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Tamsin Jillian Meaney (2024)
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Profesjonsfaglig digital kompetanse med matematikk i barnehagen
Elena Severina, Marianne Undheim, Francesca Granone, Tamsin Jillian Meaney (2024)
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Barnehagelærerstudentenes synspunkter om digitale verktøy for å støtte matematiske utforskninger
Mona Karbaschi Vee, Tamsin Jillian Meaney (2024)
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The influence of promts on children's number stories
Trude Fosse, Tamsin Jillian Meaney (2024)
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Tamsin Jillian Meaney, Toril Eskeland Rangnes (2024)
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Trude Fosse, Tamsin Jillian Meaney (2024)
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Anne Birgitte Fyhn, Tamsin Jillian Meaney (2024)
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Norwegian and Swedish early childhood preservice teachers’ views on digital technologies for supporting mathematics explorations
Mona Karbaschi Vee, Dorota Lembrér, Tamsin Jillian Meaney (2024)
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Children’s mathematical literacy as education for sustainable development
Trude Fosse, Tamsin Jillian Meaney (2024)
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Mathematical Modelling in Early Years of School
Trude Fosse, Troels Lange, Tamsin Jillian Meaney (2024)
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Sofia Papavlasopoulou, Marianne Undheim, Tamsin Jillian Meaney, Sara Esmaeeli (2024)
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Eva Elise Tvedt, Tamsin Jillian Meaney, Toril Eskeland Rangnes, Troels Lange (2024)
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Tamsin Jillian Meaney, Toril Eskeland Rangnes (2024)
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What can children teach us? Researchers as learners
Tamsin Jillian Meaney (2023)
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We are digital natives – preservice teachers’ professional mathematical identities
Marianne Maugesten, Odd Tore Kaufmann, Tamsin Jillian Meaney (2023)
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The complexity of task design for utilising the epistemic potential of multiple languages in developing pattern understandings
Eugenia Ferrari, Silke Lekaus, Tamsin Jillian Meaney (2023)
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Tamsin Jillian Meaney, Elena Severina, Monica Gustavsen, Camilla Hoven, Sofie Larsen (2023)
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Tamsin Jillian Meaney, Hilja Lisa Huru, Mona Kvivesen (2023)
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Troels Lange, Tamsin Jillian Meaney, Marie Ní Ríordáin (2023)
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Conceptualising success in mathematics education: Three immigrant families discussing Saturday schooling of their children in Norway
Tamsin Jillian Meaney, Sigve Ferstad, Tod L. Shockey (2023)
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David Wagner, Susanne Prediger, Michèle Artigue, Angelika Bikner-Ahsbahs, Gail Fitzsimons, Tamsin Jillian Meaney (2023)
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Young students’ representations of mathematics in posing problems about fairness
Représentations des mathématiques par les jeunes élèves en posant des problèmes d'équité
Trude Fosse, Tamsin Jillian Meaney (2023)
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Odd Tore Kaufmann, Marianne Maugesten, Tamsin Jillian Meaney (2023)
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We are digital natives - preservice teachers' professional mathematical identities
Marianne Maugesten, Odd Tore Kaufmann, Tamsin Jillian Meaney (2023)
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Design heuristic for generating conceptual learning opportunities through multiple languages – Exemplified for algebra
Alexander Schüler-Meyer, Tamsin Jillian Meaney, Ángela Uribe, Susanne Prediger (2023)
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Tamsin Jillian Meaney, Elin Kirsti Lie Reikerås, Camilla Normann Justnes (2023)
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Tamsin Jillian Meaney, Toril Eskeland Rangnes (2023)
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Regnefortellinger om rettferdighet og urettferdighet
Trude Fosse, Tamsin Jillian Meaney, Vilde Tuene (2023)
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Computational Thinking and Early Childhood Educators
Tamsin Jillian Meaney (2023)
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Doing teacher education
Tamsin Jillian Meaney (2023)
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Tensions in mathematics teacher education
Tamsin Jillian Meaney (2023)
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Trude Fosse, Troels Lange, Tamsin Jillian Meaney (2023)
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Georgia Kasari, Tamsin Jillian Meaney (2023)
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Silke Lekaus, Tamsin Jillian Meaney, Tod Shockey (2022)
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Kindergarten preservice teachers evaluating mathematical apps
Mona Karbaschi Vee, Tamsin Jillian Meaney (2022)
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Troels Lange, Dorota Lembrér, Tamsin Jillian Meaney (2022)
