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Home > Professional page > Professor Robyn Jorgensen (Zevenbergen) > Publications

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  • Professor Robyn Jorgensen (Zevenbergen)
  • Research
  • Curriculum Vitae
  • Publications

Books

  • Atweh, B. Goos, M., Jorgensen, R. & Siemon, D. (In Press). Engaging the Australian Curriculum Mathematics: Perspectives from the field. Adelaide: MERGA.    
  • Jorgensen, R. & Dole, S. (2011) Teaching Mathematics in Primary Schools. (2nd ed) Sydney: Allen and Unwin.
  • 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.
  • O'Connor, P., Yasukawa, K. & Zevenbergen, R. (1996). Numeracy at work: A resource for workplace trainers. Sydney: Labour Council of NSW, 1996, Developed by ALBSAC.
  • Zevenbergen, R. (1994). The construction of educational inequality: A critique of the dominant discourses in mathematics education. Geelong: Deakin University Press.

Editor

  • Grootenboer, P., Zevenbergen, R. & Chinappan, M. (2006). Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia (Vol 1 & 2). MERGA: Canberra.
  • Zevenbergen, R. & Ortiz-Franco, L. (2002). Equity in Mathematics: A Special Edition of MERJ. Mathematics Education Research Journal, 13 (3).
  • Zevenbergen, R. (Ed.) (1996). Mathematics education in changing times; Reactive or proactive. Melbourne: Mathematics Education Lecturers Association.

Book chapters

  • Jorgensen, R. (accepted) The Elephant in the Room: Social Class and Mathematics. P. Ernest (Ed.) Critical mathematics. Information Age.
  • Jorgensen. R. & Perso. T. (In Press). Equity and the Australian Curriculum. In Atweh, B. Goos, M., Jorgensen, R. & Siemon, D.  Engaging the Australian Curriculum Mathematics: Perspectives from the field. Adelaide: MERGA.
  • Jorgensen, R. (2012). Exploring Scholastic Mortality among Working Class and Indigenous Students: A perspective from Australia. In: B. Herzelman, J. Choppin, D. Wagner & D. Pimm. (Eds). Equity in Discourse for Mathematics Education: Theories, Practices and Policies, Dordrecht: Springer, 35-49.
  • Sullivan, P., Jorgensen, R., & Mousley, J. (2011). Using a model for planning and teaching lessons as part of mathematics teacher education. In: O. Zaslavsky, P. Sullivan (Eds.), Constructing Knowledge for Teaching Secondary Mathematics, Mathematics Teacher,Dordrecht: Springer, 291-306. 
  • Sullivan, P. Jorgensen, R. & Youdale, R. (2010) Redressing Marginalisation: A Study of Pedagogies for Teaching Mathematics in a Remote Australian Indigenous Community In: Snyder, I; Nieuwenhuysen, J. (Eds). Closing the Gap? Improving Outcomes in Southern World Societies, Clayton, Melbourne: Monash University Publishing, 204-216.
  • Jorgensen (Zevenbergen), R. (2010) Intersections of local mathematical knowledge and school academic traditions  In B.Herbel-Eisenmann, J.Choppin, D.Wagner, & D. Pimm (Eds.) Equity in Discourse for Mathematics Education: Theories, Practices and Policies, Springer: Dordrecht.
  • Jorgensen, R. & Sullivan, P. (2010) Scholastic Heritage and Success in School Mathematics: Implications for Remote Aboriginal Learners In Snyder, I; Nieuwenhuysen, J. (Eds.) 2010. Closing the Gap? Improving Outcomes in Southern World Societies. Clayton, Melbourne: Monash University Publishing.
