Professor Robyn Jorgensen (Zevenbergen)

Local Navigation

• Applied Theatre
• Faculty of Education
• Griffith Institute for Educational Research
• Professional Experience Office (Brisbane, Logan)
• Professional Experience Office (Gold Coast)
• School of Education and Professional Studies (Brisbane, Logan)
• Future students
• Programs and courses
• Research
• Staff
• Contact us
• Events
• School of Education and Professional Studies (Gold Coast)
• Teacher Education Industry Advisory Group

B Arts (Ed) (Hons), PhD, Grad Cert Higher Education

Director, Griffith Insitute for Educational Research, School of Education and Professional Studies

Contact Details for Professor Robyn Jorgensen (Zevenbergen)

For more information please visit: Professional page

Research expertise

• Mathematics Education
• Social and cultural contexts of learning
• School-to-work pathways
• Workplace learning
• Indigenous education
  

Current grants

• ARC Discovery - Lowrie, T.J. & Jorgensen (Zevenbergen), R. (2009-2011). Mathematics in the digital age: Reframing learning opportunities for disadvantaged Indigenous and rural students. $90,000 (2009), $30,000 (2010), $50,000 (2011).
• ARC Linkage - Jorgensen (Zevenbergen), R., Sullivan, P., Lerman, S., Boaler, J., & Grootenboer, P. (2007-2011). Enhancing mathematical learning for Indigenous students in remote communities: A design research approach. $250,000.
• ARC Linkage - Zevenbergen, R. (2005-2008). Intergenerational differences in numeracy practices: A study of contemporary practice. $140,000.

Professional service (current)

• Chair, Mathematics Syllabus Advisory Committee, Queensland Studies Authority
• Member of the STEM Ministerial Advisory Committee
• Member of the DETA Numeracy Reference Group
• Editor, Mathematics Education Research Journal
• Consultant to South Australian revision of SACE numeracy
• Member of the Editorial Board for the International Journal for Science and Mathematics Education
• Oz reviewer of the Australian Research Council

Publications

Books

• Zevenbergen, R. (Ed.) (2005). Innovations in numeracy teaching in the middle years. Canberra: Australian Curriculum Studies Association.
• Zevenbergen, R., Dole, S. and Wright, B. (2004). Teaching Mathematics in Primary Schools. Sydney: Allen and Unwin.
• Valero, P. and Zevenbergen, R. (2004). (Eds). Researching the social dimensions of mathematics education: Theoretical, methodological and practical issues. Dordrecht: Kluwer Dordrecht: Kluwer.

Book chapters

• Zevenbergen, R. (2008). The impact of digital technologies on learners’ dispositions towards school mathematics: Implications for gender. In G.Brandell, B., Grevholm, B. Melander, C. Rudalv, & B_M Stocke (Eds). Kvinnor Och Matematik. Instituionen for matematick och matematick statistik. Umea Universitet. Juni 2005.
• Sullivan, P., Zevenbergen, R. & Mousley, J. (2008, in press). Using research to inform learning about planning and teaching mathematics lessons. In O. Zavlavsky (Ed.)
  
• Zevenbergen, R. and Zevenbergen, K. (2007). Millennials come to school. In S. Knipe (Ed.) Youth in Focus, Sydney: Prentice Hall.
• Zevenbergen, R. (2005). Numeracy: What is it and why the emphasis? In R. Zevenbergen (Ed.) Innovations in numeracy teaching in the middle years. (pp. 1-10). Canberra: Australian Curriculum Studies Association.
• Zevenbergen, R. and Griffin, G. (2005). Financial Numeracy: A Rich Investigation for Year 8 Students. In R. Zevenbergen, (Ed.). Innovations in numeracy teaching in the middle years. (pp. 27-38) Canberra: Australian Curriculum Studies Association.
• Zevenbergen, R. and Taylor, J. (2005). Whole School Planning: Using Investigations to Plan Numeracy Teaching. In R. Zevenbergen, (Ed.) Innovations in numeracy teaching in the middle years. (pp.71-86). Canberra: Australian Curriculum Studies Association.
• Zevenbergen, R. and Judd, C. (2005). LOGO: Using technology to enhance numeracy learning. In R. Zevenbergen, (Ed.). Innovations in numeracy teaching in the middle years. (pp. 109-124). Canberra: Australian Curriculum Studies Association.
• Lerman, S. and Zevenbergen, R. (2004). The Socio-Political Context of the Mathematics Classroom: Using Bernstein's Theoretical Framework to Understand Classroom Communications. In P. Valero and R. Zevenbergen (Eds) Researching the social dimensions of mathematics education: Theoretical, methodological and practical issues. Dordrecht: Kluwer.
• Zevenbergen, R. (2003). The situated numeracy of pool builders. In S. Kelly (Ed.) The adult numeracy handbook: Reframing adult numeracy in Australia (pp. 174-184). Sydney: NSW Adult literacy and Numeracy Australian Research Consortium.
• Zevenbergen, R. (2003). Teachers beliefs about teaching mathematics to students from socially-disadvantaged backgrounds: Implications for social justice. In L. Burton (Ed.) Which Way Social Justice in Mathematics Education? (pp. 133-151). Westport CONN/London: Praeger.
• Zevenbgergen, R. (2001). Changing Contexts in Tertiary Mathematics: Implications for Diversity and Equity. In The Teaching and Learning of Mathematics at University Level: An ICMI study. Dordrecht, Holland: Kluwer Academic Publishers, Vol. 1, pp. 13-26.
• Zevenbergen, R. (2000). Ethnography and the situatedness of workplace numeracy. In Education for Mathermatics in the Workplace, Durdrecht, Holland: Kluwer Academic Publishers, pp. 209-224.

