indigenous students’ mathematics learning in rural and · more publications by professor...

More Publications by Professor Elizabeth Warren at: www.rolem.com.au/home/research

Warren, E., Baturo, A., & Cooper, T. J. (2010). Power and authority in school and community: Interactions between non-Indigenous

teachers and Indigenous teacher assistants in remote Australian schools. In J. Zajda & M. A. Geo-JaJa (Eds.), The politics of

education reforms: Globalisation, comparative education and policy research, 9, (pp. 193-207). Dordrecht: Springer PDF

Warren, E., Cooper, T. J., & Baturo, A. R. (2009). Bridging the educational gap: Indigenous and non-Indigenous beliefs, attitudes and

practices in a remote Australian school. In J. Zajda & K. Freeman (Eds.), Race, ethnicity and gender in education: Cross-cultural

understandings, 6, (pp. 221-236). Dordrecht: Springer. PDF

Warren, E., Cooper, T. J., & Baturo, A. R. (2010). Pedagogies to support Indigenous students’ mathematics learning in rural and

remote Queensland classrooms. In J. Zajda (Ed.), Globalisation, education and social justice: Globalisation, comparative education

and policy research series (pp. 161-184). Dordrecht: Springer. PDF

Warren, E., Cooper, T. J., & Baturo, A. (2010). Pedagogies to support Indigenous students’ learning in rural and remote Queensland

classrooms. In J. Zajda (Ed.), Globalisation, education and social justice. Globalisation, comparative education and policy research

series (pp. 161-184). Dordrecht: Springer. PDF


McDonald, S., Warren, E., & DeVries, E. (2011). Refocusing on oral language and rich representations to develop the early mathematical

understandings of Indigenous students. The Australian Journal of Indigenous Education, 40, 9–17. DOI 10.1375/ajie.40.9 PDF

Warren, E., Cooper, T., & Baturo, A. (2004). Indigenous students and Mathematics: Teachers’ perceptions of the role of teacher aides.

Australian Journal of Indigenous Education, 33, 37-46. PDF

Warren, E., Cooper, T.J., Baturo, A. (2008). Bridging the Educational Gap: Indigenous and non-Indigenous beliefs, attitudes and practices

in a remote Australian school. Educational Practice and Theory, 30(1), 41-56. PDF

Warren, E., & DeVries, E. (2009). Young Australian Indigenous students' engagement with numeracy: Actions that assist to bridge the

gap. Australian Journal of Education, 53(2), 159-175. PDF

Warren, E., DeVries, E., & Cole, A. (2009). Closing the gap: Myths and truths behind subitisation. Australian Journal of Early

Childhood, 34(4), 46-53. PDF

Warren, E., & Miller, J. (2010). Exploring four year old Indigenous students' ability to pattern. International Research in Early Childhood

Education, 1(2), 42- 56. PDF


Warren, E., & Quine, J. (2012). A holistic approach to supporting the (mathematics) learning of young Indigenous students: One case

study. Australian Journal of Indigenous Education (In press)

Warren, E., Quine, J. & DeVries, E. (2012). Supporting teachers' professional learning at a distance: A model for change in at-risks

communities. Australian Journal of Teacher Education, 37(6), 11-28. PDF

Warren, E., Thomas, L. M., & DeVries, E. (2011). Engaging indigenous children in mathematical learning in an early childhood setting.

International Journal of Pedagogies & Learning, 6(2), 97-107. PDF

Warren, E., & Young, J. (2007). Oral language, representations and mathematical understanding: Indigenous Australian students.

