Publications List
for Prof M.O.J. Thomas
1. Ratnayake, I., Oates, G.,
& Thomas, M.
O. J. (2016). Supporting teachers developing mathematical tasks with digital technology.
In xxxx (Eds.). Opening up mathematics education research (Proceedings of the 39th
annual conference of the Mathematics
Education Research Group of Australasia, pp. xxxx).
Adelaide: MERGA.
2.
Schoenfeld, A., Thomas, M.
O. J., & Barton, B. (2016). On understanding and improving the teaching of
university mathematics. International Journal of STEM Education, 3(4).
DOI 10.1186/s40594-016-0038-z
3.
Hannah, J., Stewart, S., & Thomas, M. O. J. (2016). Developing
conceptual understanding and definitional clarity in linear algebra through the
three worlds of mathematical thinking. Teaching
Mathematics and Its Applications: International Journal of the IMA.
4.
Hannah, J., Stewart, S., & Thomas, M. O. J. (2015). Linear algebra in the
three worlds of mathematical thinking: The effect of permuting worlds on students' performance. In Fukawa-Connelly, T., Infante, N. E., Keene, K.,
& Zandieh, M., Proceedings
of the 18th Annual Conference of the Special Interest Group of the
Mathematical Association of America (SIGMAA) on Research in Undergraduate
Mathematics Education (pp. 581-587). San Diego, USA. Available in
electronic proceedings from http://sigmaa.maa.org/rume/RUME18-final.pdf
5. Thomas, M. O.
J. (2015). Inhibiting intuitive thinking in
mathematics education. ZDM Mathematics
Education, 47(5), 865-876. DOI
:10.1007/s11858-015-0721-4
6. Arzarello, F., Robutti, O. & Thomas, M. O. J. (2015). Growth point and gestures: Looking inside mathematical meanings. Educational Studies in Mathematics, 90, 19-37.
DOI: 10.1007/s10649-015-9611-5.
7. McMullen, S.,
Oates, G., & Thomas, M. O. J. (2015). An integrated technology course at university: Orchestration and
mediation. In K. Beswick, T. Muir & J. Wells (Eds.)
Proceedings
of the 39th Conference of the International Group for the Psychology
of Mathematics Education (Vol. 3, pp. 249-256).
Hobart, Australia: IGPME.
8. Marrongelle, K.,
Rasmussen, C., & Thomas M.O.J. (2015). Editorial. International Journal of
Research in Undergraduate Mathematics Education, 1(1), 1-2. DOI
10.1007/s40753-015-0008-8.
9. Thomas, M. O.
J., De Freitas Druck, I., Huillet, D., Ju, M-K., Nardi, E., Rasmussen, C., & Xie,
J. (2015). Key mathematical concepts in
the transition from secondary school to university. Proceedings of The 12th International Congress On
Mathematical Education (ICME-12) Survey Team 4 (pp. 265-284). Seoul, Korea.
10. Hong,
Y. Y., & Thomas, M. O. J. (2014). Graphical construction of a local perspective on differentiation and
integration. Mathematics
Education Research Journal.
27, 183-200. DOI: 10.1007/s13394-014-0135-6
11. Yoon, C., Thomas, M. O. J., & Dreyfus, T. (2014). The role of
conscious gesture mimicry in mathematical learning. In L. Edwards, F. Ferrara,
& D. Moore-Russo (Eds.), Emerging perspectives on gesture and
embodiment in mathematics (pp.
175-195). Charlotte, NC: Information
Age Publishing.
12. Drijvers, P., Monaghan,
J., Thomas, M. O. J., & Trouche, L. (2014). Use of
Technology in Secondary Mathematics: Final report for the International
Baccalaureate, pages 1-119. Available from: http://www.ibo.org/contentassets/629da4c8d872407198aa56ce2f8b5ab2/technologyindpmathematicsfinalreport.pdf
13. Barton,
B., Oates, G., Paterson, J., & Thomas, M. O. J. (2014). A marriage of
continuance: Professional development for mathematics lecturers. Mathematics Education Research Journal 27(2),
147-164. DOI: 10.1007/s13394-014-0134-7
14. Thomas, M. O.
J. & Yoon, C. (2014). The impact of conflicting goals on mathematical
teaching decisions. Journal of
Mathematics Teacher Education, 17, 227-243. DOI: 10.1007/s10857-013-9241-8.