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Tamsin Jillian Meaney, Toril Eskeland Rangnes (2022)
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Views of pre-service teachers in Norway on the value of programming in teaching mathematical and pedagogical topics
Odd Tore Kaufmann, Marianne Maugesten, Tamsin Jillian Meaney (2022)
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Possibilities for learning about mathematical argumentations using the language resources of multilingual preservice teachers
Toril Eskeland Rangnes, Tamsin Jillian Meaney (2022)
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Preservice teachers learning from teaching mathematics in multilingual classrooms
Toril Eskeland Rangnes, Tamsin Jillian Meaney (2022)
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Evaluating Minecraft as a mathematical language resource
Tamsin Jillian Meaney, Toril Eskeland Rangnes (2022)
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Tamsin Jillian Meaney, Tony Trinick, Piata Allen (2022)
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The cultural symmetry framework: a pedagogic approach developing mathematics activities in an Indigenous initial teacher education programme
Tony Trinick, Piata Allen, Tamsin Jillian Meaney (2022)
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Using apps for sustaining young children’s mathematical languages
Tamsin Jillian Meaney (2022)
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Issues with using Activity Theory to understand how master's students view their research skills as contributing to their future teaching
Trude Fosse, Troels Lange, Tamsin Jillian Meaney (2022)
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Truth, lies and bullshit in critical mathematics education
Eva Elise Tvedt, Toril Eskeland Rangnes, Tamsin Jillian Meaney, Troels Lange (2022)
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Surveying preservice teachers’ understanding of aspects of mathematics teaching – a cluster analysis approach
Nils Henry Williams Rasmussen, Rune Herheim, Ragnhild Hansen, Troels Lange, Tamsin Jillian Meaney, Toril Eskeland Rangnes (2022)
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Panel: Local and global childhoods
Torjer Andreas Olsen, Ylva Jannok Nutti, Tamsin Jillian Meaney, Ol-Johán Sikku (2022)
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Year 2 children posing and solving their own written problems.
Trude Fosse, Tamsin Jillian Meaney (2022)
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Trude Fosse, Tamsin Jillian Meaney, Troels Lange (2022)
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Mathematical and computational thinking in children’s problem solving with robots
Tamsin Jillian Meaney, Elena Severina, Monica Gustavsen, Anny-Mari Holm, Camilla Skauge Hoven, Sofie Bergitte Larsen (2022)
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Views of Pre-service teachers in Norway on the value of programming in teaching mathematical and pedagogical topics
Odd Tore Kaufmann, Marianne Maugesten, Tamsin Jillian Meaney (2022)
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Danyal Farsani, Troels Lange, Tamsin Jillian Meaney (2022)
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Using digital tools in language diverse mathematics classrooms
Toril Eskeland Rangnes, Tamsin Jillian Meaney (2022)
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Preservice teachers’ views on programming as part of their professional identity as mathematics teachers
Odd Tore Kaufmann, Marianne Maugesten, Tamsin Jillian Meaney (2022)
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Issues with using Activity Theory to understand how Master students view their research skills as contributing to their future teaching.
Trude Fosse, Troels Lange, Tamsin Jillian Meaney (2022)
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Vilma Mesa, Arthur Bakker, Hamsa Venkat, David Wagner, Angelika Bikner-Ahsbahs, Gail FitzSimons (2021)
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Naomi Ingram, Tamsin Jillian Meaney (2021)
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Troels Lange, Tamsin Jillian Meaney, Toril Eskeland Rangnes (2021)
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Paulus Gerdes – reflections of Alan Bishop and Marit Johnsen-Høines in conversation with Tamsin Meaney
Tamsin Jillian Meaney (2021)
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Surveying mathematics preservice teachers
Tamsin Jillian Meaney, Troels Lange, Ragnhild Hansen, Rune Herheim, Toril Eskeland Rangnes, Nils Henry Williams Rasmussen (2021)
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Surveying preservice teachers’ understanding of aspects of mathematics teaching – a cluster analysis approach
Nils Henry Williams Rasmussen, Rune Herheim, Ragnhild Hansen, Troels Lange, Tamsin Jillian Meaney, Toril Eskeland Rangnes (2021)
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Regnefortellinger
Trude Fosse, Tamsin Jillian Meaney (2021)
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Barn på 2. trinn lager og løser sine egne skriftlige problemer
Trude Fosse, Tamsin Jillian Meaney (2021)
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Tamsin Meaney, Anne Birgitte Fyhn, S.R.W. Graham (2021)
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They saw and dared to call things mathematics: Facilitators' views on an online mathematics professional development module.