  • Sullivan, P. & Jorgensen, R. (2010) In Snyder, I; Nieuwenhuysen, J. Eds. 2010. Closing the Gap? Improving Outcomes in Southern World Societies. Clayton, Melbourne: Monash University Publishing.
  • Jorgensen, R. (2010) Language, culture and learning mathematics: A Bourdieuian analysis of Indigenous learning In, Wyatt-Smith, C.; Elkins, J.; Gunn, S.  (Eds.) Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. Dordrecht: Springer.
  • Sullivan, P. Mousley, J. & Jorgensen (Zevenbergen), R. (2009) Tasks and pedagogies that facilitate mathematical problem solving. In B. Kaur, Y. Ben Har and M. Kapur (Eds) Mathematical Problem Solving  (pp17-42). Singapore: World Scientific Publishing Company.
  • 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). 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. 
  • Zevenbergen, R. (2001). Language, social class and underachievement in mathematics. In P. Gates (Ed.) Issues in teaching mathematics. (pp.38-50) London: Routledge/Falmer.
  • 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. (2001). Mathematics, social class and linguistic capital: An analysis of a mathematics classroom. In B. Atweh and H. Forgasz (Eds.) Socio-cultural aspects of mathematics education: An international perspective.(pp. 201-215)  Mahwah, NJ: Lawrence Erlbaum & Association.
  • 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.
  • Zevenbergen, R. (2000). Research methods in workplace mathematics.  In A. Bessot, & J. Wridgeway (Eds). Education for mathematics in the workplace. (pp.181-187) Dordrecht: Kluwer Press.
  • Zevenbergen, R. (2000). ?Cracking the Code? of Mathematics: School success as a function of linguistic, social and cultural background.  In  J. Boaler (Ed). Multiple Perspectives on Mathematics Teaching and Learning. (pp. 201-223)  New York: JAI/Ablex.
  • Zevenbergen, R. (1998). Gender, media and conservative politics. In C. Keitel (Ed.). Social justice and mathematics education: Gender, class ethnicity and the politics of schooling. (pp.59-68). Berlin: IOWME and Freie Universitat.
  • Zevenbergen, R. (1998). Ethnography in the mathematics classroom. In J. Malone, & B. Atweh (Eds.). Aspects of postgraduate supervision and research. (pp. 19-38). Mahwah, NJ: Lawrence Erbaum & Association.
  • Straesser, R. & Zevenbergen, R. (1996). Chapter 17: Further mathematics education.  In J. Kilpatrick, C. Laborde, K. Clements & C. Keitel (Eds.). International handbook on mathematics education. (pp. 647-674) Dordrecht: Kluwer Press.
  • Zevenbergen, R., Atweh, B., Kanes, C. & Cooper, T. (1996). Social and cultural contexts in mathematics education. In B. Atweh, K. Owens, & P. Sullivan (Eds.) Review of research in mathematics education, 1992 -1995. (pp. 11-40). Sydney: MERGA.
  • Zevenbergen, R. (1995). Discourse analysis of the classroom. In J. Mousley, M. Robson & D. Colquhoun (Eds.) Horizons, images and experiences: The research story collection. (pp. 78-87). Geelong: Deakin University Press.
  • Zevenbergen, R. (1994). Mathematics as a social filter. In P. O'Connor (Ed.) Thinking work Vol 1: Theoretical perspective to workplace literacies. (pp. 188-199). Sydney: ALBSAC.

