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Contact details +64 (06) 356 9099  ext. 84404

Prof Margaret Walshaw

Professor

Institute of Education

.

I serve on the editorial board of two international journals: the Journal of Mathematics Teacher Education and Research in Mathematics Education. Developing theory to explain effective and equitable practices in the field is a key interest which  lends itself to practical action focused on changing unproductive situations within mathematics education. An example of this focus is my co-authored Best Evidence Synthesis on mathematics teaching practice which has been disseminated internationally and to all New Zealand schools and centres.

I am based in the Institute of Education and am co-director of the Centre for Research in Mathematics Education (CeRME). My teaching includes papers in mathematics education and papers in research

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Professional

Contact details

  • Ph: 84404
    Location: 4.1, Institute of Education
    Campus: Turitea

Prizes and Awards

  • I received the Research Supervisor's Award from the College of Humanities and Social Science at Massey University, 2017 - Massey University (2017)

Research Expertise

Research Interests

The Centre for Research in Mathematics Education, of which I am co-director, supports research across the sectors from Early Childhood to Tertiary education. My specific research focus within the Centre is in theory development and in understanding and explaining access to and empowerment with mathematics in schools. I am also interested in research within pre-service teacher education.

 

Series co-editor of international books

I have recently been appointed, by publishers Palgrave Macmillan, as co-editor of their international book series: Palgrave Studies in Excellence and Equity in Global Education.

Associate editor of international journal

 I am associate editor of the international Journal of Mathematics Teacher Education (JMTE).

 

 Current Research Projects

 Mathematics anxiety is a collaboration with Prof Roth, University of Victoria, Canada and A/Prof Harvey, Massey University. We are investigating the link between negative emotions and students’ mathematical learning. Using classroom data, we are working at developing a theoretical explanation for why mathematics anxiety develops.

 

Theory meets method in mathematics education research is a collaboration with Prof de Freitas, Adelphi University, New York. This project is about ideas and different ways of theorizing and analyzing mathematics education. It explores the fundamental philosophical tenets underpinning key theoretical frameworks and investigates how these tenets map onto particular kinds of research practice in mathematics education research.

 

The effects of structural changes on teacher educators is a collaboration with Prof Brown, Manchester Metropolitan University, UK. The project explores how structural and policy changes influence teacher education practices ‘on the ground’ within the New Zealand and United Kingdom contexts.  

Thematics

21st Century Citizenship

Area of Expertise

Field of research codes
Curriculum and Pedagogy (130200): Education (130000): Mathematics and Numeracy Curriculum and Pedagogy (130208)

Keywords

mathematics education; qualitative research

Research Projects

Summary of Research Projects

Position Current Completed
Project Leader 1 9
Team Member 0 1

Completed Projects

Project Title: Challenging convention within educational enquiry

This project was funded by the International Visitor Research Fund at Massey University. The grant enabled a collaborator with expertise in mathematics education and based in New York city to travel to Palmerston North for a period of time in order to collaborate with a Massey University researcher. The collaborative project used video data gathered from mathematics classrooms for the specific propose of this research. One dataset was from a New York classroom and the other dataset was from a New Zealand classroom. The two researchers involved had worked together in the past via chapters in each other's edited volumes and through collaboration, presenting at conference symposia. While both had a keen interest in theory and methodology, neither was fully conversant with the other's specialist areas. The project provided a unique opportunity for both to bring their respective expertise and knowledge together. There were two key advantages in working on site together: (i) Discussion and sharing of ideas face to face was enriching for both the researchers, and (ii) Since neither had a sound understanding of the cultural resonances of mathematics teaching in the other's location, viewing the video data together allowed points of differentiation to be readily identified.
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Date Range: 2013 - 2013

Funding Body: Massey University

Project Team:

Project Title: Troubling Voice in the Classroom

This objective of this project was to gather and transcribe video data from a New Zealand mathematics classroom. The data were collected from a sequence of algebra lessons in a Year 9 class. During this data collection process the video camera was focused on the teacher's actions and speech. Lesson worksheets and other relevant material were collected and the teacher's work on the white board was recorded. An interview with the teacher at the end of the unit of work was also carried out. The data represented one part of a two-part dataset for a larger project that was focused on understanding the multiple layers of mathematics teaching within Year 9 classrooms at two distinct educational sites. In the analysis of the data from the two locations - one in New Zealand and the other in New York - the intent is to examine multiple layers of teaching by looking at the cultural inflections of teaching. The analysis will pay particular attention to gestures and shared meanings between teacher and students at the respective sites and, through that attention, it is anticipated, a different view of teaching may emerge.
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Date Range: 2013 - 2013

Funding Body: Massey University

Project Team:

Project Title: Stories from young people about technology

This project explored the process of how new technologies shape ways of being and doing, amongst young people. In the project I wanted to understand how technological communications contribute to how young people understand and position themselves in relation to others. Since my interest is also in educational practices, I was particularly interested in finding out how these practices are convergent with or are differentiated from practices in the classroom. The study was intended to provide a lens through which to view students' experiences of teaching and learning at the secondary school level. The study was part of a larger study (survey) completed by Year 12 students in September 2011 on national identity. To complement and enhance the survey dataset specific to technological experiences, I conducted semi-structured individual interviews with a stratified purposeful sample of 20 year 12 students. The interviews were conducted as telephone interviews rather than face-to-face because of the difficulties associated with organizing times and locations suitable to both interviewer and interviewee. The findings of the study reveal that, typically, classroom practice does not honour the technological familiarity and knowledge that students bring to their school work.
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Date Range: 2012 - 2012

Funding Body: Massey University

Project Team:

Project Title: Numeracy and Literacy Policy making

This educational project explored the public debate over numeracy and literacy standards in New Zealand during the two decades represented by the 1990s and 2000s. In the history of education, this period is highly significant because it is synonymous with widespread changes within the school sector. In particular, major changes to numeracy and literacy curricula were introduced. The focus of the study was on the part that the general public played in the debates that shaped the ways in which literacy and numeracy came to be constructed. The interest was in exploring the viewpoints and specific social conditions that had driven the intense interest in numeracy and literacy over this twenty year period. The study involved searching through daily newspapers and general interest magazines during the chosen period. The newspaper search focused on the major newspapers Dominion/Dominion Post, the New Zealand Herald, The Press, and the Otago Daily Times, and the media search focused on national magazines such as North and South, Metro, Next, and the Listener. By tracking the ebb and flow of public concern over 'standards', the study highlighted the ways in which those not typically involved formally in policy making, came to influence what counts in schools.
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Date Range: 2008 - 2009

Funding Body: Massey University

Project Team:

Research Outputs

Journal

Walshaw, M. (2017). Understanding mathematical development through Vygotsky. Research in Mathematics Education. , 1-17
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2017). Leveraging the potential of research on classroom discourse for enhancing mathematics teaching and learning. Educational Studies in Mathematics. 95(3), 353-357
[Book Review]Authored by: Walshaw, M.
Shore, K., & Walshaw, M. (2016). Assistant/deputy principals: what are their perceptions of their role?. International Journal of Leadership in Education. , 1-17
[Journal article]Authored by: Walshaw, M.
Walshaw, MA., & Shore, K. (2016). The characteristics and career trajectories of career assistant/deputy principals in New Zealand secondary schools.. Journal of Educational Leadership, Policy and Practice. 31(1+2), 121-134
[Journal article]Authored by: Walshaw, M.
Roth, WM., & Walshaw, M. (2015). Rethinking Affect in Education from a Societal-Historical Perspective: The Case of Mathematics Anxiety. Mind, Culture, and Activity. 22(3), 217-232
[Journal article]Authored by: Walshaw, M.
Roth, WM., & Walshaw, MA. (2015). Rethinking affect in education from a societal-historical perspective: The case of mathematics anxiety. Mind, Culture, and Activity. 22(3), 217-232 Retrieved from http://www.tandfonline.com/doi/full/10.1080/10749039.2015.1016239
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2015). Towards a more expansive understanding of equitable forms of organisation. Journal of Mathematics Teacher Education. 18(3), 203-206
[Journal article]Authored by: Walshaw, M.
Walshaw, MA., & Openshaw, R. (2014). Constructing the female mathematics teacher: A New Zealand historical case study. Philosophy of Mathematics Education Journal. 28, 1-12 Retrieved from http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome28/index.html
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2014). Confirmations and contradictions: investigating the part that digital technologies play in students' everyday and school lives. Waikato Journal of Education. 19(1), 27-37
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2014). Poststructuralist and psychoanalytic approaches in mathematics education. Encyclopedia of Mathematics Education. 1, 487-491
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2014). Effective pedagogy as a local experience. Journal of Mathematics Teacher Education. 17(4), 299-301
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2014). Who can know mathematics?. For the learning of mathematics. 34(2),
[Journal article]Authored by: Walshaw, M.
Walshaw, M., & Duncan, W. (2015). Hermeneutics as a methodological resource for understanding empathy in on-line learning environments. International Journal of Research and Method in Education. 38(3), 304-319
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2013). Regulating early childhood mathematical provision: An exploration across the sectors. Early Childhood Education: Successes and Challenges. 7(1), 319-335
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2013). Research as a transformative experience. Journal of Mathematics Teacher Education. 16(6), 399-402
[Journal article]Authored by: Walshaw, M.
Openshaw, R., & Walshaw, M. (2013). Towards an August Assembly of Suave Venusians? The early post-Second World War debate over New Zealand literacy and numeracy standards in transnational context. History of Education Review. 42(2)
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2013). Post-structuralism and ethical practice action: Issues of identity and power. Journal for Research in Mathematics Education. 44(1), 100-118 Retrieved from http://www.nctm.org/publications/article.aspx?id=35212
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2013). Explorations Into Pedagogy Within Mathematics Classrooms: Insights From Contemporary Inquiries. Curriculum Inquiry. 43(1), 71-94
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2012). Interpreting how students come to understand mathematics in the digital environment.. Educational Studies in Mathematics. 81(3), 401-405
[Book Review]Authored by: Walshaw, M.
Walshaw, MA. (2012). Reformulations of teacher identity and voice.. Journal of Mathematics Teacher Education,.
[Book Review]Authored by: Walshaw, M.
Walshaw, M. (2012). Teacher knowledge as fundamental to effective teaching practice. Journal of Mathematics Teacher Education. 15(3), 181-185
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2012). Opportunities to learn. Journal of Mathematics Teacher Education. 15(6), 425-427
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2012). Book review: Interpreting how students come to understand mathematics in the digital environment. Nigel Calder (2011). Processing mathematics through digital technologies: The primary years. Educational Studies in Mathematics. 81(3), 401-405 Retrieved from http://link.springer.com/article/10.1007/s10649-012-9403-0
[Journal article]Authored by: Walshaw, M.
Nolan, K., & Walshaw, M. (2012). Playing the game: A Bourdieuian perspective of pre-service inquiry teaching. Teaching Education. 23(4), 345-363
[Journal article]Authored by: Walshaw, M.
Brown, T., & Walshaw, M. (2012). Mathematics education and contemporary theory: Guest editorial. Educational Studies in Mathematics. 80(1-2), 1-8
[Journal article]Authored by: Walshaw, M.
Walshaw, M., & Brown, T. (2012). Affective productions of mathematical experience. Educational Studies in Mathematics. 80(1-2), 185-199
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2011). Epistemic terrains and epistemic potential. A review of "How should I know? Preservice teachers' images of knowing (by heart) in mathematics and science.". in education.
[Book Review]Authored by: Walshaw, M.
Walshaw, MA. (2011). Non-representational theory as a vehicle for thinking about pedagogical experience.. Pedagogy, Culture & Society.
[Book Review]Authored by: Walshaw, M.
Walshaw, M. (2011). Non-representational theory as a vehicle for thinking about pedagogical experience, a book review of Non-repesentative theory: Space, politics, affect by Thrift, N. (2007). Pedagogy, Culture and Society. 19(3), 485-490 Retrieved from http://www.tandfonline.com/doi/full/10.1080/14681366.2011.607945
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2011). Positive possibilities of rethinking (urban) mathematics education within a postmodern frame. Journal of Urban Mathematics Education. 4(2), 7-14 Retrieved from http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/141/89
[Journal article]Authored by: Walshaw, M.
Walshaw, M., & Openshaw, R. (2011). Literacy and numeracy standards: Recent constructions within the political, business and media discourses in New Zealand. Teachers and Curriculum. 12, 23-29 Retrieved from http://edlinked.foe.waikato.ac.nz/research/journal/view.php?id=72&p=7
[Journal article]Authored by: Walshaw, M.
Walshaw, M., & Openshaw, R. (2011). Mathematics curriculum change: Parliamentary discussion over the past two decades. Curriculum Matters. 7, 8-25 Retrieved from http://www.nzcer.org.nz/nzcerpress/curriculum-matters/articles/mathematics-curriculum-change-parliamentary-discussion-over-p
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2011). Epistemic terrains and epistemic potential: A review of How I should know? Preservice teachers' images of knowing (by heart) in mathematics and science, by Nolan, K.T. (2007). in education. 17(1), 94-97 Retrieved from http://ineducation.ca/index.php/ineducation/article/view/95/472