Troels Lange, Tamsin Jillian Meaney (2021)
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Evaluating numeracy apps in different cultural contexts
Aleksander Veraksa, Carme Balaguer, Silje Fyllingsnes Christiansen, Tamsin Jillian Meaney (2021)
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Marie Sjöblom, Tamsin Jillian Meaney (2021)
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Milieus of learning in a Norwegian mathematics textbook.
Trude Fosse, Tamsin Jillian Meaney (2021)
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Milieus of learning in a Norwegian mathematics textbook
Trude Fosse, Tamsin Jillian Meaney (2021)
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Surveying mathematics preservice teachers
Tamsin Jillian Meaney, Troels Lange, Ragnhild Hansen, Rune Herheim, Toril Eskeland Rangnes, Nils Henry Williams Rasmussen (2021)
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Surveying preservice teachers’ understanding of aspects of mathematics teaching – a cluster analysis approach
Nils Henry Williams Rasmussen, Rune Herheim, Ragnhild Hansen, Troels Lange, Tamsin Jillian Meaney, Toril Eskeland Rangnes (2021)
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Toril Eskeland Rangnes, Tamsin Jillian Meaney (2021)
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David Wagner, Arthur Bakker, Tamsin Jillian Meaney, Vilma Mesa, Susanne Prediger, Wim Van Dooren (2020)
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Using apps for sustaining young children’s mathematical languages
Tamsin Jillian Meaney (2020)
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The influence of digital technologies on the relationship between mathematics and culture
Tamsin Jillian Meaney, Tod Shockey (2020)
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Silje Fyllingsnes Christiansen, Tamsin Jillian Meaney (2020)
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Tamsin Jillian Meaney, Toril Eskeland Rangnes (2020)
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Using problem posing to bring real-life into the mathematics classroom: can it be too real?
Trude Fosse, Tamsin Jillian Meaney (2020)
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Å formulere og løse problemer i barnehagen
Trude Fosse, Troels Lange, Tamsin Jillian Meaney (2020)
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Evaluering av matematiske digitale spill:
Hva barnehagestudentlærere merker
Mona Karbaschi Vee, Tamsin Jillian Meaney (2020)
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Multilingual preservice teachers evaluating mathematical argumentation: Realised and potential learning opportunities.
Tamsin Jillian Meaney, Toril Eskeland Rangnes (2020)
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They saw and dared to call things mathematics: Facilitators’ views on an online mathematical professional development module.
Troels Lange, Tamsin Jillian Meaney (2020)
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Evaluating numeracy apps in different cultural contexts
Aleksander Veraksa, Carme Balaguer, Silje Fyllingsnes Christiansen, Tamsin Jillian Meaney (2020)
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Using apps for sustaining young children’s mathematical languages
Tamsin Jillian Meaney (2020)
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Tamsin Jillian Meaney, Tony Trinick (2020)
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Tony Trinick, Tamsin Jillian Meaney (2020)
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Matematikdidaktik i förskolan
Ola Helenius, Maria L. Johansson, Troels Lange, Tamsin Jillian Meaney, Anna Wernberg (2020)
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Trude Fosse, Troels Lange, Tamsin Jillian Meaney (2020)
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Elena Severina, Tamsin Jillian Meaney (2020)
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The role of language in ethnomathematics
Tamsin Jillian Meaney, Uenuku Fairhall, Tony Trinick (2019)
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The relationship between language, culture, and ethnomathematics
Tony Trinick, Tamsin Jillian Meaney, Uenuku Fairhall (2019)
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Tamsin Jillian Meaney, Tony Trinick, Uenuku Fairhall (2019)
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Troels Lange, Tamsin Jillian Meaney (2019)
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Preservice teachers learning from teaching mathematics in multilingual classroooms
Toril Eskeland Rangnes, Tamsin Jillian Meaney (2019)
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Digitale verktøy er bra for tilpasset opplæring (men kanskje ikke så bra for å lære matematikk)
Tamsin Jillian Meaney, Bodil Stakkestad Kristensen, Odd Tore Kaufmann, Marianne Maugesten, Hilja Lisa Huru, Mona Kvivesen (2019)
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Multilingual mathematics: Using digital games to develop children´s mathematical languages