15. Clark-Wilson,
A., Aldon, G., Cusi, A., Goos, M., Haspekian, M., Robutti, O. & Thomas, M. O. J. (2014). The challenges
of teaching mathematics with digital technologies – The evolving role of
the teacher. In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.) Proceedings of the 38th Conference of
the International Group for the Psychology of Mathematics Education (Vol. 1, pp.
87-116). Vancouver, Canada: IGPME.
16. Hannah, J.,
Stewart, S., & Thomas, M. O. J. (2014).
Teaching linear algebra
in the embodied, symbolic and formal worlds of mathematical thinking: Is there
a preferred order? In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.) Proceedings of the 38th Conference of
the International Group for the Psychology of Mathematics Education (Vol. 3, pp.
241-248). Vancouver, Canada: IGPME.
17. Oates, G., Sheryn, L., & Thomas, M. O. J. (2014). Technology-active student engagement in an undergraduate
mathematics course. In P. Liljedahl, C. Nicol, S. Oesterle & D. Allan (Eds.) Proceedings of the 38th Conference of
the International Group for the Psychology of Mathematics Education (Vol. 4, pp.
329-336). Vancouver, Canada: IGPME.
18. Thomas, M. O.
J., & Yoon, C. (2014). The role of teaching
decisions in curriculum alignment. In P. Liljedahl,
C. Nicol, S. Oesterle &
D. Allan (Eds.) Proceedings
of the 38th Conference of the International Group for the Psychology
of Mathematics Education (Vol. 5, pp. 241-248).
Vancouver, Canada: IGPME.
19. Pfannkuch, M., Budgett, S., & Thomas, M. O. J. (2014).
Constructing statistical concepts through bootstrap simulations: A case study.
In U. Sproesser, S. Wessolowski,
& C. Wšrn (Eds). Daten, Zufall und der
Rest der Welt – Didaktische Perspektiven
zur anwendungsbezogenen Mathematik (pp. 191-203), Dordrecht: Springer-Verlag.
20. Thomas, M. O.
J. (2014). Algorithms. In S. Lerman
(Ed.), Encyclopedia of mathematics education (Chap.
8, pp. 1-3), Dordrecht: Springer. DOI
10.1007/978-94-007-4978-8
21. Oates, G. N., Thomas, M. O. J., & Sheryn,
L. (2013). Immersive technology in an undergraduate mathematics course.
Presented at Lighthouse Delta: 9th
Delta Conference on the teaching and learning of undergraduate mathematics and
statistics, Kiama, NSW, 247.
22. Hong, Y. Y.
& Thomas, M. O. J. (2013). Graphical
construction of a local perspective on derived functions. In A. M. Lindmeier & A. Heinze (Eds.) Proceedings
of the 37th Conference of the International Group for the Psychology
of Mathematics Education (Vol. 3, pp. 81-88), Kiel, Germany.
23. Hannah, J.,
Stewart, S., & Thomas, M. O. J. (2013).
Conflicting goals and decision making: The
influences on a new lecturer. In A.
M. Lindmeier
& A. Heinze (Eds.) Proceedings of the 37th Conference of the International
Group for the Psychology of Mathematics Education (Vol. 2, pp. 425-432).
Kiel, Germany.
24. Thomas, M. O.
J. & Lin, C. (2013). Designing
tasks for use with digital technology. In C. Margolinas
(Ed.) Task Design in Mathematics Education. Proceedings of ICMI Study 22 (pp.
111-119). Oxford.
25. Thomas, M. O.
J. & Hong, Y. Y. (2013). Teacher
integration of technology into mathematics learning. International Journal for Technology in
Mathematics Education, 20(2),
69-84.
26. Thomas, M. O.
J. (2013). Algorithms. Online Encyclopedia of Mathematics Education, Chapter 8, Article
313187, Springer. Available at http://www.springerreference.com/docs/edit/chapterdbid/313187.html
27. Thomas, M. O.
J. & Palmer, J. (2013). Teaching
with digital technology: Obstacles and opportunities. In A. Clark-Wilson, N.
Sinclair, & O. Robutti (Eds.) The mathematics teacher in the digital era
(pp. 71-89), Dordrecht: Springer.
28. Heid, M. K., Thomas, M. O. J., & Zbiek, R. M. (2013). How might
computer algebra systems change the role of algebra in the school curriculum?
In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung
(Eds.) Third international handbook of
mathematics education (pp. 597-642), Dordrecht: Springer.
29. Hannah, J.,
Stewart, S., & Thomas, M. O. J. (2013).