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2011). Working with teachers to enable both student and teacher learning. Journal of Mathematics Teacher Education. 14(1), 1-4
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2010). Conceptual multiplicity: A useful strategy for thinking about identity. Journal for Research in Mathematics Education.
[Book Review]Authored by: Walshaw, M.
Walshaw, MA. (2010). Teacher-centredness and student-centredness under interrogation. Educational Studies in Mathematics.
[Book Review]Authored by: Walshaw, M.
Walshaw, MA. (2010). Embracing Mathematics: On Becoming a Teacher and Changing with Mathematics. EDUCATIONAL STUDIES IN MATHEMATICS. 73(1), 99-103
[Journal article]Authored by: Walshaw, M.
Openshaw, R., & Walshaw, M. (2010). What can we learn from history? The early post-world war two debate over literacy and numeracy standards, 1945-1962 in perspective. New Zealand Journal of Teachers' Work. 7(2), 125-142 Retrieved from http://www.teacherswork.ac.nz/journal/volume7_issue2/openshaw.pdf
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2010). Mathematics pedagogical change: Rethinking identity and reflective practice. Journal of Mathematics Teacher Education. 13(6), 487-497
[Journal article]Authored by: Walshaw, M.
Openshaw, R., & Walshaw, M. (2010). Literacy, numeracy and political struggle: The national standards initiative in context. New Zealand Journal of Educational Studies. 45(2), 99-105
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2013). Post-structuralism and ethical practical action: Issues of identity and power. Journal for Research in Mathematics Education. 44(1), 100-118
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2010). Conceptual multiplicity: A useful strategy for thinking about identity: A review of Mathematical relationships in education: Identities and participation, edited by Black, L., Mendick, H., and Solomon, Y. (2009). Journal for Research in Mathematics Education. 41(4), 424-429 Retrieved from http://www.jstor.org/discover/10.2307/41103882?uid=366618081&uid=3738776&uid=2129&uid=2&uid=70&uid=3&uid=5910120&uid=67&uid=62&uid=29052&sid=21102518409271
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2009). The performance of self in the art of research. Educational Insights. 13(1), 1-17 Retrieved from http://www.educationalinsights.ca/
[Journal article]Authored by: Walshaw, M.
Anthony, G., & Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the west. Journal of Mathematics Education. 2(2), 147-164 Retrieved from http://educationforatoz.org/images/_9734_12_Glenda_Anthony.pdf
[Journal article]Authored by: Anthony, G., Walshaw, M.
Ding, L., Anthony, GJ., & Walshaw, MA. (2009). A teacher's implementation of examples in solving number problems. The New Zealand Mathematics Magazine. 46(2), 13-22
[Journal article]Authored by: Anthony, G., Walshaw, M.
Anthony, G., & Walshaw, M. (2009). Mathematics education in the early years: Building bridges. Contemporary Issues in Early Childhood. 10(2), 107-121
[Journal article]Authored by: Anthony, G., Walshaw, M.
Walshaw, M., & Anthony, G. (2008). The teacher's role in classroom discourse: A review of recent research into mathematics classrooms. Review of Educational Research. 78(3), 516-551
[Journal article]Authored by: Anthony, G., Walshaw, M.
Walshaw, M. (2008). Knowledge construction in mathematics education. Mathematics Education Research Journal. 20(1), 1-2
[Journal article]Authored by: Walshaw, M.
Walshaw, M., & Anthony, G. (2008). Creating productive learning communities in the mathematics classroom: An international literature review. Pedagogies: An International Journal. 3(3), 133-149 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/15544800802026595
[Journal article]Authored by: Anthony, G., Walshaw, M.
Walshaw, M. (2007). Research as a catalyst for the promotion of equity. Mathematics Education Research Journal. 19(3), 1-2
[Journal article]Authored by: Walshaw, M.
Anthony, G., & Walshaw, M. (2007). Policy implementation: Integrating the personal and the social. Mathematics Teacher Education and Development. 8, 5-22 Retrieved from http://files.eric.ed.gov/fulltext/EJ836492.pdf
[Journal article]Authored by: Anthony, G., Walshaw, M.
Walshaw, M. (2007). Responding to calls for greater accountability. Mathematics Education Research Journal. 19(1), 1-2
[Journal article]Authored by: Walshaw, M.
Walshaw, M., & Anthony, G. (2007). Creating opportunities through care in the mathematics classroom. Set: Research Information for Teachers. 1, 48-52 Retrieved from http://www.nzcer.org.nz/nzcerpress/set/articles/creating-opportunities-through-care-mathematics-classroom
[Journal article]Authored by: Anthony, G., Walshaw, M.
Anthony, G., & Walshaw, M. (2007). Creating opportunities for learning with mathematical tasks. Set: Research Information for Teachers. 1, 7-11 Retrieved from http://www.nzcer.org.nz/nzcerpress/set/articles/creating-opportunities-learning-mathematical-tasks
[Journal article]Authored by: Anthony, G., Walshaw, M.
Walshaw, M. (2006). Girls' workplace destinations in a changed social landscape: Girls and their mothers talk. British Journal of Sociology of Education. 27(5), 555-567
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2006). Making a difference through mathematics educational research. Mathematics Education Research Journal. 18(3), 1-2
[Journal article]Authored by: Walshaw, M.
Openshaw, R., & Walshaw, M. (2006). Pandering to women? The introduction of the science and mathematics new scheme in an era of ambiguity. New Zealand Journal of Educational Studies. 41(2), 241-255
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2006). The classroom as a space for the production of subjectivities. New Zealand Journal of Educational Studies. 41(1), 69-84
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2005). Explorations of girls and mathematics. The New Zealand Mathematical Magazine. 41(2), 1-8
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2005). Getting political and unraveling layers of gendered mathematical identifications. Cambridge Journal of Education. 35(1), 19-34
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2004). Explorations of girls and mathematics. The New Zealand Mathematical Magazine. 41(2), 1-8
[Journal article]Authored by: Walshaw, M.
Anthony, G., & Walshaw, M. (2004). Zero: A 'none' number?. Teaching Children Mathematics. 11(1), 38-42 Retrieved from http://www.wmisd.org/ge/mm/Kindergarten%20Math%20Documents/MGLAnCE/Zero%20a%20None%20Number.pdf
[Journal article]Authored by: Anthony, G., Walshaw, M.
Walshaw, M. (2004). Pre-service mathematics teaching in the context of schools: An exploration into the constitution of identity. Journal of Mathematics Teacher Education. 7(1), 63-86 Retrieved from http://link.springer.com/article/10.1023/B%3AJMTE.0000009972.30248.9c
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2004). A powerful theory of active engagement. For the Learning of Mathematics: An International Journal of Mathematics Education. 24(3), 4-10
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2003). Democratic education under scrutiny: Connections between mathematics education and feminist political discourses. Philosophy of Mathematics Education Journal. (17), 1-14 Retrieved from http://people.exeter.ac.uk/PErnest/pome17/walshaw.htm
[Journal article]Authored by: Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2003). Swaps and switches: Students' understandings of commutativity. The New Zealand Mathematics Magazine. 40(2), 11-21
[Journal article]Authored by: Anthony, G., Walshaw, M.
Anthony, G., & Walshaw, M. (2002). Children's notions of commutativity: Do we need more than 'turn-arounds'?. SET: Research information for teachers. (3), 8-11 Retrieved from http://www.nzcer.org.nz/nzcerpress/set/articles/children-s-notions-commutativity-do-we-need-more-turn-arounds
[Journal article]Authored by: Anthony, G., Walshaw, M.
Walshaw, M. (2002). Epistemic terrains and epistemic responsibility. Philosophy of Mathematics Education Journal. (16), 1-8 Retrieved from http://people.exeter.ac.uk/PErnest/pome16/docs/walshaw.pdf
[Journal article]Authored by: Walshaw, M.
Walshaw, MA. (2001). Engaging postpositivist perspectives in mathematics education. Science & Mathematics Education Papers 2001. , 19-33
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2001). The question of knowing others: Doing research in mathematics education. Philosophy of Mathematics Education Journal. (14), 1-8 Retrieved from http://people.exeter.ac.uk/PErnest/pome14/walshaw.pdf
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2001). A Foucauldian Gaze on Gender Research: What Do You Do When Confronted with the Tunnel at the End of the Light?. Journal for Research in Mathematics Education. 32(5), 471-492
[Journal article]Authored by: Walshaw, M.
Walshaw, M. (2000). The Emperor(ess)'s New Clothes: Deconstructing Gendered Constructions within MiNZC. New Zealand Journal of Educational Studies. 35(2), 145-155
[Journal article]Authored by: Walshaw, M.