Refereed journals

• Zevenbergen, R. & Walsh, L. (2008 in press). Reforming schools; A case study of New Basics in a primary school. International Journal for Leadership in Education.
• Zevenbergen, R. (2008 accepted for publication). Young workers and their dispositions towards mathematics: Tensions of a mathematical habitus in the retail industry. Educational Studies in Mathematics.
  
• Zevenbergen, R. & Logan, H. (2008). Computer use by preschool children: Rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood. 33 ( 1), 37-44.
• Zevenbergen, R. & Lerman, S. (2008). Learning Environments Using Interactive Whiteboards: New Learning Spaces or Reproduction of Old Technologies? Mathematics Education Research Journal.
  
• Zevenbergen, R. and Zevenbergen,, K. (2008 online). The Numeracies of Boatbuilding: New Numeracies Shaped by Workplace Technologies International Journal of Science and Mathematics Education.
• Zevenbergen, R. (2007). Digital Natives come to preschool: Implications for early childhood practice. Contemporary Issues in Early Childhood, 18 (1). 19-29.
• Zevenbergen, R. and Flavel, S. (2007). Undertaking an archeological dig in search of pedagogic relay. Montana Mathematics Enthusiast, Special Monograph 1. International Perspectives on Social Justice in Mathematics Education, 63-67.
• Sullivan, P. Zevenbergen, R. and Mousley, J. (2006). Teacher Actions to Maximize Mathematics Learning Opportunities in Heterogeneous Classrooms. International Journal for Science and Mathematics Education. 4 (1), 117-143.
• Knipe, S. and Zevenbergen, R. (2005). Maths, Sex and Rock n Roll: How Can We Engage the Millennial Student? Middle Years Journal, 5 (2).
• Zevenbergen, R. (2005). The Construction of a Mathematical Habitus: Implications of Ability Grouping in the Middle Years. Journal of Curriculum Studies, 37(5), 607-619.
• Zevenbergen, R. (2005). Primary Preservice Teachers. Understandings of Volume: The Impact of Course and Practicum Experiences. Mathematics Education Research Journal, 17(1), 3-23.
• Zevenbergen, R. (2004). Study Groups as a Tool for Enhancing Preservice Students Content Knowledge. Mathematics Teacher Education and Development.
• Zevenbergen, R. (2004). Reconceptualising numeracy for New Times Curriculum Perspectives, 24 (3) 1-7.
• Zevenbergen, R., Mousley, J. and Sullivan, P. (2004). Disrupting pedagogic relay in mathematics classrooms: Using open-ended Tasks with Indigenous students. International Journal of Inclusive Education, 8 (4), 391-415.
• Zevenbergen, R. (2004). Technologizing Numeracy: Intergenerational differences in working mathematically in New Times. Educational Studies in Mathematics, 56 (1), 97-117.
• Sullivan, P., Zevenbergen, R., and Mousley, J. (2003). The contexts of mathematics tasks and the context of the classroom: Are we including all students. Mathematics Education Research Journal, 15 (2), 107-121.
• Zevenbergen, R. (2003). Mathematics Teachers Beliefs and Practices: Reforming Middle School Mathematics in a Context of New Times. Australian Journal of Middle Schooling, 3(2),6-14.
• Zevenbergen, R. (2003) Streaming Mathematics Classrooms: A Bourdieuian Analysis. For the Learning of Mathematics, 23 (3). 5-10.
• Hyde, M., Zevenbergen, R., and Power, D. (2003). Deaf and hard of hearing students solving of arithmetic word problems. American Annals of the Deaf, (148)1, 56-64.
• Zevenbergen, R. (2001). Peer assessment of student constructed posters: assessment alternatives in preservice mathematics education. Journal of Mathematics Teacher Education, Vol. 4(2), pp. 95-113.