Australian Journal of Indigenous Education, 37, 130-137. PDF

Warren, E., Young, J., & DeVries, E. (2008). The impact of early numeracy engagement on 4 year old Indigenous students. Australian

Journal of Early Childhood Education, 33(4), 2-8. PDF


Baturo, A., Matthews, C., Underwood, P., Cooper, T., & Warren, E. (2008). Research empowering the researched: Reflections on

supporting Indigenous teacher aides to tutor mathematics. In O. Figueras, J. L. Cortina, S. Alatorre, T. Rojano, A. Sepulveda (Eds.),

Vol. 2. Proceedings of the 32nd International Group for the Psychology of Mathematics Education, (pp. 137-144). Mexico: PME. PDF

Cooper, T, J., Baturo, A., & Warren, E. (2005). Indigenous and non-Indigenous teaching relationships in three mathematics classrooms in

remote Queensland. In H. Chick & J. Vincent (Eds.), Vol. 2. Proceedings of the 29th Conference of the International Group for the

Psychology of Mathematics (pp. 265-272). Melbourne, Australia: Cinvestav-UMSNH. PDF

Cooper, T., Baturo, A., & Warren E., & Doig, S. (2004). Young white teachers’ perceptions of mathematics learning of aboriginal and non-

aboriginal students in remote communities. In M. J. Hoines, A. Fuglestad, & A. Berit, A. (Eds.), Proceedings of the 28th Conference of

the International Group for the Psychology of Mathematics Education (pp. 239-246). Berben, Norway: PME. PDF

Cooper, T., Baturo, A., & Warren E., & Grant, E. (2006). Aim high – beat yourself: Effective mathematics teaching in a remote

Indigenous community. In J. Novotna, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Vol. 2. Proceedings of the 30th Conference of

the International Group for the Psychology of Mathematics Education, (pp. 369-376). Prague, Czech Republic: PME PDF

Miller, J., & Warren, E. (2012). Exploration into cultural aspects of mathematic generalisation: Young Indigenous students. Proceedings

of the 12th International Conference of Mathematics Education. Seoul, South Korea. (In print).

Miller, J., & Warren, E. (2012). An exploration into growing patterns with young Australian Indigenous students. 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 (pp. 505-512). Singapore. Merga PDF


Warren, E., Baturo, A., & Cooper, T. (2004). Queensland Indigenous Students in rural and remote classrooms: Pedagogical practices and

numeracy learning. In J. Zajda & P. Ninnes (Eds.), Proceedings of the 32nd

Annual Conference of the Australian and New Zealand

Comparative and International Education Society: Global Pedagogies: Equity, Access & Democracy in Education (pp. 153-163),

Melbourne, Victoria. PDF

Warren, E., & DeVries, E. (5th November 2008). Closing the Gap: Myths and truths about subitisation. Paper presented at the Annual

Indigenous Studies Research Network Symposium, QUT. PDF

Warren, E. & Miller, J. (2010). Indigenous children's ability to pattern as they enter kindergarten/pre-prep settings: An exploratory study. In

L. Sparrow, B. Kissane & C. Hurst (2010), Proceedings of the 33rd

Annual Conference of the Mathematics Education Research Group

of Australasia. Fremantle (pp. 594-691). Freemantle, Australia: MERGA. PDF

Warren, E., Young, J., & DeVries E. (2007). Australian Indigenous students: The role of oral language and representations in the

negotiation of mathematical understanding. In J. Watson & K. Beswick (Eds.), Vol. 2. Proceedings of the 30th Conference of

Mathematics Education Research Group of Australia, (775-784). Merga: Hobart. PDF

Warren, E., & Young, J., & De Vries E. (2008). Indigenous students’ early engagement with numeracy: The case of Widgy and Caddy. In

M. Goos , R. Brown, and K. Maker (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group

of Australasia (pp. 531-537). St Lucia: University of Queensland Press. PDF


Cooper, T., & Warren, E. (2011). Years 2 to 6 students’ ability to generalise: Models, representations and theory. In J. Cai & E. Knuth

(Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 187-214). Netherlands: Springer. PDF

Warren, E. (2011). Algebraic thinking, pattern, and order. In D. Simeon, K. Beswick, K. Brady, J. Clark, R. Farragher & E. Warren

(Eds.), Teaching mathematics: Foundations to middle years (pp. 586-603). Melbourne, Australia: Oxford University Press. PDF

Warren, E. (2011). Pattern and structure. In D. Simeon, K. Beswick, K. Brady, J. Clark, R. Farragher & E. Warren (Eds.), Teaching

mathematics: Foundations to middle years (pp. 248-264). Melbourne, Australia: Oxford University Press. PDF

Warren, E. (2011). Representations, materials, language, and recording. In D. Simeon, K. Beswick, K. Brady, J. Clark, R. Farragher &

E. Warren (Eds.), Teaching mathematics: Foundations to middle years (pp. 98-121). Melbourne, Australia: Oxford University

Press. PDF


Cooper, T., & Warren, E. (2008). Generalising mathematical structures in Years 3-4: A case study of equivalence of expression. In O. Figueras, J.