Book

Stinson, DW., & Walshaw, MA. (2017). Exploring different theoretical frontiers for different (and uncertain) possibilities in mathematics education research. In J. Cai (Ed.) Compendium for Research in Mathematics Education. (pp. 128 - 155). Reston, VA: National Council of Teachers of Mathematics
[Chapter]Authored by: Walshaw, M.
Roth, W-M., & Walshaw, MA. (2017). On the irreducibility of acting, emoting, and thinking: A societal-historical approach to affect in mathematical activity. In U. Xolocotzin (Ed.) Understanding emotions in mathematical thinking and learning. (pp. 410 - 432). : Elsevier Academic Press
[Chapter]Authored by: Walshaw, M.
Thornton, S., Kinnear, V., & Walshaw, M. (2016). A philosophical gaze on Australasian mathematics education research. In Research in Mathematics Education in Australasia 2012-2015. (pp. 29 - 48).
[Chapter]Authored by: Walshaw, M.
Thornton, S., Kinnear, V., & Walshaw, MA. (2016). A philosophical gaze on Australasian mathematics education research. In K. Makar, S. Dole, M. Visnoska, M. Goos, A. Bennison, & K. Fry (Eds.) Research in mathematics education in Australasia 2012-2015. (pp. 29 - 48). : Springer Nature
[Chapter]Authored by: Walshaw, M.
Duncan, W., & Walshaw, M. (2016). Understanding empathy in on-line learning environments. In Psychology of Empathy: New Research. (pp. 1 - 32).
[Chapter]Authored by: Walshaw, M.
Walshaw, MA., & de Freitas, E.(2016). Alternative theoretical frameworks for mathematics education research: Theory meets data.. : Springer
[Authored Book]Authored by: Walshaw, M.
Walshaw, M.(2015). Planning Your Postgraduate Research. : Palgrave Macmillan
[Authored Book]Authored by: Walshaw, M.
Walshaw, MA., & Brown, S. (2014). (Re)conceptualizing gender in education: Connecting research, theory, and practice. In A. St George, S. Brown, & J. O'Neill (Eds.) Facing the big questions in teaching: Purpose, power, and learning. (pp. 81 - 87). : Cengage
[Chapter]Authored by: Walshaw, M.
Walshaw, M. (Ed.) (2014). Knowledge and the Future of the Curriculum.
[Edited Book]Edited by: Walshaw, M.
Jablonka, E., Wagner, D., & Walshaw, M. (2013). Theories for studying social, political and cultural dimensions of mathematics education. In MAK. Clements, AJ. Bishop, C. Keitel, J. Kilpatrick, & FKS. Leung (Eds.) Third international handbook of mathematics education. (pp. 41 - 67). United States: Springer Science+Business Media
[Chapter]Authored by: Walshaw, M.
Walshaw, MA.(2012). Getting to grips with doctoral research. : Palgrave Macmillan
[Authored Book]Authored by: Walshaw, M.
Atweh, B., Vale, C., & Walshaw, M. (2012). Equity, diversity, social justice and ethics in mathematics education. In Research in Mathematics Education in Australasia 2008-2011. (pp. 39 - 65).
[Chapter]Authored by: Walshaw, M.
Walshaw, M. (2011). Identity as the cornerstone of quality and equitable mathematical experiences. In Mapping Equity and Quality in Mathematics Education. (pp. 91 - 104).
[Chapter]Authored by: Walshaw, M.
Walshaw, M.(2010). Unpacking pedagogy: New perspectives for mathematics classrooms.. : Information Age
[Authored Book]Edited by: Walshaw, M.
Walshaw, M. (2010). A Foucauldian gaze on gender research: What do you do when confronted with the tunnel at the end of the light?. In AJ. Bishop (Ed.) Mathematics Education. (pp. 108 - 128). London: Routledge
[Chapter]Authored by: Walshaw, M.
Openshaw, R., & Walshaw, MA.(2010). Are our standards slipping?: Debates over literacy and numeracy standards in New Zealand since 1945. Wellington, New Zealand: NZCER PRESS
[Authored Book]Authored by: Walshaw, M.
Walshaw, MA. (2010). New perspectives on pedagogy for mathematics classrooms. In M. Walshaw (Ed.) Unpacking Pedagogy: New Perspectives for Mathematics Classrooms. (pp. 11 - 27). Charlotte, NC, United States: Information Age Publishing, Inc.
[Chapter]Authored by: Walshaw, M.
Walshaw, MA. (2010). Learning to teach: Powerful practices at work during the practicum. In M. Walshaw (Ed.) Unpacking Pedagogy: New Perspectives for Mathematics Classrooms. (pp. 109 - 128). Charlotte, NC: Information Age Publishing, Inc (IAP)
[Chapter]Authored by: Walshaw, M.
Walshaw, MA. (Ed.) (2010). Unpacking pedagogy: New perspectives for mathematics classrooms. Charlotte, NC, United States: Information Age Publishing, Inc.
[Edited Book]Authored by: Walshaw, M.Edited by: Walshaw, M.
(2009). Effective pedagogy in mathematics. (Vol. 19) Switzerland: International Academy of Education, International Bureau of Education
[Edited Book]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA. (2008). Developing theory to explain learning to teach. In . Tony Brown (Ed.) The Psychology of Mathematics Education. (pp. 119 - 138). Rotterdam, The Netherlands: Sense Publishers
[Chapter]Authored by: Walshaw, M.
Walshaw, MA. (2008). Best evidence research redefined in mathematics education. In D. Freitas, . Elizabeth, & N. Kathleen (Eds.) Opening the Research Text:. (pp. 13 - 26). USA: Springer
[Chapter]Authored by: Anthony, G., Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2008). Characteristics of effective pedagogy for mathematics education. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W. Seah, . . . P. Sullivan (Eds.) Research in Mathematics Education in Australasia 2004-2007. (pp. 195 - 222). Rotterdam, Netherlands: Sense Publishers
[Chapter]Authored by: Anthony, G., Walshaw, M.
Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics. Switzerland: International Academy of Education [IAE] and International Bureau of Education [IBE]
[Monograph]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA.(2007). Working with Foucault in education. Rotterdam, The Netherlands: Sense Publishers
[Authored Book]Authored by: Walshaw, M.
Walshaw, M.(2004). Mathematics education within the postmodern.. : Information Age
[Authored Book]Edited by: Walshaw, M.
Walshaw Margaret, . (Ed.) (2004). Mathematics education within the postmodern. Greenwich, CT: Information Age Publishing
[Edited Book]Authored by: Walshaw, M.Edited by: Walshaw, M.
Walshaw, MA. (2004). The pedagogical relation in postmodern times: Learning with Lacan. In M. Walshaw (Ed.) Mathematics Education within the Postmodern. (pp. 121 - 139). Greenwich, CT, United States: Information Age Publishing
[Chapter]Authored by: Walshaw, M.
Walshaw, MA. (2004). Introduction: Postmodernism meets mathematics education. In M. Walshaw (Ed.) Mathematics Education within the Postmodern. (pp. 1 - 11). Greenwich, CT, United States: Information Age Publishing
[Chapter]Authored by: Walshaw, M.
Walshaw, MA., & Anthony, GJ. (2004). Research trends in mathematics education. In B. Perry, G. Anthony, & CD. Eds (Eds.) Research in Mathematics Education in Australasia 2000-2003. (pp. 3 - 28). Flaxton, QLD: Mathematics Education Research Group of Australasia
[Chapter]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA. (2003). Learning for learning: Preservice work in schools. In D. Fraser, & RE. Openshaw (Eds.) Informing Our Practice: Special Volume. (pp. 127 - 140). Palmerston North, NZ: Kanuka Grove Press
[Chapter]Authored by: Walshaw, M.