Refereed proceedings

• Zevenbergen, R., Niesche, R. Grootenboer, P. & Boaler, J. (2008). Creating Equitable Practice in Diverse Classrooms: Developing a Tool to Evaluate Pedagogy. In M. Goos and R. Brown (Eds) Proceedings of the 31 st  Annual Conference of the Annual Conference of the Mathematics Education Group of Australasia . MERGA: Brisbane.
  
• Zevenbergen, R. and Lerman, S. (2007). Pedagogy and Interactive Whiteboards: Using an Activity Theory Approach to Understand Tensions in practice. In K. Beswick (Ed.) Proceedings of the 30th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Hobart.
• Grootenboer, P. and Zevenbergen, R. (2007). Identity and Mathematics: Towards a theory of agency in coming to learn mathematics. In K. Beswick (Ed.) Proceedings of the 30th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Hobart.
• Lerman, S, and Zevenbergen, R. (2007). Interactive Whiteboards as mediating tools for teaching mathematics: Rhetoric or reality? In Proceedings of the 31st conference of the international group for the Psychology of Mathematics Education. PME: Korea.
• Zevenbergen, R. and Lerman, S. (2006). Maths, ICT and Pedagogy: An examination of Practice. In P. Grootenboer,, R. Zevenbergen and M. Chinnapan (Eds). Proceedings of the 29th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Canberra.
• Zevenbergen, R. (2006). Teacher Identity from a Bourdieuian Perspective. In P. Grootenboer,, R. Zevenbergen and M. Chinnapan (Eds). Proceedings of the 29th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Canberra.
• Sullivan, P. Mousley, J. and Zevenbergen, R. (2006). Developing guidelines for teachers helping students experiencing difficulty in learning mathematics. In P. Grootenboer,, R. Zevenbergen and M. Chinnapan (Eds). Proceedings of the 29th Annual Conference of the Mathematics Education Group of Australasia. MERGA: Canberra.
• Lerman, S. and Zevenbergen, R. (2006). Maths, ICT and Pedagogy: An examination of equitable practice across diverse settings. In J. Novotna, H. Morova, M. Kratka, and N. Stehlikova (Eds.) Mathematics in the Centre: Proceedings of the 30th conference of the international group for the Psychology of Mathematics Education. Vol 4 pp.49-56. PME: Czech Republic.
• Sullivan, P, Zevenbergen, R., Mousley, J. (2005). Planning and teaching mathematics lessons as a dynamic, interactive process. In H. Chick, K.Stacey, (Eds). Proceedings of the Psychology of Mathematics Education Conference. Melbourne: July.
• Zevenbergen, R. (2005). Prioritising the Voice of Researched: Using Photographs to Elicit Mathematical Thinking of Participants. P. Clarkson, A. Downton, D.Gronn, M. Horne, A. Mc Donough A. Roche (Eds.) Proceedings of the 28th Annual Conference of the mathematics Education Research Group of Australasia. Melbourne: MERGA.
• Zevenbergen, R. (2005). Habitus and New Numeracies for Contemporary Work. In M. Goos, C. Kanes and R.Brown (Eds.). Proceedings of the 4th International Conference of the Mathematics Education and Society Group. Centre for Learning Research: Brisbane
• Zevenbergen, R. and Lerman S., (2005). Classroom Interactions: Scaffolding Students Learning with ICTS. In M. Goos, C. Kanes and R.Brown (Eds.). Proceedings of the 4th International Conference of the Mathematics Education and Society Group. Centre for Learning Research: Brisbane.
• Lowrie, T. and Zevenbergen, R. (2005). Millennials and Numeracy in New Contexts, Cultures and Spaces. M. Goos, C. Kanes and R.Brown (Eds.) Proceedings of the 4th International Conference of the Mathematics Education and Society Group. Centre for Learning Research: Brisbane.
• Zevenbergen, R. (2004). The Emergence of the Millennial: Intergenerational Differences in Contemporary Workplace Numeracy. In J.Searle, C. McKavanagh and D. Roebuck (Ed). Proceedings of 11th Annual International Conference on Post-compulsory Education and Training. Vol 3, (pp. 267-278). Brisbane: Centre for Learning Research.
