Griffith University

BEd, Dip School Mgnt, MEd(Hons), Dr Ed
Associate Professor, Education and Professional Studies
Contact details for A/Prof Peter Grootenboer

Research expertise

Peter's research interests are in mathematics education and educational leadership. In particular, he has focussed on affective development in mathematics learning, praxis development in teacher education, identity and disciplinarity, and school appraisal systems and principles.

Research grants

• Teacher Identities: Negotiating Discipline and Professional Identities in Mathematics and Music. (2009). A project with Dr Julie Ballantyne, funded by a competitive Griffith University New Researcher Grant , $20 000.
• Enhancing mathematical learning for Indigenous students in remote communities: A design research approach. (2008-2010). A project with Professor Robyn Jorgensen, Professor Peter Sullivan, Professor Stephen Lerman and Professor Jo Boaler funded by an ARC-linkage grant, $250 000.
  
• Praxis in Mathematics Education: Remoralising mathematics teaching for mathematics learning (2007-2008). A project with Dr Tracey Smith and Professor Stephen Kemmis, funded by a Charles Sturt University Competitive Grant administered by the Centre for Research and Graduate Training, $14 900.

Current teaching areas

• Mathematical education
• Educational research

Publications

Book

• Grootenboer, P.J. (2010) Primary teachers affective development in mathematics: Devloping positive beliefs, attitudes and feelings about mathematics.  Saarbrücken, Germany: Lambert Academic Publishing.

Book Chapters

• Grootenboer, P. J. (2010). Commentary on problem solving for the 21st century. In B. Sriraman & L. English (Eds.), Theories of mathematics education: Seeking new frontiers, Heidelberg: Springer, 291-296.
• Grootenboer, P., Lomas, G., & Ingram, N. (2008). The affective domain and mathematics education. In H. Forgasz, A. Barkatsas, A. Bishop, B. Clarke, S. Keast, W. T. Seah & P. Sullivan (Eds.), Research in mathematics education in Australasia 2004-2007, Amsterdam: Sense, 255-269.
  
• Kemmis, S., & Grootenboer, P. (2008). Situating practice. In S. Kemmis & T. Smith (Eds.), Enabling praxis: Challenges for education, Amsterdam: SENSE Publishing, 37-62.
  
• Russell, H., & Grootenboer, P. (2008). Finding Praxis? In S. Kemmis & T. Smith (Eds.), Enabling praxis: Challenges for education, Amsterdam: SENSE Publishing, 109-126.
  
• Smith, T., & Grootenboer, P. J. (2007). Mathematics in the middle school years. In S. Knipe (Ed.), Middle years of schooling: Reframing adolescence, Melbourne: Pearson Education, 171-186.
  
• Grootenboer, P. J., & Umaki, S. (2005). Numeracy in a cultural context. In R. Zevenbergen (Ed.), Teaching numeracy in the middle years, Deakin West, ACT: Australian Curriculum Studies Association, 87-96.
  
• Grootenboer, P. J., Thorpe, P., McLaughlan, R., & Romley, J. (2005). Numeracy for active citizenship. In R. Zevenbergen (Ed.), Teaching numeracy in the middle years, Deakin West, ACT: Australian Curriculum Studies Association, 39-50.
  
• Grootenboer, P. J., & Schuck, S. (2004). Affective issues in mathematics education. In B. Perry, C. Diezmann & G. Anthony (Eds.), Review of mathematics education in Australasia 2000-2003, Sydney: Mathematics Education Research Group of Australasia, 53-74.
  