Report

Anthony, G., & Walshaw, MA.(2012). Effective pedagogy in Mathematics. Educational Practice Series – 19 Translated into Arabic..
[Technical Report]Authored by: Anthony, G., Walshaw, M.
Andrews, R., Bell, A., Butler, P., Tawhai, V., & Walshaw, M.(2012). National identity and cultural diversity: A research project that looks at what Year 12 students say about identity in New Zealand: Summary of results. New Zealand: Massey University
[Technical Report]Authored by: Andrews, R., Butler, P., Tawhai, V., Walshaw, M.
Walshaw, MA., & Anthony, G.(2010). Mathematical relationships and practices: A view into Year 9 mathematics classrooms. A summary..
[Technical Report]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA., & Anthony, G.(2009). Effective pedagogy in mathematics. Educational Practice Series – 19. (English). : International Academy of Education & International Bureau of Education Paris. UNESCO.
[Technical Report]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA.(2007). Effective pedagogy in Mathematics/Pāngarau: Best Evidence Synthesis Iteration [BES].. : Learning Media
[Technical Report]Authored by: Walshaw, M.
Davies, NM., Walker, K., & Walshaw, MA.(2007). Mathematics and numeracy in schools and early childhood education services: Investigation into transitions.
[Technical Report]Authored by: Walshaw, M.
Walshaw, MA., & Anthony, G.(2006). Numeracy change practices: Final Report to the Teaching and Learning Research Initiative.
[Technical Report]Authored by: Anthony, G., Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2006). Numeracy practices and change.
[Commissioned Report]Authored by: Anthony, G., Walshaw, M.
Anthony, GJ., & Walshaw, MA.(2003). Fractions assessment using a real context. Palmerston North, NZ: College of Education, Massey University
[Technical Report]Authored by: Anthony, G., Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2003). Fractions assessment using a real context. Massey University, College of Education.
[Commissioned Report]Authored by: Anthony, G., Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2002). Students' conjectures and justifications. Massey University, College of Education.
[Commissioned Report]Authored by: Anthony, G., Walshaw, M.
Anthony, ., & Walshaw, MA.Effective pedagogy in mathematics.
[Commissioned Report]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA.Mathematical relationships and practices: A view into Year 9 mathematics classrooms. A summary. NZCER..
[Commissioned Report]Authored by: Walshaw, M.

