PME.

  • Zevenbergen, R. (2003).  Explaining success in mathematics: Mythology, equity and implications for practice. In M. Goos & T. Spence (Eds.), Making Waves: Proceedings of the 19th Biennial Conference of the Australian Association of Mathematics Teachers Inc. (pp. 277-292). Adelaide: AAMT.

  • Sullivan, P., Zevenbergen, R. & Mousley, J. (2002). Snakes and Ladders; Barriers to learning mathematics. In B. Barton, K.C. Irwin, M. Pfannkuch & M. Thomas (Eds.), Mathematics education in the South Pacific: Proceedings of the 25th annual conference of the Mathematics Education Research Group of Australasia. (pp. 641-648) Auckland, NZ: MERGA.

  • Zevenbergen, R., Sullivan, P. & Mousley, J. (2002). Contexts in Mathematics Education: Help? Hindrance? For Whom? In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education and Society Conference. (pp.522-529). Centre for Research in Learning Mathematics, Roskilde University: Roskilde, Denmark.

  • Zevenbergen, R. (2002). Streaming in School Mathematics: A Bourdieuian Analysis. In P. Valero & O. Skovsmose (Eds.), Proceedings of the Third International Mathematics Education and Society Conference. (pp. 512-521). Centre for Research in Learning Mathematics, Roskilde University: Roskilde, Denmark.

  • Zevenbergen, R. (2001). Open-ended tasks: The dilemma of openness or ambiguity? In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th Annual Conference for the International Conference of the Psychology of Mathematics Education Group. Vol 4. (pp. 447–454). Utrecht, Holland: PME.

  • Zevenbergen, R. & Lerman, S. (2001). Communicative competence in school mathematics: On being able to do school mathematics. In J. Bobis, B. Perry and M. Mitchelmore (Eds.), Numeracy and Beyond: Proceedings of the 24th Annual Conference of the  Mathematics Education Research Group of Australasia. (pp. 571-578). Sydney: MERGA.

  • Zevenbergen, R. (2001). Is Streaming an equitable practice?: Students’ experiences of streaming in the middle years of schooling. In J. Bobis, B. Perry and M. Mitchelmore (Eds.), Numeracy and Beyond: Proceedings of the 24th Annual Conference of the  Mathematics Education Research Group of Australasia. (pp. 563-570). Sydney: MERGA.

  • Zevenbergen, R. (2000). Using Study Groups to Support Mathematics Learning in Preservice Teacher Education. In J. Bana & A. Chapman  (Eds.), Mathematics Education Beyond 2000: Proceedings of the Twenty-third annual conference of the Mathematics Education Research Group of Australasia. (pp.680-687). Perth: MERGA.

  • Zevenbergen, R. (2000). Pathways: Possibilities for reform and social justice. In J. Matos & M. Santos (Eds.), Proceedings of the 2nd Mathematics Education and Society Conference. (pp. 45-56).  Portugal: The University of Lisbon.

  • Boaler, J., Wiliam, D. & Zevenbergen, R. (2000).  The construction of identity in secondary mathematics education.  In J. Matos & M. Santos (Eds.), Proceedings of the second Mathematics Education and Society Conference. (pp. 192-202).  Portugal: The University of Lisbon.

  • Zevenbergen, R. (1999). Equity in tertiary education: Imagining a future. In W. Spunde, P. Cretchley, & R. Hubbard (Eds.), The Challenge of Diversity: Proceedings from the 2nd Symposium on Undergraduate Mathematics, (pp. 18-26).  Rockhampton: Central Queensland University.

  • Hyde, M., Power, D. & Zevenbergen, R. (1999). Deaf Students Solving of Arithmetic Word Problems. In J. Truran & K. Truran (Eds.), Making the Difference: Proceedings of the 22nd annual conference of the Mathematics Education Research Group of Australasia, Adelaide. (pp. 275-282). Sydney: MERGA.

  • Zevenbergen, R. (1999). Boys, mathematics and classroom interactions: The construction of masculinity in working-class mathematics. In O. Zaslavsky (Ed.),  Proceedings of the 23rd International Group for the Psychology of Mathematics Education. Vol 4. (pp. 353-360). Haifa, Israel: PME.