Emphasizing
language and visualization in teaching linear algebra. International
Journal of Mathematical Education in Science and Technology, 44(4), 475-489. DOI: 10.1080/0020739X.2012.756545
30. Thomas, M. O.
J., De Freitas Druck, I., Huillet, D., Ju, M-K., Nardi, E., Rasmussen, C., & Xie,
J. (2012). Key mathematical concepts in
the transition from secondary to university. Pre-Proceedings of The 12th International Congress On
Mathematical Education (ICME-12) Survey Team 4, 90-136, Seoul, Korea.
Available from http://faculty.math.tsinghua.edu.cn/~jxie/papers/icme2012_ST4.pdf or http://www.math.auckland.ac.nz/~thomas/ST4.pdf
31. Lin, C., & Thomas, M. O. J. (2012). Student understanding
of Riemann integration: The role of the dynamic software GeoGebra.
New Zealand Mathematics Magazine, 48(2), 45-65.
32. Barton, B., Ell,
F., Kensington-Miller, B., & Thomas, M. O. J. (2012). Teaching undergraduate mathematics: Perspectives and interactions. Teaching
and Learning Research Initiative (TLRI) Summary Report, Wellington: New Zealand
Council for Educational Research (NZCER), Available from
http://www.tlri.org.nz/sites/default/files/projects/9285_Summary.pdf
33. Thomas, M. O.
J. (2012). Editorial. CULMS Newsletter,
5, 2-3. ISSN 2230-3804.
34. Nataraj, M. S, &
Thomas, M. O. J. (2012). Student understanding of large numbers and powers: The
effect of incorporating historical ideas. 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.
554-561). Singapore. MERGA, Inc.
35. Nataraj, M. S, &
Thomas, M. O. J. (2012). The concept of generalised number: Valuable lessons
from the history of algebra. 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.
562-569). Singapore. MERGA, Inc.
36. Arzarello, F., Drijvers, P., & Thomas, M. O. J. (2012). How
representation and communication infrastructures can enhance mathematics
teacher training. Proceedings of the 12th
International Congress on Mathematical Education (ICME-12) Working and Study
Group 13, 7221-7230, Seoul, Korea.
37. Thomas, M. O.
J. (2012). Building pedagogical technology knowledge. Proceedings of the
International Colloquium, The Didactics of Mathematics: Approaches and Issues, Working Group on Digital technology for the teaching of mathematics (pp. 67-69), Laboratoire de Didactique AndrŽ Revuz UniversitŽ Paris-Diderot (LDAR), Paris. Available from
https://docs.google.com/file/d/0B0pgHi-g0tJEaS1XVlJ5UmhsdUE/edit?pli=1.
38. Hannah, J.,
Stewart, S., & Thomas, M. O. J. (2012).
Student reactions to an approach to linear
algebra emphasising embodiment and language. Proceedings of the 12th International Congress on
Mathematical Education (ICME-12) Topic Study Group 2, 1386-1393, Seoul,
Korea.
39. Klymchuk, S., & Thomas, M. O. J. (2012). The
school-tertiary interface in mathematics: Teaching style and assessment
practice. Mathematics Education Research
Journal, 24(3), 283–300. DOI: 10.1007/s13394-012-0051-6.
40. Thomas, M. O. J., & Hannah, J. (2011). The long abiding path of knowledge. International
Journal of Mathematical Education in Science and Technology, 42(7), 831-834.
41. Hannah, J.
& Thomas, M. O. J. (2011).
(Eds.) Proceedings of Volcanic Delta, The
Eighth Southern hemisphere Conference on Teaching and Learning Undergraduate Mathematics
and Statistics, Rotorua,
NZ: The University of Canterbury and The University of Auckland, 1-417.
42. Lin, C., & Thomas, M. O. J. (2011). Student understanding
of Riemann integration: The role of the dynamic software GeoGebra.
In J. Hannah & M. O. J. Thomas (Eds.) Proceedings
of Delta Ô11 The eighth southern hemisphere conference on the teaching and
learning of undergraduate mathematics
and statistics (pp. 216-227). Rotorua, New
Zealand.
43. Paterson, J.,
Thomas, M. O. J., & Taylor, S. (2011). Decisions, decisions, decisions:
What determines the path taken in lectures? International Journal of Mathematical Education in Science
and Technology, 42(7), 985-996.
44. Yoon, C., Thomas, M. O. J., & Dreyfus, T. (2011). Gestures and
insight in advanced mathematical thinking. International Journal of Mathematical Education in
Science and Technology, 42(7), 891-902.
45. Klymchuk, S., & Thomas, M. O. J. (2011). The influence
of attention on mathematical knowledge of teachers and lecturers: A comparison.