• Sullivan, P., Mousley, J., Zevenbergen, R. (2004). Describing elements of mathematics that accommodate diversity in student background. M.J. Hoines and A.B. Fuglestad (Eds) International Group for the Psychology of Mathematics Education, (pp. 257-264). Bergen, Norway.
• Zevenbergen, R. and Zevenbergen, K. (2004). Numeracy practices of young workers. M.J. Hoines and A.B. Fuglestad (Eds) International Group for the Psychology of Mathematics Education, (pp. 505-512). Bergen, Norway.
• Zevenbergen, R. and Zevenbergen, K. (2004) The numeracies of boat building. Paper presented at Topic Group 7: Mathematics education in and for work at the International Congress of Mathematics Education, Copenhagen, July.
• Mousley, J. Sullivan, P., and Zevenbergen, R. (2004). Providing Alternative Learning Trajectories. I. Putt, R. Faragher, and M. McLean (Eds.) Mathematics Education for the Third Millenium: Towards 2010. Mathematics Education Research Group of Australasia Annual Conference, Townsville, (pp. 374-381). Townsville: MERGA.
• Zevenbergen, R. and Zevenbergen, K. (2004). Numeracy Practices in Contemporary Work: Changing Approaches I. Putt, R. Faragher, and M. McLean (Eds.) Mathematics Education for the Third Millenium: Towards 2010. Mathematics Education Research Group of Australasia Annual Conference, Townsville, (pp. 605-612). Townsville: MERGA.
• Zevenbergen, R. (2004). Using ICTs to Support Numeracy Learning: The way of the future? Whose future? I. Putt, R. Faragher, and M. McLean (Eds.) Mathematics Education for the Third Millenium: Towards 2010. Mathematics Education Research Group of Australasia Annual Conference, Townsville, (pp. 626-629). Townsville: MERGA.
• Zevenbergen, K. and Zevenbergen, R. (2003). School to work transitions: The Case of School-Based Traineeships. In J.Searle, I Yashin-Shaw and D. Roebuck (Ed). Proceedings of 11th Annual International Conference on Post-compulsory Education and Training.Vol 3, (pp.204-211). Brisbane: Centre for Learning Research.
• Zevenbergen, R. and Zevenbergen, K. (2003). Numeracies for Workplaces in New Times. In J.Searle, I. Yashin-Shaw and D. Roebuck (Ed.) Proceedings of 11th Annual International Conference on Post-compulsory Education and Training. Vol 3 (pp. 212-219) Brisbane: Centre for Learning Research.
• Zevenbergen, R. and Zevenbergen, K. (2003). Using Consortia Models in Community-Based Action Research Projects. In A. Erasmus (Ed.) Proceedings of the 6th ALARPM and 10th PAR International Congress. Pretoria, South Africa: University of Pretoria.
• Zevenbergen, R. and Zevenbergen, K. (2003). Numeracy in New Times: Implications for Youth, Work and Employment. In L. Bragg, C.Campbell, , G.Herbert and J.Mousley (Eds.) Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 799-807) Geelong: MERGA.
• Zevenbergen, R. (2003) Reforming mathematics education: A case study Within the context of new times. In L. Bragg, C.Campbell, G. Herbert and J.Mousley (Eds) Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. (pp.791-798) Geelong: MERGA.
• Zevenbergen, R. (2003). Disrupting the pedagogic relay using open-ended tasks. In L. Bragg, C.Campbell, , G.Herbert and J.Mousley (Eds). Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. (pp.821-825) Geelong: MERGA.
• Sullivan, P., Mousley, J., Zevenbergen, R., and Turner Harrison, R. (2003). Being explicit about aspects of mathematics pedagogy. In N Pateman, B. Dougherty and J. Zillox (Eds). Proceedings of the 28th Annual Conference for the International Conference of the Psychology of Mathematics Education 27, (pp.267-274). Hawaii: PME.
• Zevenbergen, R. (2003). Explaining success in mathematics: Mythology, equity and implications for practice. In M. Goos and T.Spence (Eds). Making Waves: Proceedings of the 19th Biennial Conference of the Australian Association of Mathematics Teachers Inc. (pp. 277-292). Adelaide: AAMT.