Tamsin Jillian Meaney (2019)
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Prinsipper som bør legges til grunn for etablering av forskningsgrupper
Tamsin Jillian Meaney (2019)
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PRESERVICE TEACHERS LEARNING FROM TEACHING MATHEMATICS IN MULTILINGUAL CLASSROOMS
Toril Eskeland Rangnes, Tamsin Jillian Meaney (2019)
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Troels Lange, Tamsin Meaney (2019)
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Troels Lange, Tamsin Meaney (2019)
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Learning about Teaching Argumentation for Critical Mathematics Education in Multilingual Classrooms: An Introduction
Troels Lange, Tamsin Meaney (2018)
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Andrea Synnøve Blomsø Eikset, Tamsin Meaney (2018)
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Troels Lange, Tamsin Meaney (2018)
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Language diversity in mathematics education in the Nordic countries 2008-2018
Tamsin Meaney, Toril Eskeland Rangnes (2018)
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Toril Eskeland Rangnes, Tamsin Meaney (2018)
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Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Anna Wernberg (2018)
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The semiotic resources childnre use in their explanations of hypithetical situations
Elena Severina, Tamsin Meaney (2018)
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Kindergarten teachers' views on problem solving and the mathematical activities of young children
Trude Fosse, Troels Lange, Tamsin Meaney (2018)
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Developing mathematics education understandings from Kakadu to early childhood: The art of mentoring
Tamsin Meaney (2018)
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Minecraft in mathematics classrooms: A teacher´s perspective
Tamsin Meaney, Ruzica Pajic (2018)
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Ethnomathematics and Indigenous teacher education: Canoe Migrations
Tony Trinick, Uenuku Fairhall, Tamsin Meaney (2018)
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Tamsin Meaney, Anne Birgitte Fyhn, Shana Graham (2018)
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The ethnomathematics of childhood: Puzzles and handicrafts in 1920s Danish children´s magazines
Troels Lange, Tamsin Meaney (2018)
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Trude Fosse, Troels Lange, Magni Elen Hope Lossius, Tamsin Meaney (2018)
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Indigenous students and mathematics education
Tamsin Meaney, Tony Trinick (2018)
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Dorota Lembrér, Suela Kacerja, Tamsin Meaney (2018)
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Inge Olav Hauge, Suela Kacerja, Troels Lange, Johan Lie, Tamsin Meaney, Elena Severina (2018)
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Troels Lange, Tamsin Jillian Meaney (2018)
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Tamsin Jillian Meaney (2018)
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Language choice and ethnomathematics in the Pacific:
Transforming education?
Tamsin Jillian Meaney, Tony Trinick, Uenuku Fairhall (2017)
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Statistical enquiry and cultural knowledge: Ocean settlement
voyages
Tony Trinick, Uenuku Fairhall, Tamsin Jillian Meaney (2017)
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Introduction to the papers of TWG10: Diversity and mathematics education: Social, cultural and political challenges
Lisa Bjørklund Boistrup, Nina Bohlmann, Javier Díez-Palomar, David Kollosche, Tamsin Jillian Meaney (2017)
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Supporting young children’s mathematical register learning in two
languages: ICT possibilities
Troels Lange, Tamsin Jillian Meaney (2017)
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Anne Birgitte Fyhn, Tamsin Jillian Meaney, Kristine Nystad, Ylva Jannok Nutti (2017)
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(Wanting to do) Ethical research in a shifting context
Andrea Synnøve Blomsø Eikset, Trude Fosse, Troels Lange, Johan Lie, Magni Elen Hope Lossius, Tamsin Jillian Meaney (2017)
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Indigenous Teacher Education: When Cultural Enquiry Meets Statistical Enquiry
Tony Trinick, Tamsin Jillian Meaney (2017)
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To Gain Knowledge of How to be Challenging: Preschool Mathematics Professional Development
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Jillian Meaney, Anna Wernberg (2017)
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Language Choice and Ethnomathematics in the Pacific: Transforming
Education?