International
Journal of Mathematical Education in Science and Technology, 42(7), 1011-1020.
46. Hannah, J.,
Stewart, S., & Thomas, M. O. J. (2011).
Analysing lecturer practice: The role of
orientations and goals. International
Journal of Mathematical Education in Science and Technology, 42(7), 975-984.
47. Paterson, J.,
Thomas, M. O. J., Postlethwaite, C., & Taylor, S.
(2011). The internal disciplinarian: Who is in control? In S. Brown, S. Larsen,
K. Marrongelle, and M. Oehrtman
(Eds.), Proceedings of the 14th Annual Conference on Research in Undergraduate
Mathematics Education (Vol. 2, pp. 354-368). Portland, Oregon.
48. Hannah, J.,
Stewart, S., & Thomas M. O. J. (2011). Teaching linear algebra: One
lecturerÕs engagement with students. 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 – joint AAMT–MERGA, pp. 324-332), Alice
Springs, Australia: MERGA.
49. Arzarello, F., Ascari, M., Thomas, M. O. J., & Yoon,
C. (2011). Teaching practice: A comparison of two teachersÕ
decision making in the mathematics classroom. In B. Ubuz
(Ed.), Proceedings of the 35th Conference of
the International Group for the Psychology of Mathematics Education (Vol. 2, pp.
65-72), Ankara, Turkey.
50. Paterson, J.,
Thomas, M. O. J., & Taylor, S. (2011). Reaching decisions via internal
dialogue: Its role in a lecturer professional development model. In B. Ubuz (Ed.), Proceedings of the 35th Conference of
the International Group for the Psychology of Mathematics Education (Vol. 3, pp.
353-360), Ankara, Turkey.
51. Thomas, M. O. J., & Yoon, C. (2011). Resolving
conflict between competing goals in mathematics teaching decisions. In B. Ubuz (Ed.), Proceedings of the 35th Conference of
the International Group for the Psychology of Mathematics Education (Vol. 4, pp.
241-248), Ankara, Turkey.
52. Yoon, C., Thomas, M. O. J., & Dreyfus, T. (2011). Grounded
blends and mathematical gesture spaces: Developing mathematical understandings
via gestures. Educational Studies in
Mathematics, 78(3), 371-393. DOI
10.1007/s10649-011-9329-y.
53. Thomas,
M. O. J., Kensington-Miller, B., Bartholomew, H., Barton, B., Paterson, J.
& Yoon, C. (2011). Mathematics undergraduate teaching: Perspectives
and interactions. In H. Dixon, E. van Til & R. Williams (Eds.), Proceedings of the Conference of the New Zealand Association for Research in
Education (pp. 77-86). Auckland: NZARE.
54. Thomas, M. O.
J. & Stewart, S. (2011). Eigenvalues and eigenvectors: Embodied, symbolic
and formal thinking. Mathematics
Education Research Journal, 23(3),
275-296. DOI 10.1007/s13394-011-0016-1.
55. Thomas, M. O.
J. & Stewart, S. (2010). Thinking about the teaching of linear algebra. CULMS Newsletter, 2, 29-35. ISSN 2230-3804.
56. Thomas, M. O.
J., Wilson, A. J., Corballis, M. C., Lim, V. K. &
Yoon, C. (2010). Evidence from cognitive neuroscience for the role of graphical
and algebraic representations in understanding function. ZDM: The International Journal on Mathematics Education, 42(6),
607-619. DOI 10.1007/s11858-010-0272-7.
57. Yoon, C., Dreyfus, T., & Thomas, M. O. J. (2010). How high is
the tramping track? Mathematising and applying in a
calculus model-eliciting activity. Mathematics
Education Research Journal, 22(2),
141-157.
58. Stewart, S.
& Thomas, M. O. J. (2010). Student learning of basis, span and linear
independence in linear algebra.
International
Journal of Mathematical Education in Science and Technology,
41(2), 173-188.
59. Thomas,
M. O. J., Klymchuk, S., Hong, Y. Y., Kerr, S., McHardy, J., Murphy, P., Spencer, S., & Watson, P. (2009). The transition from secondary to tertiary
mathematics education. Final Report. New Zealand Council for Educational
Research, pp. 1-168. Available from http://www.tlri.org.nz/sites/default/files/projects/9262SummaryReport.pdf
60. Graham, A.
T., Pfannkuch, M., & Thomas, M. O. J.
(2009). Versatile thinking and the
learning of statistical concepts. ZDM:
The International Journal on Mathematics Education, 45(2), 681-695.