Refereed journal articles

• Hemmings, B., Grootenboer, P., & Kay, R. (2011). Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9(3), 691-705.
• Jorgensen, R., Grootenboer, P., & Sullivan, P. (2010). Good learning = A good life: Mathematics transformation in remote Indigenous communities. Australian Journal of Social Issues, 45(1), 131-143.
• Grootenboer, P. (2010). Beliefs, attitudes and feelings students learn about mathematics. Far East Journal of Mathematical Education, 5(1), 31-52.
• Grootenboer, P. (2010). Affective development in university education. Higher Education: Research and Development, 29(6), 723-237.
• Smith, T., Salo, P., & Grootenboer, P. (2010). Staying alive in academia: Collective praxis at work. Pedagogy, Culture and Society, 18(1), 55-66.
• Jorgensen, R., Grootenboer, P., Niesche, R., & Lerman, S. (2010). Challenges for teacher education: the mismatch between beliefs and practice in remote Indigenous contexts. Asia Pacific Journal of Teacher Education, 32(2), 161-175.
• Grootenboer, P. (2009). Homework and learning mathematics. Australian Primary Mathematics Classroom, 14(4), 11-15.
• Zevenbergen, R., & Grootenboer, P. (2009). Towards a theory of identity and agency in coming to learn mathematics. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 255-266.
• Grootenboer, P. J. (2008). Mathematical belief change in preservice primary teachers. Journal of Mathematics Teacher Education, 11(6), 479-497.
• Zevenbergen, R., Sullivan, P., Lerman, S., Boaler, J., Grootenboer, P., & Niesche, R. (2008). Reforming pedagogy in remote indigenous contexts. Curriculum Leaderdship, 6(24). 
• Grootenboer, P. J. (2008). Mathematical belief change in preservice primary teachers. Journal of Mathematics Teacher Education, 11(6), 479-497.
  
• Grootenboer, P. J., & Hemmings, B. (2007). Mathematics performance and the role played by affective and background factors. Mathematics Education Research Journal, 19(3), 3-20.
• Grootenboer, P. J. (2005/2006). The impact of school-based practicum on preservice teachers' affective development in mathematics. Mathematics Teacher Education and Development, 7, 18-32.
• Fraser, D. F., & Grootenboer, P. J. (2005). Attempting to capture the intangible: Spirituality in state education. Curriculum Matters, 1, 151-170.
• Fraser, D. F., & Grootenboer, P. J. (2004). Nurturing spirituality in secular classrooms. International Journal of Children's Spirituality, 9(3), 307-320.
• Youngs, H., & Grootenboer, P. (2003). Primary and secondary teachers' perceptions of appraisal. New Zealand Journal of Educational Administration and Leadership, 18, 77-90.
• Fitzgerald, T., Youngs, H., & Grootenboer, P. J. (2003). Bureaucratic control or professional autonomy?: Performance management in New Zealand schools. School Leadership and Management, 23(1), 91-105.
• Grootenboer, P. J., Romley, J., Stewart, B., & Thorpe, P. (2002). Kids talking about their learning in mathematics. Australian Primary Mathematics Teacher, 7(4), 16-21.
• Grootenboer, P. J. (2001). How students remember their mathematics teachers. Australian Mathematics Teacher, 57(4), 14-16.

Conference proceedings

• Sullivan, P., & Grootenboer, P. (2010). Teaching Number by Building on Students’ Strengths: An Investigation in Remote Australian Schools. In S. Howard (Ed.), Making a difference (Proceedings of the annual conference of the Australian Association for Research in Education, Melbourne, Retrieved 6 April, 2011 from the World Wide Web:  http://aare.edu.au/10pap/2338SullivanGrootenboer.pdf). Melbourne: AARE.
• Grootenboer, P., & Ballantyne, J. (2010). Mathematics teachers: Negotiating professional and discipline identities. In L. Sparrow, B. Kissane & C. Hurst (Eds.), Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, Fremantle, pp. 225-232). Fremantle, WA: MERGA.
• Grootenboer, P. (2010). Effective features of the maths in the Kimberley inclusive pedagogy model. In L. Sparrow, B. Kissane & C. Hurst (Eds.), Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, Fremantle, pp. 736-739). Fremantle, WA: MERGA.
• Niesche, R., Grootenboer, P., Jorgensen, R., & Sullivan, P. (2010). The maths in the Kimberley project: An overview. In L. Sparrow, B. Kissane & C. Hurst (Eds.), Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, Fremantle, pp. 732-735). Fremantle, WA: MERGA.
• Grootenboer, P. (2009). Rich Mathematical Tasks in the Maths in the Kimberley (MITK) Project. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, Wellington, NZ, Vol. 2, pp. 696-699). Palmerston North, NZ: MERGA.
• Jorgensen, R., Grootenboer, P., & Niesche, R. (2009). Insights into the beliefs and practices of teachers in a remote Indigenous context. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, Wellington, NZ, Vol. 1, pp. 281-288). Palmerston North, NZ: MERGA.
• Grootenboer, P. J., & Zevenbergen, R. (2008). Identity as a lens to understand learning mathematics: Developing a model. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, Brisbane, Vol. 1, pp. 243-250). Brisbane: MERGA.
• Zevenbergen, R., Niesche, R., Grootenboer, P. J., & Boaler, J. (2008). Creating equitable practice in diverse classrooms: Developing a tool to evaluate pedagogy. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, Brisbane, Vol. 2, pp. 637-644). Brisbane: MERGA.
  