Conference

Walshaw, MA., Chronaki, A., Leyva, L., Stinson, D., Nolan, K., & Mendick, H. (2017). Beyond the box: Rethinking gender in mathematics education research. In A. Chronaki (Ed.) Chronaki, A. (Ed.), Proceedings of the Ninth International Conference of Mathematics Education and Society. (pp. 184 - 188). : Ninth International Conference of Mathematics Education and Society
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA. (2016). Reflective practice and teacher identity: A psychoanalytic view.. Proceedings of the 40th conference of the International Group for the Psychology of Mathematics Education. Vol. 4 (pp. 363 - 370). : 40th Conference of the International Group for the Psychology of Mathematics Educaiton
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA. (2016). Interrogating historical debates over mathematics standards. Presented at History and Pedagogy of Mathematics Satellite Meeting of ICME-13
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2016). Reflective practice and teacher identity: A psychoanalytic view. Presented at 40th conference of the International Group for the Psychology of Mathematics Education,
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2016). Recent developments on gender and mathematics education: Invited presentation. Presented at 13th International Congress on Mathematical Education. Hamburg.
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2016). Interrogating historical debates over mathematics standards. , History and Pedagogy of Mathematics Satellite Meeting of ICME-13
[Conference Abstract]Authored by: Walshaw, M.
Walshaw, MA. (2014). Raising political, psychoanalytic, and cultural questions of a proposed educational intervention. In M. Walshaw (Ed.) (pp. 79 - 83). : PME38/PME-NZ 36
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA. (2014, July). Raising political, psychoanalytic, and cultural questions of a proposed educational intervention. Presented at PME 38/PME - NA 36. Vancouver, Canada.
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2012). Towards an understanding of ethical practical action: Insights from contemporary inquiries. In S. Oesterle, D. Allan, & P. Lijedahl (Eds.) Proceedings of the 2012 annual meeting of the Canadian Mathematics Education Study Group. (pp. 3 - 12). : 2012 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2012 Du Groupe Canadien D'étude en Didactique Des Mathématiques
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, M. (2012, May). Exploring the identity of a pre-service teacher: Communal processes during the practicum. Presented at Eighth International Congress of Qualitative Inquiry. Urbana, IL, United States.
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2011, July). Looking back and looking forward. Presented at Contemporary Theory in Mathematics Education. Manchester, UK.
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2010, March). Unpacking pedagogy: New perspectives for mathematics classrooms. Presented at Mathematics Education and Society (MES) Conference. Berlin, Germany.
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2010, July). The researcher’s self in research: Confronting issues about knowing and understanding others. Presented at 33rd Conference of the Mathematics Education Research Group of Australasia (MERGA). Fremantle, Australia.
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2010). The researcher's self in research: Confronting issues about knowing and understanding others. In L. Sparrow, B. Kissane, & C. Hurst (Eds.) Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia Incorporated 2010: Shaping the Future of Mathematics Education. (pp. 587 - 593).
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA.(2010). New perspectives on mathematics pedagogy. . Berlin, Germany
[Conference Other]Authored by: Walshaw, M.
Walshaw, MA. (2009, July). A teacher’s implementation of examples in solving number problems. Presented at 33rd conference of the International Group for the Psychology of Mathematics Education,. Thessaloniki, Greece.
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2009, July). Enhancing mathematical identities at the expense of mathematical proficiency? Lessons from a New Zealand classroom. Presented at 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece.
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2009, July). Exploring the identity of a pre -service teacher: Community processes during the practicum. Presented at The 32nd annual conference of the Mathematics Education Research Group of Australasia (MERGA). Wellington, New Zealand.
[Conference Oral Presentation]Authored by: Walshaw, M.
Ding, L., Walshaw, MA., & Anthony, GJ. (2009). Lesson starter activities in New Zealand secondary mathematics lessons. In Crossing Divides Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia(pp. 734 - 735). : Mathematics Education Research Group of Australasia
[Conference Abstract]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA. (2009). Exploring the identity of a pre-service teacher: Communal processes during the practicum. In R. Hunter, B. Bicknell, & T. Burgess (Eds.) Crossing Divides Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 555 - 562).
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Ding, L., Anthony, GJ., & Walshaw, MA. (2009). A teacher's implementation of examples in solving number problems. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.) Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. (pp. 425 - 432).
[Conference Paper in Published Proceedings]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA., Ding, L., & Anthony, GJ. (2009). Enhancing mathematical identities at the expense of mathematical proficiency? Lessons from a New Zealand classroom. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.) Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. (pp. 313 - 320).
[Conference Paper in Published Proceedings]Authored by: Anthony, G., Walshaw, M.
Brown, SE., & Walshaw, MA. (2008, November). Using poststructuralism in educational research: Changing theories in changing times. Presented at New Zealand Association for Research in Education National Conference. Massey University, Palmerston North, New Zealand.
[Conference Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA., & Anthony, GJ. (2007). The role of pedagogy in classroom discourse. In J. Watson, & K. Beswick (Eds.) Mathematics: Essential Research, Essential Practice (Vol. 2). Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 765 - 774).