61. Hong,
Y. Y., Kerr, S., Klymchuk, S., McHardy,
J., Murphy, P., Spencer, S., Thomas, M. O. J., & Watson, P. (2009).
Modelling the transition from secondary to tertiary mathematics education: Teacher and
lecturer perspectives. In L. Paditz,
& A. Rogerson (Eds). Proceedings of the 10th International
Conference of the Mathematics Education into the 21st Century (pp.
250-254). Dresden, Germany: Dresden University of Applied Sciences.
62. Stewart, S.
& Thomas, M. O. J. (2009). A framework for mathematical thinking: The case of linear algebra. International
Journal of Mathematical Education in Science and Technology,
40(7), 951-961.
63. Hong, Y. Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., Thomas, M. O. J.,
& Watson, P. (2009). A comparison of teacher
and lecturer perspectives on the transition from secondary to tertiary mathematics
education. International
Journal of Mathematical Education in Science and Technology,
40(7), 877-889.
64. Lim, V. K.,
Wilson A. J., Hamm, J. P., Phillips, N., Iwabuchi,
S., Corballis,
M. C., Arzarello, F., &
Thomas, M. O. J. (2009). Semantic processing of
mathematical gestures, Brain and Cognition,
71, 306-312.
65. Stewart, S.
& Thomas, M. O. J. (2009). Linear algebra snapshots through APOS and
embodied, symbolic and formal worlds of mathematical thinking. In R.
Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing Divides (Proceedings of the 32nd Annual
Conference of the Mathematics Education Research Group of Australasia, Vol. 2,
pp. 507-514), Wellington, New Zealand: MERGA.
66. Thomas, M. O.
J. (2009). Teaching with technology: Developing versatile thinking and
pedagogical technology knowledge. Plenary at First Conference of Embedding Technology in
Mathematics Education, Taichung National
University, Taiwan, 1-15.
67. Hong, Y. Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S.,
Thomas, M. O. J., & Watson, P. (2009). TeachersÕ
perspectives on the transition from secondary to tertiary mathematics
education. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing Divides (Proceedings of the 32nd
Annual Conference of the Mathematics Education Research Group of Australasia,
Vol. 1, pp. 241-248), Wellington, New Zealand: MERGA.
68. Thomas,
M. O. J., Yoon, C., & Dreyfus, T. (2009). Multimodal use of semiotic
resources in the construction of antiderivative. In
R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing Divides (Proceedings of the 32nd Annual Conference
of the Mathematics Education Research Group of Australasia, Vol. 2, pp.
539-546), Wellington, New Zealand: MERGA.
69. Yoon,
C., Dreyfus, T., & Thomas, M. O. J. (2009). Modelling the height of the antiderivative. In R. Hunter, B. Bicknell, & T. Burgess
(Eds.), Crossing Divides (Proceedings
of the 32nd Annual Conference of the Mathematics Education Research
Group of Australasia, Vol. 2, pp. 627-634), Wellington, New Zealand: MERGA.
70. Sabena, C., Yoon, C., Arzarello, F., Dreyfus,
T., Paola, D., & Thomas, M. O. J. (2009). Relationships and control within
semiotic bundles. In M. Tzekaki,
M. Kaldrimidou, & C. Sakonidis
(Eds.), Proceedings
of the 33rd Conference of the International Group for the Psychology
of Mathematics Education, (Vol. 5, pp. 33-40). Thessaloniki,
Greece.
71. Klymchuk, S., &
Thomas, M. O. J. (2009). TeachersÕ
mathematical knowledge: The influence of attention. In M. Tzekaki, M. Kaldrimidou,
& C. Sakonidis (Eds.), Proceedings of the 33rd Conference of
the International Group for the Psychology of Mathematics Education, (Vol. 3, pp.
361-368). Thessaloniki, Greece.
72. Yoon, C.,
Thomas, M. O. J., & Dreyfus, T. (2009). Gestures and virtual space. In M. Tzekaki, M. Kaldrimidou,
& C. Sakonidis (Eds.), Proceedings of the 33rd Conference of
the International Group for the Psychology of Mathematics Education, (Vol. 5, pp.
409-416). Thessaloniki, Greece.
73. Arzarello, F., Thomas,
M. O. J., Corballis,
M. C., Hamm, J. P., Iwabuchi,
S., Lim, V. K., Phillips, N. & Wilson, A. J. (2009). Didactical
consequences of semantically meaningful mathematical gestures. In M. Tzekaki, M. Kaldrimidou,
& C. Sakonidis (Eds.), Proceedings of the 33rd Conference of
the International Group for the Psychology of Mathematics Education, (Vol. 2, pp.