L. Cortina, S. Alatorre, T. Rojano, & A. Sepulveda (Eds.), Vol. 2. Proceedings of the 32nd International Group for the Psychology of

Mathematics Education (pp. 369-376). Morelia, Mexico: PME PDF

McDonald, S., Warren, E., & DeVries, E. (2011). Plotting the use of oral language and rich mathematical representations of teachers in the early

years of formal schooling. In B. Ubuz (Ed.), Vol. 3. Proceedings of the 35th

Conference of the International Group for the Psychology of

Mathematics Education, (pp. 209-216). Ankara, Turkey: PME. PDF

Warren, E. (2001). Algebraic understanding and the importance of operation sense. In M. van den Heuvel-Panhuizen (Ed.), Proceedings of the 25th

Conference of the International Group for the Psychology of Mathematics Education, 4, (pp. 399–40). Utrecht, The Netherlands: PME. PDF Warren, E. (2002). Unknowns, arithmetic to algebra: Two exemplars. In A. Cockburn & E. Nardi (Eds.), Vol. 4. Proceedings of the 26th Conference

of the International Group for the Psychology of Mathematics Education (pp. 361-368). Norwich, United Kingdom: PME. PDF Warren, E. (2003). Number combinations and arithmetic structure: implications for early algebra. In L. Bragg, C. Campbell, G. Herbert, & J.

Mousley (Eds.), Mathematics Education Research: Innovation, Networking, Opportunity: Proceedings of the 26th Annual Conference of

Mathematics Research Group of Australasia (pp. 712-719). Sydney, Australia: MERGA PDF


Warren, E., (2003). Young children’s understanding of equals: A longitudinal study. In N. Pateman, G. Dougherty, & J. Zilliox (Eds.), Vol. 4.

Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education and the 25th Conference of

Psychology of Mathematics Education, (pp. 379-387). Honolulu, Hawaii: PME and PMENA. PDF

Warren, E. (2004). Generalising arithmetic: Supporting the process in the early years. In J. Hoines & A. B. Fuglestad (Eds.), Vol. 4. Proceedings

of the 28th Conference of the International Group for the Psychology of Mathematics Education (pp. 417-424). Bergen, Norway: PME. PDF

Warren, E. (2005). Young children’s ability to generalize the pattern rule for growing patterns. In H. Chick & J. Vincent (Eds.), Vol. 4. Proceedings

of the 29th Conference of the International Group for the Psychology of Mathematics Education (pp. 305-312). Melbourne: University of

Melbourne. PDF

Warren E., (2005). Patterns supporting the development of early algebraic thinking. In P. Clarkson, Downton, A., D. Gronn, M. Horne, A.

McDonough, R. Pierce & A. Roche (Eds.), Vol. 2. Proceedings of the 28th Annual Conference of Mathematics Research Group of Australasia

(pp. 759-766). Sydney, Australia: MERGA PDF

Warren, E. (2007). Exploring an understanding of equals as quantitative sameness with 5 year old students. In W. Jeong-Ho, L. Hee-Chan, P. Kyo-

Sik, & S. Dong-Yeop (Eds.), Vol. 4. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics

Education (pp.249-257). Seoul, South Korea: PME PDF

Warren, E. (2008). Early algebraic thinking: the case of equivalence in an early algebraic context. In Z. Usiskin, K. Andersen, & N. Zotto (Eds.),

Future Curricular Trends in School Algebra and Geometry: Proceedings of the Second International Curriculum Conference (pp. 7-30).