[Conference Paper in Published Proceedings]Authored by: Anthony, G., Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2007, April). Characteristics of effective teaching of mathematics: An evidential synthesis. Presented at American Educational Research Association 2007 Annual Meeting: The World of Educational Quality. Chicago, IL.
[Conference Oral Presentation]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA., & Anthony, GJ. (2006). Numeracy reform in New Zealand: Factors that influence classroom enactment. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.) Proceedings of the 30th Conference of the International group for the Psychology of Mathematics Education. Mathematics in the Centre. Vol. 5 (pp. 361 - 368).
[Conference Paper in Published Proceedings]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA., & Anthony, GJ. (2006). Classroom Arrangements that Benefit Students. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.) 29th Annual Conference of the Mathematics Education Research Group of Australiasia - MERGA. (pp. 527 - 534).
[Conference Paper in Published Proceedings]Authored by: Anthony, G., Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2005). Work-in-progress on the effective pedagogy in Pangarau/Mathematics Best Evidence Synthesis Iteration. (pp. 110). , New Zealand Association for Research in Education National Conference Dunedin, NZ: New Zealand Association for Research in Education
[Conference Abstract]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA., & Anthony, GJ. (2005, September). Numeracy classrooms: Students' perspectives. Presented at New Zealand Association of Mathematics Teachers Biennial Conference. Christ's College, Christchurch, NZ.
[Conference Oral Presentation]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA., & Cabral, T. (2005). Reviewing and thinking the affect/cognition relation. In HL. Chick, & JL. Vincent (Eds.) 29th Conference of the International Group for the Psychology of Mathematics Education. Vol. 4 (pp. 297 - 303). University of Melbourne
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA., & Siber, E. (2005). Inclusive mathematics: Catering for the 'learning-difficulties' Student. Vol. 1 (pp. 290 - 290). , Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education University of Melbourne, Australia: Psychology of Mathematics Education
[Conference Abstract]Authored by: Walshaw, M.
Walshaw, MA. (2004). Communities of practice within Australasian classrooms. New Zealand Association for Research in Education National Conference: Proceedings. (pp. unpaged). Wellington, NZ
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA. (2004). Becoming knowledgeable in practice: The constitution of secondary teaching identity. In I. Putt, R. Faragher, & MM. Eds (Eds.) Mathematics Education for the Third Millennium: Towards 2010. Vol. 2 (pp. 557 - 564). Sydney, NSW
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA. (2004, November). Communities of practice within Australasian classrooms. Presented at New Zealand Association for Research in Education National Conference. Wellington, NZ.
[Conference Oral Presentation]Authored by: Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2004, November). Numeracy classrooms: Learners' perspectives. Presented at New Zealand Association for Research in Education National Conference. Wellington, NZ.
[Conference Oral Presentation]Authored by: Anthony, G., Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2004, November). Characteristics of pedagogical approaches that facilitate learning for diverse learners in early childhood and schooling in Pangarau/Mathematics: Best evidence synthesis iteration. Presented at New Zealand Association for Research in Education National Conference. Wellington, NZ.
[Conference Oral Presentation]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA. (2004, June). Becoming knowledgeable in practice: The constitution of secondary teaching identity. Presented at 27th Mathematics Education Research Group of Australasia Conference. Townsville, QLD.
[Conference Oral Presentation]Authored by: Walshaw, M.
Bana, J., & Walshaw, MA. (2003). A window into mathematics communities of practice in Australia and New Zealand. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.) 26th Annual Conference of the Mathematics Education Research Group of Australasia. Vol. 1 (pp. 96 - 103). Sydney, Australia
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2003). Pizza for dinner: "How much" or "How many"?. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.) 26th Annual Conference of the Mathematics Education Research Group of Australasia. Vol. 26 (pp. 80 - 87). Sydney, NSW, Australia
[Conference Paper in Published Proceedings]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA. (2002). Preservice work within schools: Teaching knowledge in production. In B. Barton, KC. Irwin, M. Pfannkuch, & MOJ. Thomas (Eds.) 25th Annual Conference of the Mathematics Education Research Group of Australasia. Vol. 2 (pp. 665 - 672). Auckland, NZ
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA. (2002). Telling other people's stories: Knowledge production and representation lessons. In AD. Cockburn, & E. Nardi (Eds.) International Group for the Psychology of Mathematics Education. Vol. 4 (pp. 345 - 352). Norwich, UK
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2002). Swaps and switches: Students' understandings of commutativity. In B. Barton, KC. Irwin, M. Pfannkuch, & MOJ. Thomas (Eds.) 25th Annual Conference of the Mathematics Education Research Group of Australasia. Vol. 1 (pp. 91 - 99). Auckland, NZ
[Conference Paper in Published Proceedings]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA. (2001). Attending to how stories are told: Analysing data in mathematics education research. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.) 24th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated: Numeracy and Beyond. Vol. 2 (pp. 507 - 514). Sydney, Australia
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA., & Savell, J. (2001). Learning to teach: The construction of teacher identity in the context of schools. In J. Bobis, B. Perry, & M. Mitchelmore (Eds.) 24th conference of the Mathematics Education Research Group of Australasia Incorporated: Numeracy and Beyond. Vol. 2 (pp. 515 - 522). Sydney, Australia
[Conference Paper in Published Proceedings]Authored by: Walshaw, M.
Walshaw, MA. (2000). Dis-quietening moments: Another look at the issue of girls' silence in the classroom. In 23rd Annual Conference of the Mathematics Education Research Group of Australasia Incorporated: Mathematics Education Beyond 2000 Vol. 2 (pp. 700 - 700). Fremantle, Western Australia, Australia: Mathematics Education Research Group of Australasia Incorporated
[Conference Abstract]Authored by: Walshaw, M.