  • Zevenbergen, R. (1998). Language, mathematics and social disadvantage: A Bourdieuian analysis of cultural capital in mathematics education.  In C. Kanes, M. Goos & E. Warren (Eds.), Teaching mathematics in new times: Proceedings of the 21st annual conference of the Mathematics Education Research Group of Australasia. (pp. 716-722). Gold Coast: MERGA.

  • Zevenbergen, R. (1998). Mathematical saturation within workplace contexts. In C. Kanes, M. Goos & E. Warren (Eds.), Teaching Mathematics in New Times: Proceedings of the 21st annual conference of the Mathematics Education Research Group of Australasia.  (pp. 709-715). Gold Coast: MERGA.

  • Zevenbergen, R. (1998). Classroom interaction and linguistic capital: A Bourdieuian analysis of the construction of social difference in mathematics education. In P. Gates (Ed.), Mathematics Education and Society.  (pp. 360-366). Centre for the Study of Mathematics Education: Nottingham University.

  • Zevenbergen, R. (1997). Do disadvantaged students fail mathematics or does mathematics fail disadvantaged students? In F. Biddulph & K. Carr (Eds.), People in Mathematics Education: Proceedings of the 20th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 23-38). Rotorua: MERGA.

  • Zevenbergen, R. (1997). Situated numeracy: Mathematical saturation. In S. Billet (Ed.), Good Thinking, Good Practice: Research Perspectives on Learning and Work.  Vol 1. (pp. 203-214).  Brisbane: Centre for Learning and Work Research, Griffith University.

  • Zevenbergen, R. (1995).  Students' mathematical culture. In B. Atweh & S. Flavel (Eds.),  GALTHA: Proceedings of the 18th annual conference of the Mathematics Education Research Group of Australasia.  (pp. 557-563). Darwin: MERGA.

  • Zevenbergen, R. (1995). Rethinking socially-just assessment. In R. P. Hunting, G. E. FitzSimons, P. C. Clarkson, & A. J. Bishop (Eds.), Regional Collaboration in Mathematics Education (pp. 827-838). Melbourne: Monash University.

  • Zevenbergen, R. (1994).  Psychologising educational difference. In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.), Challenges in Mathematics Education: Constraints on Construction: Proceedings of the 17th Annual Conference of the Mathematics Education Research Group of Australasia. Vol 2.  (pp. 827-837).  Lismore: MERGA.

  • Zevenbergen, R. (1994).  Social justice and assessment.  In R. Peard & L. English (Eds.),  New Directions in Assessment in Mathematics.  Brisbane: Queensland University of Technology.

  • Zevenbergen, R.  (1993).  Learning mathematics: A gendered practice.  In B. Atweh, C.Kanes, M. Carss & G. Booker (Eds.), Contexts in Mathematics Education: Proceedings of the 16th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 603-611). Brisbane: MERGA.       

  • Zevenbergen, R. (1992). The construction of spatial meaning and social disadvantage. In B. Southwell, B. Perry, & K. Owens (Eds.), Space: The First and Final Frontier: Proceedings of the 15th annual conference of the Mathematics Education Research Group of Australasia. (pp. 599-608). Sydney: MERGA.

 

Non-refereed Journals

  • Zevenbergen, R. & Zevenbergen, K. (2004). Independent Education.

  • Zevenbergen, R. (2003). Grouping by Ability: A Self-Fulfilling Prophecy? Australian Mathematics Teacher, 59(4), pp. 2-7.

  • Zevenbergen, R. (2003). Reflection on meeting the needs of all students: Explaining success in school mathematics. Reflections, 76(3), pp. 40-47.

  • Zevenbergen, R. (2002). To stream or not to stream: Students’ experiences of ability grouping in mathematics. Queensland Association of Mathematics Teachers, 27(3). pp. 4-10.

  • Zevenbergen, R. (2002). The literacy demands of numeracy. Professional Magazine, 19(2), pp. 2-25.      

  • Zevenbergen, R. Sullivan, P. & Mousley, J. (2001).  Identifying barriers to learning mathematics. Teaching Mathematics, 26(2).

  • Zevenbergen, R, Mousley, J. & Sullivan, P. (2001). Using open-ended tasks for teaching, learning and assessment. Teaching Mathematics, 26(1). pp. 7-10.

  • Zevenbergen, R. (2000). Multi-age mathematics: Planning for effective learning.  Free to Learn, 6(2), pp. 4-5.

  • Zevenbergen, R. (2000). Using mental computations for developing number sense. Teaching Mathematics, 25(4). pp. 29-33.