Refereed journal articles

  • Jorgensen, R. (In Press). Enhancing educational performance for remote Aboriginal Australians: what is the impact of attendance on performance? Education 3-13 Special Issue.
  • Jorgensen, R. & Lowrie, T. (In Press). Both ways strong: Using digital games to engage Aboriginal learners. International Journal of Inclusive Education.
  • Lowrie, T. & Jorgensen, R. (In Press) Teaching Mathematics Remotely: Changed Practices in Distance Education. Mathematics Education Research Journal.
  • Jorgensen, R. & Niesche, R. (2011) Curriculum leadership in remote Indigenous communities. Leading and Managing, 17(1), 45-58. 
  • Lowrie, T. & Jorgensen, R. (2011) Gender differences in students’ mathematics games playing. Computers and Education, 57(4) 2244-2248. 
  • Jorgensen (Zevenbergen), R. (2010). Young workers and their dispositions towards mathematics: Tensions of a mathematical habitus in the retail industry. Educational Studies in Mathematics 76 (1), 87-100.
  • Jorgensen, R. (2010). Young workers and their dispositions towards mathematics: tensions of a mathematical habitus in the retail industry. Educational Studies in Mathematics,  DOI: 10.1007/s10649-010-9267-0Online First™
  • Jorgensen, R., Sullivan, P. & Grootenboer, (2010) Good learning= A good life: Mathematics transformation in remote  Indigenous communities. Australian Journal of Social Issues, 45 (1),  131-143.
  • Niesche, R. & Jorgensen, R. (2010). Challenges for educational leadership: Reforming curriculum in remote areas. Journal of Educational Administration, 48(1), 102-117.
  • 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, 38 (2), 161-175
  • Gates, P. & Jorgensen(Zevenbergen), R. (2009). Foregrounding social justice in mathematics teacher education. Journal for Mathematics Teacher Education, 12 (3), 161-170.
  • Grootenboer, P. & Jorgensen (Zevenbergen), R.  (2009) Towards a Theory of Identity and Agency in Coming to Learn Mathematics  Eurasia Journal of Mathematics, Science and Technology Education, 5 (3), 255-266
  • Sullivan, P., Youdale, R., & Jorgensen, R. (2009). Know where you are going and how to get there. Australian Primary Mathematics Classroom.
  • Jorgensen (Zevenbergen), R. Walsh, L. & Niesche, R. (2009).  Reforming schools; A case study of New Basics in a primary school. International Journal for Leadership in Education, 12 (2), 115-133.
  • Zevenbergen, R. & Walsh, L. (2008). Reforming schools; A case study of New Basics in a primary school. International Journal for Leadership in Education.
  • 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. (2002).Citizenship and Numeracy: Implications for Youth, Employment and Life Beyond the School Yard. Quadrante, 11 (1), 29-39.
  • Zevenbergen, R., Edwards, A., & Skinner, J. (2002). Junior golf club culture: A Bourdieuian analysis. Sociology of Sport On Line, 5 (1). 1-12.
  • Zevenbergen, R. (2002). Contexts in Mathematics: Implications for Numeracy. Literacy in the Middle Years, 10(1).42-49.
  • Zevenbergen, R., Hyde, M. & Power, D. (2001). Language, Arithmetic Word Problems and Deaf Students: Linguistic Strategies Used by Deaf Students to Solve Tasks. Mathematics Education Research Journal, 13 (3), 204-218.
  • Zevenbergen, R. (2001). Mathematical Literacy in the Middle Years. Literacy in the Middle Years, 9(2),21-28.
  • Zevenbergen, R. (2001). Literacy demands of numeracy. The Primary Educator.
  • Zevenbergen, R., Sullivan, P. and Mousley, J. (2001). Open-Ended Tasks and Barriers to Learning: Teachers? Perspectives. Australian Primary Mathematics Classroom, 6(1), 4-9.
  • 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.
  • Zevenbergen, R. (2000). Identifying Literacy Demands of  Adult Numeracy. International Journal of Literacy and Numeracy Studies, 10, (1&2), 39-54.
  • Zevenbergen, R. & Begg, A. (1999). Theoretical Frameworks in Educational Research.  SAME Papers, 1999. 170-185.
  • Zevenbergen, R. (1999). Student Constructed Posters: A Tool for Learning and Assessment in Pre-service Mathematics Education. Mathematics Teacher Education and Development, 1(1), 72-81.
  • Zevenbergen, R. (1997). Psychologising difference in mathematics education, Chreods 11,  37-48.
  • Zevenbergen, R. (1996). Constructivism as a liberal, bourgeois discourse. Educational Studies in Mathematics, 31 (1-2), 95-113.
  • Zevenbergen, R. (1995). The situated numeracy of pool builders.  Critical Forum, 4 (2), 34-46.
  • Zevenbergen, R. (1995). Constructivist approaches in mathematics education, Unicorn, 21 (3), 76-81.
  • Zevenbergen, R. (1995). Towards a socially critical numeracy. Critical Forum, 3 (1&2), 82-102.
  • Zevenbergen, R. (1993). Piaget and mathematics education. Critical Forum, 2 (2), 3-18.

Non-refereed journal papers

  • Zevenbergen, R., Sullivan, P., Lerman S., Boaler J., Grootenboer, P., & Niesche, R. (2008) Reforming pedagogy in remote Indigenous contexts. Curriculum Leadership, 6 (24).
  • Sullivan, P., Zevenbergen, R. &  Hurrell, D. (2008). Searching for the right answers. EQ, Autumn, 24-26 (40%).

