Publications Robin Averill

Recent publications (since 2012)

Edited books

Averill, R. (Ed.) (2015). Mathematics and statistics in the middle years: Evidence and practice. Wellington, New Zealand: New Zealand Council for Educational Research.
The chapters in this book showcase exciting mathematics teaching practice and research from primary and secondary schools in Aotearoa New Zealand.

Articles

Averill, R. & McRae, H. (2019). Culturally sustaining initial teacher education: Developing student teacher confidence and competence to teach Indigenous learners. The Educational Forum, Special Issue, 83, 1-14. doi: 10.1080/00131725.2019.1599657

Averill, R., & Rimoni, F. (2019). Policy for enhancing Pasifika learner achievement in New Zealand: Supports and challenges. Linhas Críticas, 25, 549-564. doi: 10.26512/lc.v25i0.23780 http://periodicos.unb.br/index.php/linhascriticas/article/view/23780

Rawlins, P., Anthony, G., Averill, R., & Drake, M. (2019). Novice teachers’ perceptions of the use of rehearsals to support their learning of ambitious mathematics teaching. Asia-Pacific Journal of Teacher Education. doi: 10.1080/1359866X.2019.1644612

Anthony, G., Averill, R., & Drake, M. (2018). Occasioning teacher-educators’ learning through practice-based mathematics teacher education. Mathematics Teacher Education and Development, Special Issue, 19(3), 4-19.

Saunders, K., Averill, R., & McRae, H. (2018). “I can’t wait to get to maths”: Ako in mathematics teaching and learning. Set: Research Information for Teachers, 1, 11-18.

Averill, R., Drake, M., Anderson, D., & Anthony, G. (2016). The use of questions within in the-moment coaching in initial mathematics teacher education: Enhancing participation, reflection, and co-construction in rehearsals of practice.Asia-Pacific Journal of Teacher Education, 44(5), 486-503.

Averill, R., Metson, A., & Bailey, S. (2016). Enhancing parental involvement in student learning. Curriculum Matters 12, 109-131. https://doi.org/10.18296/cm.0016

Hynds, A., Averill, R., Hindle, R., & Meyer, L. (2017). School expectation and student aspirations: The influence of schools and teachers on indigenous secondary students. Ethnicities, 17(4), 546-573. DOI: 10.1177/1468796816666590

Hindle, R., Hynds, A., Averill, R., Meyer, L., & Faircloth, S. (2016). An ontological perspective on the development of home-school partnership relationships with Indigenous communities, The Australian Journal of Indigenous Education, 46(1), 92-103.

Averill, R., Hynds, A., Hindle, R., & Meyer, L. (2015). “Every teacher has to come on board for our Māori students”: He wero mō ngā kaiarahi wāhanga ako (The challenge for curriculum leaders). set: Research Information for Teachers, 3, 5-12.

Averill, R., Anderson, D., & Drake, M. (2015). Developing culturally responsive teaching through professional noticing within teacher educator modelling. Mathematics Teacher Education and Development, Special Issue, 17(2),64-83.

Hynds, A., Averill, R., Penetito, W., Meyer, L., Hindle, R., & Faircloth, S. (2015). Examining the impediments to indigenous strategy and approaches in mainstream secondary schools. International Journal of Leadership in Education. doi:10.1080/13603124.2015.1051130.

Averill, R., Hindle, R., Hynds, A., Meyer, L., Penetito, W., Taiwhati, M., Hodis, F., & Faircloth, S., C. (2014). “It means everything doesn’t it?” Interpretations of Māori students achieving and enjoying educational success ‘as Māori’. set: Research Information for Teachers, 2, 33-40.

Fraser, J. & Averill, R. (2014). How we care for students: Pastoral care and the role of the dean. set: Research Information for Teachers, 3, 37-44.

Averill, R. (2012). Caring teaching practices in multiethnic mathematics classrooms: Attending to health and well-being. Mathematics Education Research Journal 24(2), 105-128.

Averill, R. (2012). Reflecting heritage cultures in mathematics learning: The views of teachers and students. Journal of Urban Mathematics Education, 5(2), 157-181.