  • Duffy, A. & Zevenbergen, R. (1999). What Does it Mean to be a “Professional” in Contemporary Schools: Exploring School-University Partnerships. Perspectives on Educational Leadership, 9(3), pp. 1-2.

  • Zevenbergen, R. (1998). Year 2 Diagnostic Net. Teaching Mathematics, 23(1), pp. 6-10.

  • Zevenbergen, R. (1997).  Curriculum, culture and contestation. Teaching Mathematics, 22(1), pp. 3-7.

 

Non-refereed Conference Proceedings

  • Mousley, J., Sullivan, P., & Zevenbergen, R. (2004). Action research: When participants take control. CSME conference. Deakin University, Geelong.

  • Zevenbergen, R. (2001). Numeracy and Literacy: Intersecting Disciplines. In C. Vale (Ed). 2001: A mathematical odyssey.  Melbourne: Mathematics Association of Victoria.

  • Zevenbergen, R., Verrall, M. Tranter, R., McMahon, B, & Holz, G. (2001). Rich Assessment Tasks in Primary Mathematics. In C. Vale & J. Horwood (Eds.), 2001: A mathematical odyssey.  (pp. ) Melbourne: Mathematics Association of Victoria.

  • Tranter, R., Verrall, M. & Zevenbergen, R. (2001). In C. Vale (Ed.),  2001: A mathematical odyssey. (pp.) Melbourne: Mathematics Association of Victoria.

  • Zevenbergen, R. (2000). Open-ended tasks: Effective tools for teaching and assessing. E. Fernadez & J.F. Matos (Eds.), Actus do Profmat 2000. (pp. 74-83). Madeira: Associacao de Professores de matematica.

  • Zevenbergen, R. (2000). Habitus and Communities of Practice: Implications for Understanding the Development of Mathematical Identities. J.F. Matos & E. Fernadez (Eds.), Investigatacao em Educacao Matematica: Perspectivas e Problemas Primeira Edicao: Outubro 2000 (pp. 345-356). Madeira: Associacao de professores de matematica.

  • Mousley, J., Zevenbergen, R. & Sullivan, P. (2000). Focusing on Focus Groups. In J. Mousley (Ed.), Contemporary Approaches to research in mathematics and science education. (pp. 7-17). Geelong: CSMEE, Deakin University.

  • Zevenbergen, R. (2000). Language implications for numeracy: A study of language use of disadvantaged students.  M. Meiers (Ed.), Improving numeracy learning: What does the research tell us?  (pp. 11-14). Brisbane: Australian Council of Educational Research.

  • Zevenbergen, R. (1998).  Numeracy intervention - Conceptual development versus child development: A reconsideration of dominant approaches to curriculum. In J. Mousley & J. Gough (Eds.), Exploring all angles (pp. 538-545).  Melbourne: Mathematics Association of Victoria.

  • Paxton, S., Wolfe, M. & Zevenbergen, R. (1998). Numeracy intervention: Issues associated with intervention.  In  J. Mousley & J. Gough (Eds.), Exploring all angles  (pp. 354-360).  Melbourne: Mathematics Association of Victoria.

  • Zevenbergen, R. (1997).  Situated numeracy: A case study of pool builders. In N. Scott & H. Hollingsworth (Eds.), Mathematics: Creating the future. (pp.89-94).  Melbourne: Australian Association of Mathematics Teachers.

  • Zevenbergen, R. (1997). Early years numeracy intervention. In D. Clarke, P. Clarkson, D. Gronn, M. Horn, L. Lowe, M. McKinlay & A. McDonough (Eds.), Mathematics: Imagine the possibilities.  (pp. 416-423).  Melbourne: Mathematics Association of Victoria.

  • Zevenbergen, R. (1996). Interactive CD-ROM for flexible delivery of undergraduate mathematics education programmes.  In R. Zevenbergen (Ed.), Mathematics education in changing times: Reactive or proactive.  (pp. 188-195).  Melbourne: Mathematics Education Lecturers Association.

  • Mousley, J., Zevenbergen, R., Warren, C. & Colquhoun, D. (1996). The reflexivity of NPDPs on teaching undergraduate mathematics education.  In R. Zevenbergen (Ed.), Mathematics education in changing times: Reactive or proactive. (pp. 125-129).  Melbourne: Mathematics Education Lecturers Association.