57-64). Thessaloniki, Greece.
74. Nataraj, M., &
Thomas, M. O. J. (2009). TeachersÕ
mathematical knowledge: The influence of attention. In M. Tzekaki, M. Kaldrimidou,
& C. Sakonidis (Eds.), Proceedings of the 33rd Conference of
the International Group for the Psychology of Mathematics Education, (Vol. 1, p.
433). Thessaloniki, Greece.
75. Thomas, M. O.
J. (2009). Hand-held technology in the mathematics classroom: Developing
pedagogical technology knowledge. In J. Averill, D. Smith, & R. Harvey
(Eds.) Teaching
secondary school students mathematics and statistics: Evidence based practice (Vol. 2, pp.
147-160). Wellington: NZCER.
76. Holton, D. A., Thomas M. O. J., & Harradine, A. (2009). The excircle problem: A case study in how mathematics develops.
In B. Davis & S. Lerman (Eds.) Mathematical action & structures of noticing: Studies inspired by
John Mason (pp. 31-48). Rotterdam, The Netherlands: Sense
publishers.
77. Nataraj, M. S. &
Thomas, M. O. J. (2009). Developing understanding of number system structure
from the history of mathematics. Mathematics
Education Research Journal, 21(2),
96-115.
78. Thomas, M. O.
J. (Ed.) (2009). A concrete approach to the architecture of
mathematics. Collected papers of Z. P. Dienes.
Auckland: The University of Auckland, 1-345. ISBN 978-0-473-15317-5.
79. Nataraj, M. S.,
& Thomas, M. O. J. (2009). From One to Infinity: Historical development and
student view of large numbers, In K. Subramaniam and
A. Mazumdar (Eds.) Proceedings of epiSTEME-3, An International Conference to Review
Research on Science, Technology and Mathematics Education (pp. 38-44) New
Delhi: Macmillan Publishers India Ltd.
80. Thomas, M. O.
J. (Ed.) (2008). The transition
from school to university. Mathematics
Education Research Journal, 20(2),
1–134.
81. Thomas, M. O.
J. (2008). Editorial. Mathematics
Education Research Journal, 20(2),
1–4.
82. Godfrey, D.,
& Thomas, M. O. J. (2008). Student perspectives on equation: The transition
from school to university. Mathematics
Education Research Journal, 20(2),
71-92.
83. Dreyfus, T.,
Thomas, M. O. J., Brown, J. P., & Williams, G. (2008). The construction of
knowledge: Theoretical approaches, Invited symposium, In M. Goos,
K. Makar, & R. Brown (Eds.). Navigating currents and charting directions (Proceedings of the 30th
Annual Conference of the Mathematics Education Research Group of Australasia,
Vol. 2, pp. 665-666), Brisbane: MERGA.
84. Wilson, A. J., Thomas, M. O. J., Lim, V. K. & Corballis, M. C. (2008). Parietal areas involved in format-independent representation of mathematical
functions. Poster presented at Human
Brain Mapping Conference, June, Melbourne, Australia.
85. Stewart, S.
& Thomas, M. O. J. (2008). Embodied, symbolic and formal thinking for
linear combination and independence in linear algebra. Presented at ICME-11 Topic Study Group 17, Monterrey, Mexico. Available from: http://tsg.icme11.org/tsg/get/533,
details at http://tsg.icme11.org/tsg/show/18.
86. Thomas, M. O.
J., Wilson, A. J., Corballis, M. C., & Lim, V. K.
(2008). Neuropsychological evidence for the role of graphical and algebraic
representations in understanding function. In M. Goos,
K. Makar, & R. Brown (Eds.). Navigating currents and charting directions (Proceedings of the 30th
Annual Conference of the Mathematics Education Research Group of Australasia,
Vol. 2, pp. 515-521), Brisbane: MERGA Inc.
87. Stewart, S.
& Thomas, M. O. J. (2008). Student learning of basis in linear algebra, In
O. Figueras, J. L. Cortina, S. Alatorre,
T. Rojano, A. Sepulveda (Eds.) Proceedings of the Joint Conference of PME 32 and PME-NA, (Vol. 4,
pp. 281-288). Morelia, Mexico.
88. Stewart, S.
& Thomas, M. O. J. (2008). Linear algebra thinking: Embodied, symbolic and
formal aspects of linear independence. Proceedings
of the 11th Annual Conference of the Special Interest Group of the
Mathematical Association of America (SIGMAA) on Research in Undergraduate
Mathematics Education, San Diego, USA. Available from electronic
proceedings http://cresmet.asu.edu/crume2008/ Proceedings/RUME08_Stewart_Thomas.doc.