Chicago: Information Age Publishing. PDF


Warren, E., & English, L. (2000). Primary school children’s knowledge of arithmetic structure. In J. Bana & A. Chapman (Eds.),

Mathematics education beyond 2000: Proceedings of the 23rd Annual Conference of the Mathematics Education Research Group of

Australasia Incorporated (pp. 624-631). Freemantle, Western Australia: MERGA. PDF

Warren, E., Miller, J., & Cooper, T.J. (2011). An exploration of young students' ability to generalise function tasks. In P. Sullivan & M.

Goos (Eds.), Proceedings of the 34th Annual Conference of the Mathematics Education Research Group of Australia (pp. 752-759).

Alice Springs, NT: MERGA PDF

Warren, E., & Nisbet, S. (2000). Factors in primary school teachers’ beliefs about mathematics and teaching and learning mathematics. In J.

Bana & A. Chapman (Eds.), Mathematics education beyond 2000: Proceedings of the 23rd Annual Conference of the Mathematics

Education Research Group of Australasia Incorporated (pp. 632-639). PDF


Cooper, T. J., & Warren, E. (2008). The effect of different representations on Years 3 to 5 students' ability to generalise. ZDM: The

International Journal on Mathematics Education, 40(1), 23-37. PDF

Warren, E. (2002). Children’s understanding of turn arounds. Australian Primary Mathematics Classroom, 7(1), 9-14. PDF

Warren, E. (2003). The role of arithmetic structure in the transition from arithmetic to algebra. Mathematics Education Research Journal,

15(2), 122-137. PDF

Warren E., & Cooper T. (2003). Arithmetic pathways towards algebraic thinking: Exploring Arithmetic Compensation in Year 3. Australia

Primary Mathematics Classroom. 8(4). 10-16. PDF

Warren, E., & Cooper, T. (2005). Introducing functional thinking in Year 2: a case study of early algebra teaching. Contemporary Issues

in Early Childhood, 6(2), 150-162. PDF

Warren, E. & Cooper, T. (2008). Generalising the pattern rule for visual growth patterns: Actions that support 8 year olds’ thinking.

Education studies in mathematics, 67(2), 171-185. PDF

Warren, E., & Cooper, T. J. (2003) Introducing Equivalence and Inequivalence in Year 2. Australian Primary Mathematics Classroom,

8(1), 4-8. PDF

Warren, E. & Cooper, T. J. (2005) Young children's ability to use the balance strategy to solve for unknowns. Mathematics Education

Research Journal, 17(1), 58-72. PDF


Warren, E. & Cooper, T. J. (2006) Using repeating patterns to explore functional thinking. Australian Primary Mathematics

Classroom, 11(1), 9-14. PDF

Warren, E., & Cooper, T. J. (2007) Repeating patterns and multiplicative thinking: Analysis of classroom interactions with 9-year-old

students that support the transition from the known to the novel. Journal of Classroom Interaction, 41/42(2/1). pp. 7-17. PDF

Warren, E., & Cooper, T. J. (2009) Developing mathematics understanding and abstraction: The case of equivalence in the elementary

years. Mathematics Education Research Journal, 21(2), 76-95. PDF

Warren, E., Cooper, T., & Lamb, J. (2006). Investigating functional thinking in the elementary classroom: Foundations of early

algebraic reasoning. The Journal of Mathematical Behavior, 25(3), 208-223. PDF

Warren, E., Mollinson, A., & Oestrich, K. (2009). Equivalence and equations in early years classrooms. Australian Primary

Mathematics Classroom, 14(1), 10-15. PDF


Warren, E., & Devries, E. (2010). RoleM: Far North Queensland Indigenous numeracy project (Mid Year Report to DETA).

Brisbane: ACU

Warren, E., & Devries, E. (2010). RoleM: Representations, oral language and engagement in mathematics (Mid Year Report to

DEEWR). Brisbane: ACU

Warren, E., & Devries, E. (2012). RoleM - Closing the gap: Expansion of the intensive literacy and numeracy programs:

(DEEWR Research Report No. 3). Brisbane: ACU

indigenous students’ mathematics learning in rural and · more publications by professor...

Documents