Tamsin Jillian Meaney, Tony Trinick, Uenuku Fairhall (2017)
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Tony Trinick, Tamsin Jillian Meaney, Uenuku Fairhall (2017)
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Troels Lange, Tamsin Jillian Meaney (2017)
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Highlighting Heritages and Building Tasks: A Critical Analysis of Mathematics Classroom Discourse Literature
Beth Herbel-Eisenmann, Tamsin Jillian Meaney, Jessica Pierson Bishop, Einat Heyd-Metzuyanim (2017)
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Johan Lie, Inge Olav Hauge, Tamsin Jillian Meaney (2017)
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Anne Birgitte Fyhn, Tamsin Jillian Meaney, Kristine Nystad, Ylva Jannok Nutti (2017)
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Tamsin Jillian Meaney, Toril Eskeland Rangnes (2017)
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When does a difference make a difference? Teaching about language diversity in mathematics teacher education
Tamsin Jillian Meaney, Andrea Synnøve Blomsø Eikset (2017)
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Bodies balancing: Young children learning
Tamsin Jillian Meaney (2016)
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Measuring temperature within the didaktic space of preschool
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Jillian Meaney, Anna Wernberg (2016)
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Locating learning of toddlers in the individual/society and mind/body divides
Tamsin Jillian Meaney (2016)
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Locating learning of toddlers in the individual/society and mind/body divides
Tamsin Jillian Meaney (2016)
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Tony Trinick, Tamsin Jillian Meaney, Uenuku Fairhall (2016)
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The mythologising of preschool mathematics: what is it supposed to do?
Tamsin Jillian Meaney (2016)
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Using Gee’s Building Tasks to Analyse Research on Mathematics Classroom Discourse: Trodden Paths and Lessons Learned
Jessica Bishop, Heyd-Metzuyanim Einat, Tamsin Jillian Meaney, Beth Herbel-Eisenmann (2016)
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The production of “common sense” in the Media about more mathematics in early childhood education
Troels Lange, Tamsin Jillian Meaney (2016)
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Mathematics curricula: Issues of Access and Quality
Tamsin Jillian Meaney (2016)
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Cultural and Mathematical Symmetry in Māori meeting Houses (Wharenui)
Tony Trinick, Uenuku Fairhall, Tamsin Jillian Meaney (2016)
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Teacher educators´ Views of young children’s mathematics: The impact of different roles
Inge Olav Hauge, Suela Kacerja, Troels Lange, Johan Lie, Tamsin Jillian Meaney, Elena Severina (2016)
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Preservice teachers responding and recognising to young children´s engagement with mathematics
Dorota Lembrer, Suela Kacerja, Tamsin Jillian Meaney (2016)
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Lytting i matematiske samtaler mellom elever på videregående skole
Marie Sjöblom, Tamsin Jillian Meaney (2016)
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Matematikdidaktik i førskolan
Ola Helenius, Johansson Maria, Troels Lange, Tamsin Jillian Meaney, Anna Wernberg (2016)
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Tamsin Jillian Meaney, Cris Edmonds-Wathen, Colleen McMurchy-Pilkington, Tony Trinick (2016)
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Troels Lange, Tamsin Jillian Meaney (2016)
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Power in preschools: How to support teachers in the unpacking process.
Dorota Lembrer, Maria C. Johansson, Tamsin Jillian Meaney (2016)
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What maths do children engage with in Swedish preschools?
Maria L Johansson, Troels Lange, Tamsin Jillian Meaney, Eva Riesbeck, Anna Wernberg (2016)
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Dorota Lembrer, Tamsin Jillian Meaney (2016)
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Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Jillian Meaney, Eva Riesbeck, Anna Wernberg (2016)
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Introduction
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Jillian Meaney, Anna Wernberg (2016)
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Mathematics Education in the Early Years - Results from the POEM2 Conference, 2014
Tamsin Jillian Meaney, Ola Helenius, Maria L Johansson, Troels Lange, Anna Wernberg (2016)
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Children's agency in learning mathematics
Troels Lange, Tamsin Jillian Meaney (2016)
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Tony Trinick, Tamsin Jillian Meaney, Uenuku Fairhall (2015)
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Rethinking teachers' learning as practice
Troels Lange, Tamsin Jillian Meaney, Paola Valero (2015)
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Beginning early: Mathematical exclusion
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Jillian Meaney, Anna Wernberg (2015)
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Mathematical exclusion with the every day
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Jillian Meaney, Anna Wernberg (2015)
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Troels Lange, Tamsin Jillian Meaney (2015)
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The production of “common sense” in the media about more mathematics in early childhood education
Troels Lange, Tamsin Jillian Meaney (2015)
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«The why, what, when, where and how of publishing»
Tamsin Jillian Meaney, Troels Lange (2015)
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Multikulturalitet og lærerutdanning i matematikk: Opplegg til seksjonsseminar 7-8 mai 2015
Troels Lange, Tamsin Jillian Meaney (2015)
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Have you only played today?