89. Thomas, M. O.
J., & Chinnappan, M. (2008). Teaching and
learning with technology: Realising the potential. In H. Forgasz,
A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W-T. Seah, P. Sullivan,
& S. Willis (Eds.), Research in
Mathematics Education in Australasia 2004-2007 (pp. 167-194). Sydney: Sense
Publishers.
90. Nataraj, M. S. &
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164.Kiernan, C,
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171.Kota, S.,
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185.Funnell, L., Marsh,
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187.Bullock, J.,
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(Eds.), Challenges in mathematics
education: Constraints on construction (Proceedings of the 17th
Mathematics Education Research Group of Australasia Conference, pp.
599–606). Lismore, Australia: MERGA.
189.Crowley, L.,
Thomas, M. O. J., & Tall, D. O. (1994). Algebra, symbols and translation of
meaning. In J. P. da Ponte & J. F. Matos (Eds.), Proceedings of the 18th Conference of the International Group for the
Psychology of Mathematics Education (Vol. 2, pp. 240–247). Lisbon,
Portugal: Program Committee.
190.Bullock, J.,
Thomas M., & Tyrrell, J. (1994). Technology in the mathematics classroom:
The TIME project. Proceedings of the 10th
New South Wales Computer Education Group Conference, Sydney, 69–76.
191.Tall, D. O.,
& Thomas, M. O. J. (1991). Encouraging versatile thinking in algebra using
the computer. Educational Studies in
Mathematics, 22, 125–147.
192.Alibert, D., &
Thomas, M. O. J. (1991). Research on advanced mathematical proof. In D. O.
Tall (Ed.), Advanced Mathematical
Thinking (pp. 215–230). Dordrecht: Kluwer.
193.Thomas, M. O.
J. & Tall, D. O. (1989). Verbal evidence for versatile understanding of
variables in a computer environment. Proceedings
of the 13th Conference of the International Group for the Psychology of
Mathematics Education, Paris, 213-220.
194.Tall, D. O.,
& Thomas, M. O. J. (1989). Versatile learning and the computer. Focus on Learning Problems in Mathematics
Special Issue on Visualisation and Mathematics Education, 11(2),
117–126.
195.Thomas, M. O.
J., & Tall, D. O. (1988). Longer-term conceptual benefits from using a
computer in algebra teaching. Proceedings
of the 12th Conference of the International Group for the Psychology of
Mathematics Education, Vesprem, Hungary,
601–608.
196.Tall, D. O.,
& Thomas, M. O. J. (1988). Promoting versatile learning of higher order
concepts in algebra using the computer. Proceedings
of the British Society for Research into the Learning of Mathematics, June.
197.Thomas, M. O.
J. (1987). Algebra with the aid of a computer. Maths in Schools, 16(1), 36–38.
198.Tall, D. O.,
& Thomas, M. O. J. (1986). Playing algebra with the computer. In N. Bufton (Ed.), Microelectronics
Programme Reader Number 8: Exploring Mathematics with Micro-Computers (pp.
59–74). London: Council for Educational Technology.
199.Thomas, M. O.
J., & Tall, D. O. (1986). The value of the computer in learning algebra
concepts. Proceedings of the 10th
Conference of the International Group for the Psychology of Mathematics
Education, London, 313–318.
Non-refereed
papers (many peer-reviewed)
200.Nataraj, M. S.,
& Thomas, M. O. J. (2007). Developing the concept of place value. New Zealand Mathematics Magazine, 44(2),
1-13.
201.Thomas, M. O. J. (2007).
From the Archives: 50 years ago V. New
Zealand Mathematics Magazine, 44(3),
27-32.
202.Thomas, M. O. J. (2007).
From the Archives: 50 years ago IV. New
Zealand Mathematics Magazine, 44(2),
31-38.
203.Thomas, M. O. J. (2007).
From the Archives: 50 years ago III. New
Zealand Mathematics Magazine, 44(1),
19-29.
204.Thomas, M. O. J. (2006).
Teachers using computers in the mathematics classroom: A longitudinal study. New Zealand Mathematics Magazine, 43(3), 6–16.
205.Thomas, M. O. J. (2006).
From the Archives: 50 years ago II. New
Zealand Mathematics Magazine, 43(3),
31-41
206.Thomas, M. O. J. (2006).