Harvey, R. & Averill, R. (2012). A lesson based on the use of contexts: An example of effective practice in secondary school contexts. Mathematics Teacher Education and Development, 14(1), 41-59.

Chapters

Averill, R., Te Maro, P., Anderson, D., Easton, H., & Taiwhati, M. (in press). Bicultural mathematics teacher education and research: Supports and challenges. In C. Nicol, J. Archibald, F. Glanfeld, & S. Dawson, (Eds.), Living culturally responsive mathematics curriculum and pedagogy: Making a difference with/in indigenous communities. Rotterdam: Sense.

Averill, R. (2018). Using rich investigative mathematics activities towards embedding culturally responsive mathematics teaching: Helpful, but sufficient? In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner, (Eds.), Mathematical discourse that breaks barriers and creates space for marginalized learners (pp. 195-212). Rotterdam: Sense.

Vale, C., Atweh, B., Averill, R., & Skourdoumbis, A. (2016). Equity, social justice and ethics in mathematics education. In K. Makar et al., (Eds.), Research in Mathematics Education in Australasia 2012-2015 (pp. 97-118). Rotterdam: Sense.

Averill, R., & Harvey, R. (2015).Go fast! Kia tere! Exploring rates. In J. W. Lott & C. J. Lott (Eds.), Mathematics lessons learned from across the world: Grades 7-12 (pp. 13-18). Reston, VA: NCTM.

Averill, R, Te Maro, P., Easton, H., Rimoni, F., & Smith, D (2015). Looking into equitable mathematics teaching: Looking across many approaches. In R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice (pp. 1-16). Wellington, New Zealand: New Zealand Council for Educational Research.

Averill, R., Rawlins, P., Hinchliffe, F., Rutherford, N., & Chow, K. (2015). Meeting needs and solving equations: Formative assessment and individualised programmes. In R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice (pp. 51-66). Wellington, New Zealand: New Zealand Council for Educational Research.

Howard, M., Averill, R., Brocklehurst, J., & Dillon, K. (2015). Using the SOLO taxonomy in the mathematics classroom. In R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice (pp. 198-219). Wellington, New Zealand: New Zealand Council for Educational Research.

Averill, R., & Anderson, D., (2014). Who will win the animal race? Te taumaoma o ngā kararehe. In J. W. Lott & C. J. Lott (Eds.), Mathematics lessons learned from across the world: Prekindergarten-grade 8 (pp. 49-55). Reston, VA: NCTM.

Funded research

Auckland UniServices Ltd. (2017). Trialling the Education Council of Aotearoa New Zealand’s draft professional teaching standards in the setting of Initial Teacher Education. Auckland

Anthony, G., Hunter, R., Hunter, J., Rawlins, R., Averill, R., Drake, M., & Anderson, D. with Burgess, T., & Harvey, R. (2015). Learning the work of ambitious mathematics teaching. Teaching and Learning Research Initiative: New Zealand Council for Educational Research.

Hynds, A., Meyer, L., Penetito, W., Averill, R., Hindle, R., Taiwhati, M., & Hodis, with Faircloth, S. (2013). Evaluation of He Kākano professional development for leaders in secondary schools: Final report. Wellington, New Zealand: Ministry of Education.

Keynote Talks

2018

The Clements Foyster Lecture, Mathematics Education Research Group of Australasia, MERGA 41, Albany, New Zealand, July.

2017

New Zealand Association of Mathematics Teachers NZAMT 15 Conference, Christchurch, New Zealand, October

2016

Te Toi Tupu Symposium, Hamilton, New Zealand, April

2015

Te Toi Tupu Symposium, New Plymouth, New Zealand, April

2014

Auckland Primary Mathematics Association conference, Auckland, May

Te Toi Tupu Symposia, Napier, Gisborne, and Mt Maunganui, New Zealand, May

2013

New Zealand Association of Mathematics Teachers NZAMT 13 Conference, Wellington, New Zealand, September

2012

International Symposium on Mathematics Education Innovation, Transforming research into practice: Working towards joyful and meaningful mathematics, Yogyakarta, Indonesia, November

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