Ola Helenius, Maria C Johansson, Troels Lange, Tamsin Jillian Meaney, Suela Kacerja (2015)
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Preschool teachers' perceptions of the role of videos in professional development
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Jillian Meaney, Eva Riesbeck, Anna Wernberg (2015)
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Paola Valero, Melody Graven, Murat Jurak, Danny Martin, Tamsin Meaney, Miriam Penteado (2015)
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Analysing instrumental and pedagogic situations in preschools using the didaktic space
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2015)
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Theorising the design of professional development web modules
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2015)
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Preschool teachers' awareness of mathematics
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2015)
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Locating learning of toddlers in the individual/society and mind/body divides
Tamsin Meaney (2015)
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Tamsin Meaney (2015)
-
Tony Trinick, Tamsin Meaney, Uenuku Fairhall (2015)
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Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Anna Wernberg (2015)
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Dorota Lembrer, Maria C Johansson, Tamsin Meaney (2015)
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It’s not just a matter of pink blocks: The provenance of learning resources
Tamsin Meaney (2015)
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Dorota Lembrer, Tamsin Meaney (2015)
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E Haere Ana Koe Ki Hea? Spatial thinking: Traditional Māori systems and language of spatial orientation
Tony Trinick, Tamsin Meaney, Uenuku Fairhall (2015)
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Annica Andersson, Paola Valero, Tamsin Meaney (2015)
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Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014
Ola Helenius, Arne Engström, Tamsin Meaney, Per Nilsson, Eva Norén, Judy Sayers (2015)
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Preschool teachers' awareness of mathematics
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2014)
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Bishop's 6 activities: Changing preschool teachers' mathematical awareness
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2014)
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Analysing instrumental and pedagogic situations in preschools using the didaktic space
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2014)
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Educational myths about mathematics education and what they are doing to young children
Tamsin Meaney (2014)
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When is preschool children's play mathematical?
Ola Helenius, Maria L Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2014)
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PRESCHOOL CHILDREN LEARNING MATHEMATICAL THINKING ON INTERACTIVE TABLES
Dorota Lembrer, Tamsin Meaney (2014)
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The mythologising of preschool mathematics: what is it suppose to do?
Tamsin Meaney (2014)
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It’s not just a matter of pink blocks: The provenance of mathematical learning
Tamsin Meaney (2014)
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Tamsin Meaney, Tony Trinick (2014)
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Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2014)
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Rousing mathematics classrooms out of the ice-age
Vicki Hand, Tamsin Meaney (2014)
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Troels Lange, Tamsin Meaney (2014)
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Tamsin Meaney (2014)
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Tony Trinick, Tamsin Meaney, Uenuku Fairhall (2014)
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Maria Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2014)
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Dorota Lembrer, Tamsin Meaney (2014)
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Immigrant students’ perceptions of their possibilities to learn: The case of homework
Petra Svensson, Tamsin Meaney, Eva Norén (2014)
-
Tamsin Meaney (2014)
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Paola Valero, Tamsin Meaney (2014)
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The privileging of English in mathematics education research, just a necessary evil?
Tamsin Meaney (2013)
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Yngre barns förståelse av mätning
Troels Lange, Tamsin Meaney (2013)
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Tamsin Meaney, Ola Helenius, Maria L Johansson, Troels Lange, Eva Riesbeck, Anna Wernberg (2013)
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Tamsin Meaney, Ola Helenius, Maria L Johansson, Troels Lange, Eva Riesbeck, Anna Wernberg (2013)
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iPads and mathematical play: A new kind of sandpit for young children
Troels Lange, Tamsin Meaney (2013)
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Troels Lange, Tamsin Meaney (2013)
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Tamsin Meaney, Tony Trinick, Uenuku Fairhall (2013)
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Upsetting the norms of teacher education
Tamsin Meaney (2013)
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Colleen McMurchy-Pilkington, Tony Trinick, Tamsin Meaney (2013)
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Professional development facilitators: Reflecting on our practice
Troels Lange, Tamsin Meaney (2013)
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Socioeconomic influence on mathematics achievement: What is visible and what is neglected?