• Grootenboer, P. J. (2007). Measuring students' affective responses to mathematics and mathematics education. In C. S. Lim, S Fatimah, G. Munirah, S. Hajar, M. Y. Hashimah, W. L. Gan, & T. Y. Hwa (Eds.) Meeting challenges of developing quality mathematics education culture (Proceedings of the 4th East Asia Regional Conference on Mathematics Education, pp. 273-280). Penang, Malaysia: Universiti Sains Malaysia.
• Grootenboer, P. J., & Zevenbergen, R. (2007). Identity and mathematics: Towards a theory of agency in coming to learn mathematics. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice (Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, Tasmania, Vol. 1, pp. 335-344). Adelaide: MERGA.
• Grootenboer, P. J. (2006). Mathematics educators: Identity, beliefs roles and ethical dilemmas. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.) Identities, cultures and learning spaces (Proceedings of the 29th annual conference of Mathematics Education Research Group of Australasia, Vol. 1, pp. 270-277). Canberra, Australia: MERGA.
• Grootenboer, P. J., Smith, T., & Lowrie, T. (2006). Researching identity in mathematics education: The lay of the land. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.) Identities, cultures and learning spaces (Proceedings of the 29th annual conference of Mathematics Education Research Group of Australasia, Vol. 2, pp. 612-615). Canberra, Australia: MERGA.
• Grootenboer, P. J. (2003). The affective views of primary school children. In N. A. Pateman, B. J. Dougherty & J. Zilliox (Eds.) Navigating between theory and practice (Proceedings of the 27th conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 1-8). Honolulu, HI: University of Hawai'i.
• Grootenboer, P. J. (2003). Facilitating affective change with preservice primary teachers. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.) MERINO: Mathematics education research: Innovations, networking, opportunity (Proceedings of the 26th annual conference of Mathematics Education Research Group of Australasia, Vol. 2, pp. 413-420). Geelong, Australia: MERGA.
• Grootenboer, P. J. (2002). Affective development in mathematics: A case study of two preservice primary school teachers. In B. Barton, K. C. Irwin, M. Pfannkuch & M. O. J. Thomas (Eds.) Mathematics education in the South Pacific (Proceedings of the twenty-fifth annual conference of the Mathematics Education Research Group of Australasia, Vol. 1., pp. 318-325). Auckland: MERGA.
• Grootenboer, P. J., & Lowrie, T. (2002). The affective views of preservice primary school teachers. In D. Edge & Yeap B. H. (Eds.) Mathematics education for a knowledge-based era (Proceedings of the Second East Asia Regional Conference on Mathematics Education and the Ninth Southeast Asian Conference on Mathematics Education, Vol. 2, pp. 232-239). Singapore: Association of Mathematics Educators.

Keynote Addresses

• (2009). Numeracy and Indigenous Learners. Keynote address presented at the annual Queensland Indigenous Education conference. June, Cairns.
• (2007). Mathematics learning: Building robust knowledge and positive attitudes. Keynote address presented at the Riverina Mathematics Association annual conference. March, Wagga Wagga.
• (2006). Critical factors in numeracy development. Keynote address presented at the Starting Points conference. November, Wagga Wagga.
• (2006). Numerate kids: Head, heart and hand. Keynote address presented at the Brisbane Diocesan, Catholic Education Numeracy  conference. October, Brisbane.
• (2006). Numeracy development. Keynote address presented at the Priority School Numeracy conference. August, Narrandera.
• (2005). Mathematics lessons that are mathematical!  Keynote address presented to the annual conference of the Waikato Mathematics Association. March, Hamilton, New Zealand.