Other

Walshaw, MA. (2014). (Re)conceptualizing gender in education: Connecting research, theory, and practice.. Cengage
[Other]Authored by: Walshaw, M.
Jablonka, E., Wagner, D., & Walshaw, M. (2013). Theories for studying social, political and cultural dimensions of mathematics education. (pp. 41 - 67).
[Other]Authored by: Walshaw, M.
Walshaw, MA. (2012). Getting to grips with doctoral research..
[Other]Authored by: Walshaw, M.
Anthony, GJ., & Walshaw, MA. (2010). Te ako pangarau whaihua. (pp. 3 - 38). Ministry of Education
[Other]Authored by: Anthony, G., Walshaw, M.
Walshaw, MA. (2008). Working towards publishing your work. Presented at Massey University, Palmerston North, NZ.
[Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2008). Oral examinations: Whats involved and how to prepare. Presented at Massey University, Palmerston North, New Zealand.
[Oral Presentation]Authored by: Walshaw, M.
Brown, SE., & Walshaw, MA. (2007). Poststructuralism: Using theory in education. Presented at Massey University, Palmerston North, New Zealand.
[Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2005). Blocks to girls' achievements.
[Other]Authored by: Walshaw, M.
Walshaw, MA. (2004, November). Communities of practice within Australasian classrooms. : New Zealand Association for Research in Education National Conference.
[Oral Presentation]Authored by: Walshaw, M.
Walshaw, MA. (2004). Explorations of girls and mathematics. Massey University, Department of Mathematics and Statistics
[Other]Authored by: Walshaw, M.

Supervision and Teaching

Summary of Doctoral Supervision

Position Current Completed
Supervisor 5 8
CoSupervisor 1 3

Teaching

.

Current Doctoral Supervision

Supervisor of:

  • Ann Simpson - Doctor of Education
    E-Learning
  • Penpisoot Maitrarat - PhD
    The Development of Higher Education in Thailand from 1932 to the Present
  • Julie Whyte - Doctor of Education
    Primary classroom teachers and maths anxiety
  • Heather Thomas - Doctor of Education
    Pedagogies of presence: Contemplative education and mindfulness in university education in Aotearoa New Zealand

CoSupervisor of:

  • Philippa Butler - PhD
    Multiple ethnic identities in senior secondary students in New Zealand

Completed Doctoral Supervision

Supervisor of:

  • 2017 - Reen Thankachen Skaria - Doctor of Education
    Experiences of overseas nurse educators teaching in New Zealand
  • 2016 - Bilinda Jane Offen - Doctor of Education
    Factors that Influence Teacher Appraisal in Primary Schools: Making appraisal meaningful for teachers
  • 2016 - Margaret Evelyn Crawford - Doctor of Education
    Acceleration and Gifted Girls
  • 2015 - Jayne Helen Jackson - Doctor of Education
    Collaborative Support for Reading Development: Parent Partnership in Practice
  • 2014 - Kirsty Jane Farrant - Doctor of Education
    Teaching socioscientific issues and ethical decision-making: a self study
  • 2012 - Wayne Alan Duncan - Doctor of Education
    Understanding the nature and function of empathy in synchronous multimedia conferencing
  • 2012 - Janelle Deane McKenzie - Doctor of Education
    Redefining Appraisal:Giving teachers ownership of their practice
  • 2007 - Timothy Angus Burgess - Doctor of Education
    Investigating the Nature of Teacher Knowledge Needed and Used in Teaching Statistics

CoSupervisor of:

  • 2015 - Kevin Barry Shore - Doctor of Education
    Career Assistant/Deputy Principals: Asleep at the Wheel or Motivated Drivers in Education
  • 2011 - Aluthge Dona Kalyani Wijayawardana - Doctor of Education
    Exploring the potential for an alternative teacher education programme for pre-service teacher education in the Environmental Related Activities Curriculum in Sri Lanka through the problem based learning approach used in one university in New Zealand
  • 2008 - Roberta Kathleen Hunter - PhD
    Mathematics Education: Teacher Development and its relationship to classroom practice.

Media and Links

Media

  • 01 Aug 2014 - Online
    Hui connects education researchers

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