From the Archives: 50 years ago: I. New
Zealand Mathematics Magazine, 43(2),
46-53
207.Thomas, M. O. J. (2005).
Investigating symmetry of cubic functions with a graphic calculator. New Zealand Mathematics Magazine, 42(2), 32–35.
208.Nataraj, M. S.,
& Thomas, M. O. J. (2004). New
Zealand Mathematics Magazine
209.Liyanage, S., & Thomas,
M. O. J. (2003). Characterising secondary school mathematics lessons
using teachersÕ pedagogical concept maps. New
Zealand Mathematics Magazine, 39(3),
12–22.
210.Hong, Y. Y., &
Thomas, M.O.J. (2003). TechMath.
Mathematics Department, The University of Auckland, 1–45.
211.Delos Santos, A., &
Thomas, M. O. J. (2003). Teacher perspectives on derivative. New Zealand Mathematics Magazine, 40(1), 22–32.
212.Oates, G., & Thomas,
M. O. J. (2002). Indicators for change: A report on the implementation of CAS
calculators into a first year tertiary mathematics course. In M. Statham (Ed.) Proceedings of the 10th
Australasian Bridging Mathematics Network Conference (pp. 130–139).
Auckland.
213.Oates, G., & Thomas,
M. O. J. (2001). Throwing out the bath water? Adapting curricula to reflect
changes in technology. Communications of
Warthog Delta Ô01, The Third Southern Hemisphere Symposium on Undergraduate
Mathematics Teaching, Kruger National Park, South Africa, 79–84.
214.Thomas, M. O.
J. (2000). Review of Hi–Flyer decimal software. The New Zealand Mathematics Magazine, 37(1), 44–46.
215.Gray, R., &
Thomas, M. O. J. (2000). A multi-representational approach to solving
quadratic equations for junior secondary mathematics students. Mathematics
Department, The University of Auckland, 1–50.
216.Thomas, M. O. J. (1999).
Skilled calculator use. New Zealand
Mathematics Magazine, 36(1),
8–15.
217.Hong, Y. Y., &
Thomas, M. O. J. (1999). Calculus on the
TI–92. Mathematics Department, The University of Auckland,
1–32.
218.Graham, A. T., &
Thomas, M. O. J. (1999). A graphic calculator approach to algebra. New Zealand Mathematics Magazine,
1–7.
219.Hong, Y. Y., &
Thomas, M. O. J. (1999). Algebra on the
TI–92. Mathematics Department, The University of Auckland,
1–18.
220.Thomas, M. O. J. (1998).
Versatile understanding of linear equations. Paper presented at the New Zealand Mathematics Colloquium,
Wellington: Victoria University.
221.Hong, Y. Y., Kiernan,
C., & Thomas, M. O. J. (1998). Algebra and calculus on the TI–92.
Mathematics Department, The University of Auckland, 1–43.
222.Thomas, M. O. J. (1997).
Review of A. Engel, exploring mathematics with your computer. The New Zealand Mathematics Magazine, 34(3), 61–62.
223.Thomas, M. O. J. (1997).
Mathematics education sites on the internet. Biennial Conference of the New Zealand Association of Mathematics
Teachers, Palmerston North, NZ.
224.Jones, B. E. &
Thomas, M. O. J. (1996). Computers in primary school mathematics: strategies
for overcoming barriers, Conference of
the New Zealand Association for Research in Education, Nelson, New Zealand,
Dec.
225.Thomas, M. O. J. (1995).
Computers in the New Zealand classroom: Where are we and where are we going? Conference of the New Zealand Association
for Research in Education, Palmerston North, New Zealand.
226.Ellis, J., Pfannkuch, M., Barton, B., & Thomas M. O. J. (1994).
Mathematics curriculum change longitudinal investigation: Report of work in
progress. Proceedings of the Conference
of the New Zealand Association for Research in Education, Dec.
227.Barton, B., Bullock, J.,
Ellis, J., Regan, M., Thomas, M. O. J., & Tyrrell, J. (1994). Technology in
mathematics education (TIME), Report for
the Ministry of Education on research into the use of technology in the mathematics
classroom. The University of Auckland, New Zealand, 1–256.
228.Thomas, M. O. J. (1993).
The progress of the technology in mathematics education research project. The 3rd Conference of the New
Zealand Association of Mathematics Teachers, Christchurch, New Zealand,
August.
229.Thomas, M. O. J., &
Tall, D.O. (1988). Dynamic Algebra. In a Mathematics
Association Special Report on Using the Computer in the Mathematics Classroom,
C1–C26.