Refereed conference proceedings

  • Sullivan, P., Grootenboer, P., & Jorgensen,R. (2011). Considering student experience and knowledge of context in planning mathematics learning. PME Conference Ankara, Turkey, July.
  • Jorgensen, R. & Grootenboer, P. (2011). Early years swimming as a site for early mathematical learning. MERGA conference, Alice Springs, July.
  • Jorgensen, R. & Lowrie, T.  (2011). Digital games: Creating new opportunities for mathematics learning MERGA conference, Alice Springs, July.
  • Jorgensen (Zevenbergen), R. (2010). Structured failing: Reshaping a mathematical future for marginalised learners.  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. pp. 26-35. MERGA: Freemantle.
  • Jorgensen, R. & Niesche, R. Devolved leadership: 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.. MERGA: Freemantle.
  • Jorgensen, R. (2010) Group work, language and interactions: Challenges of implementation in Aboriginal contexts: 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.. pp740-744. MERGA: Freemantle.
  • Jorgensen, R., Grootenboer, P. & Niesche, R. (2009). Insights into the beliefs and practices of teachers in a remote Indigenous context. In B Bicknell et al (eds), Bridging the gap. Proceedings of the 32nd conference of the Mathematics Education Research Group of Australasia.
  • Jorgensen, R., Sullivan, P., Grootenboer, P. & Niesche, R. (2009). Reforming Mathematical Pedagogy in Remote Indigenous Contexts, Symposium. In B Bicknell et al (eds), Bridging the gap. Proceedings of the 32nd conference of the Mathematics Education Research Group of Australasia.
  • Sullivan, P., Youdale, R., & Jorgensen, R. (2009). The link between planning and teaching mathematics: An exploration in an Indigenous community school. In B. Kissane Ed). Proceedings of the biennial conference of the Australian Association of Mathematics Teachers. Fremantle.
  • 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.
  • Sullivan, P., Zevenbergen, R., Mousley, J. (2002 Snakes and Ladders; Barriers to learning mathematics. In B.Barton, K.C. Irwin, M M.Pfannkuch & M.Thomas (Eds.). Mathematics Education in the South Pacific: Proceedings from the 25th Annual Conference of the Mathematics Education Research Group of Australasia Conference, (pp. 641-648) Auckland, NZ, MERGA.
  • Zevenbergen, R., Sullivan, P. & Mousley, J. (2002). Contexts in Mathematics Education: Help? Hindrance? For Whom? In P.Valero & O. Skovsmose (Eds) Proceedings of the Third International Mathematics Education and Society Conference. (pp.522-529). Centre for Research in Learning Mathematics, Roskilde University: Roskilde, Denmark.
  • Zevenbergen, R. (2002). Streaming in School Mathematics: A Bourdieuian Analysis. In P.Valero & O. Skovsmose (Eds) Proceedings of the Third International Mathematics Education and Society Conference. (pp.512-521). Centre for Research in Learning Mathematics, Roskilde University: Roskilde, Denmark.
  • Zevenbergen, R. (2001). Open-ended tasks: The dilemma of openess or ambiguity? In M. van den Heuvel-Panhuizen (Ed.) Proceedings of the 25th Annual Conference for the International conference of the Psychology of Mathematics Education Group. (pp. 447?454) Vol. 4. Utrecht, Holland: PME.
  • Zevenbergen, R. & Lerman, S. (2001). Communicative Competence in School Mathematics: On being able to do school mathematics. In J.Bobis, B.Perry and M. Mitchelmore (Eds.) Numeracy and Beyond: Proceedings of the 24th Annual Conference of the  Mathematics Education Research Group of Australasia. (pp. 571-578) Sydney: MERGA.
  • Zevenbergen, R. (2001). Is Streaming an Equitable Practice? Students? Experiences of Streaming in the Middle Years of Schooling. In J.Bobis, B.Perry and M. Mitchelmore (Eds.) Numeracy and Beyond: Proceedings of the 24th Annual Conference of the  Mathematics Education Research Group of Australasia. (pp. 563-570) Sydney: MERGA.
  • Zevenbergen, R. (2000). Using Study Groups to Support Mathematics Learning in Preservice Teacher Education. In J. Bana & A. Chapman  (Eds.) Mathematics Education Beyond 2000: Proceedings of the Twenty-third annual conference of the Mathematics Education Research Group of Australasia. (pp.680-687). Perth: MERGA.
  • Zevenbergen, R. (2000). Pathways: Possibilities for reform and social justice. In J. Matos & M. Santos (Eds.) Proceedings of the second Mathematics Education and Society Conference. (pp. 45-56). Portugal: The University of Lisbon.