  • Zevenbergen, R. (1993).  The production of gendered positions in mathematics. In J. Mousley & M. Rice (Eds.), Mathematics: Of Primary Importance. (pp. 24-29).  Melbourne: Mathematics Association of Victoria.

  • Zevenbergen, R., Cockayne, J. & Cherry, R. (1992). What do we learn in spatial relations: Playing the maths game. In M. Horne (Ed.), Mathematics: Meeting the Challenge.  Melbourne: The Mathematics Association of Victoria.

  • Zevenbergen, R. & Crowe, R. (1992).  What's real about mathematics?  In M. Horne (Ed.), Mathematics: Meeting the Challenge. (pp. 168-173). Melbourne: The Mathematics Association of Victoria.

  • Zevenbergen, R. (1991).  Constructivism in the classroom. In J. O'Rielly & S. Wettenhall (Eds.), Mathematical ideas.  (pp.15-19). Melbourne: The Mathematics Association of Victoria.

Unpublished Reports

 

Web-based Conference Procedings

  • Zevenbergen, R. (2001). Numeracy: Youth and New Times. Second Annual Conference for the Middle Years of Schooling Association. Brisbane: MYSA.

  • Zevenbergen, R. (2000). Using mental computations for developing number sense. In R. Boggs. Mathematics - Going for Gold: Annual Conference of the Queensland Association of Mathematics Teachers. Gold Coast: QAMT. http://qamt.cqu.edu.au/QAMTAC2000/Conference_Proceedings.htm

  • Zevenbergen, R., Mousley, J. & Sullivan, P. (2000). Using open-ended tasks for teaching, learning and assessment. In R. Boggs. Mathematics - Going for Gold: Annual Conference of the Queensland Association of Mathematics Teachers. Gold Coast: QAMT. http://qamt.cqu.edu.au/QAMTAC2000/Conference_Proceedings.htm.

 

Published Reviews

  • Zevenbergen, R. (2007). Review of "Researching mathematics classrooms: A Critical examination of methodology" by S. Goodchild & L. English. Mathematics Gazette, 34(1), 49-50. http://www.austms.org.au/Gazette/index_2007_1.html.

  • Zevenbergen, R. (2006).  Review of "In Search of a Pedagogy of Conflict and Dialogue for Mathematics Education" by R. Vithal. Educational Studies in Mathematics, 62, 101–104.

  • Zevenbergen, R.  (2002). Review of "Teaching and Learning Thinking Skills" by J.J.M. Hamers, J.E.H. Van Luit & B. Csapo. British Educational Research Journal, 28(2), 301-302.         

  • Zevenbergen R. (2000). Review of “Peer assessment in Practice” by S. Brown.  The Higher Education Research and Development Society of Australasia, 22(1), 27.

  • Zevenbergen, R. (1999). Becoming Critical about Mathematics Education: A review of “Towards a Philosophy of Critical Mathematics Education” by O. Skovsmose. Mathematics Education Research Journal, 11(1), 70-73.

  • Zevenbergen, R. (1997).  Review of "Learning about Teaching: An interactive tutorial program to facilitate the study of teaching by J. Mousley, P. Sullivan & P. Mousley".  Mathematics Education Research Journal, 9 (1), 113-115.

  • Zevenbergen, R. (1995).  A review of Australian Council for Educational Research (1994).  "Stop! Look and Lesson: A guide to identifying and correcting common mathematical errors.  Australian Journal of Education, 39(1), 103-104.

  • Zevenbergen, R. (1994).  Review of "Early childhood and primary mathematics: A participative text for teachers" by B. Perry & J. Conroy.  Sydney: Harcourt Brace.  Mathematics Education Research Journal, 6(2), 184-186.

 

Translations

  • Mousley, J., & Sullivan, P., & Zevenbergen, R. (2010). Alternatyviojo mokymosi trajektorijos (Alternative learning trajectories). Education Supply Center (Trans.), for the Alternative Education in Education System Project: a project funded by Human Resources Development Operational Programme of the European Social Fund and the Lithuanian state budget.

 

Other Publications

  • Zevenbergen, R. & Zevenbergen, K. (2004). Investigating numeracy demands for today’s workplaces. Literacy Link (August) 9-10.

 

CD ROM

  • Zevenbergen R. (1995). Mathematics education for preservice teachers. Griffith University.

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