  • Boaler, J., Wiliam, D. & Zevenbergen, R. (2000). The construction of identity in secondary mathematics education.  In J. Matos & M. Santos (Eds.) Proceedings of the second Mathematics Education and Society Conference. (pp. 192-202). Portugal: The University of Lisbon.
  • Zevenbergen, R. (1999). Equity in tertiary education: Imagining a future. In W. Spunde, P. Cretchley, & R. Hubbard (eds.) The challenge of diversity.  (pp. 18-26).  Rockhampton: Central Queensland University.
  • Hyde, M., Power, D. & Zevenbergen, R. (1999). Deaf Students Solving of Arithmetic Word Problems. In J. Truran & K. Truran (Eds.) Making the Difference. (pp.275-282). Adelaide: MERGA.
  • Zevenbergen, R. (1999). Boys, mathematics and classroom interactions: The construction of masculinity in working-class mathematics. In O. Zaslavsky (Ed). Proceedings of the 23rd International Group for the Psychology of Mathematics Education. Vol 4. (pp. 353-360). Haifa, Israel: PME.
  • Zevenbergen, R. (1998). Language, mathematics and social disadvantage: A Bourdieuian analysis of cultural capital in mathematics education.  In C. Kanes, M. Goos & E. Warren (Eds.) Teaching mathematics in new times. (pp. 716-722) Gold Coast: MERGA.
  • Zevenbergen, R. (1998). Mathematical saturation within workplace contexts. In C. Kanes, M. Goos & E. Warren (Eds.) Teaching mathematics in new times.  (pp. 709-715) Gold Coast: MERGA.
  • Zevenbergen, R. (1998). Classroom interaction and linguistic capital: A Bourdieuian analysis of the construction of social difference in mathematics education. In P. Gates (Ed.) Mathematics education and society.  (pp. 360-366). Centre for the Study of Mathematics Education: Nottingham University.
  • Zevenbergen, R. (1997). Do disadvantaged students fail mathematics or does mathematics fail disadvantaged students? In F. Biddulph & K. Carr (Eds.) People, people, people. (pp. 23-38) Rotorua: MERGA.
  • Zevenbergen, R. (1997). Situated numeracy: Mathematical saturation. In S. Billet (Ed.) Good thinking, good practice: Research perspectives on learning and work. Vol 1. (pp. 203-214).  Brisbane: Centre for Learning and Work Research, Griffith University.
  • Zevenbergen, R. (1995). Students' mathematical culture. In B. Atweh & S. Flavel (eds.)  Galtha.  (pp. 557-563). Darwin: MERGA.
  • Zevenbergen, R. (1995). Rethinking socially-just assessment. In R. P. Hunting, G. E. FitzSimons, P. C. Clarkson, & A. J. Bishop (Eds.), Regional collaboration in mathematics education (pp. 827-838). Melbourne: Monash University.
  • Zevenbergen, R. (1994). Psychologising educational difference. In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.) Challenges in mathematics education: Constraints on construction. Vol 2. (pp. 827-837). Lismore: MERGA.
  • Zevenbergen, R. (1994). Social justice and assessment. In R. Peard & L. English (Eds.) New directions in assessment in mathematics.  Brisbane: Queensland University of Technology.
  • Zevenbergen, R. (1993). Learning mathematics: A gendered practice.  In B. Atweh, C.Kanes, M. Carss & G. Booker (Eds.) Contexts in mathematics education. (pp. 603-611).  Brisbane: MERGA.
  • Zevenbergen, R. (1992). The construction of spatial meaning and social disadvantage. In B. Southwell, B. Perry, & K. Owens (Eds.), Space: The first and final frontier (pp. 599-608). Nepean: Mathematics Education Research Group of Australasia.

Unpublished reports

  • Zevenbergen, R., Delaforce, R., & Niesche, R. (2007). B4S Evaulation: Consultancy for Education Queensland. Brisbane: Griffith Insitute for Educational Research.
  • Zevenbergen, R. & Zevenbergen, K. (2007). School-to-work transitions: Final report. Brisbane: Griffith University
  • Zevenbergen, R. & Lerman, S. (2006). Numeracy, Equity and ICT: Final Report. Brisbane: Griffith University.
  • Zevenbergen, R. (2006). School-to-work transitions: A study of practice in South-East Queensland. Albury: Charles Sturt University.
  • Zevenbergen, R. (2006). Workplace Numeracy: A study of young people?s numeracy in contemporary work. Albury: Charles Sturt University.
  • Sullivan, P., Mousley, J., & Zevenbergen, R. (2001). Overcoming barriers to mathematics leaning: Advice to teachers. Bundoora: La Trobe University.

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