Paola Valero, Melody Graven, Murat Jurak, Danny Martin, Tamsin Meaney, Miriam Penteado (2012)
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How one preschool teacher recognises mathematical teaching moments
Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2012)
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Yngre barns föreställningar om rum
Troels Lange, Tamsin Meaney (2012)
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Yngre barns förståelse av mätning
Troels Lange, Tamsin Meaney (2012)
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What maths do children learn in Swedish preschools?
Maria L Johansson, Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2012)
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The tail wagging the dog? The effect of national testing on teachers' agency
Troels Lange, Tamsin Meaney (2012)
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Swedish preschools, play and the learning of mathematics
Troels Lange, Tamsin Meaney, Eva Riesbeck, Anna Wernberg (2012)
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Digital technologies and developing mathematical understandings
Troels Lange, Tamsin Meaney (2012)
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Tamsin Meaney, Colleen McMurchy-Pilkington, Tony Trinick (2012)
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Collaborating to meet language challenges in Indigenous mathematics classrooms
Tamsin Meaney, Tony Trinick, Uenuku Fairhall (2012)
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Tamsin Meaney, Deb Evans (2012)
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Knowing mathematics to be a teacher
Tamsin Meaney, Troels Lange (2012)
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Preservice teachers learning mathematics from the internet
Troels Lange, Tamsin Meaney (2011)
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Professional development facilitators reflecting on our practice
Troels Lange, Tamsin Meaney (2011)
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Preservice teachers learning mathematics from the internet
Troels Lange, Tamsin Meaney (2011)
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Becoming disadvantaged: Public discourse around national testing.
Troels Lange, Tamsin Meaney (2011)
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Troels Lange, Tamsin Meaney (2011)
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Only two more sleeps until the school holidays: One child’s home experiences of measurement.
Tamsin Meaney (2011)
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Tamsin Meaney, Troels Lange (2010)
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A means to an end: The relationship between interactive whiteboards and developing mathematical understandings.
Tamsin Meaney, Troels Lange (2010)
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Preservice students' responses to being tested on their primary school mathematical knowledge
Troels Lange, Tamsin Meaney (2010)
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Structured or structuring: Setting up a professional development project
Troels Lange, Tamsin Meaney (2010)
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Children's perspectives on mathematics homework
Troels Lange, Tamsin Meaney (2010)
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Only two more sleeps until the school holidays: Referring to quantities of things at home
Tamsin Meaney (2010)
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If a quarter crashes, so it dies: Children's meaning making in mathematics lessons
Troels Lange, Tamsin Meaney (2010)
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Critical travel through mathematics education
Tamsin Meaney (2010)
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I actually started to scream: Doing school mathematics homework
Troels Lange, Tamsin Meaney (2009)
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The conference was awesome: Social justice and a mathematics teacher conference
Tamsin Meaney, Tony Trinick, Uenuku Fairhall (2009)
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Learning how to represent mathematics on paper
Tamsin Meaney, Tony Trinick, Uenuku Fairhall (2009)
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Mathematics education and Indigenous students
Tamsin Meaney, Colleen McMurchy-Pilkington, Tony Trinick (2008)
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School mathematical discourse in a learning landscape: Understanding mathematics education in multicultural settings
Paola Valero, Tamsin Meaney, Helle Alrø, Uenuku Fairhall, Tony Trinick, Ola Skovsmose (2008)
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Authority relations in the acquisition of the mathematics register at home and at school
Tamsin Meaney (2007)
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Weighing up the influence of context on judgements of mathematical literacy
Tamsin Meaney (2007)
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Really that’s probably about roughly what goes down: Hesitancies and uncertainties in mathematics assessment interactions
Tamsin Meaney (2006)
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Mathematics as text
Tamsin Meaney (2005)
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What’s power got to do with it?
Tamsin Meaney (2004)
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Symbiosis or cultural clash? Indigenous students learning mathematics
Tamsin Meaney (2002)
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An Indigenous community doing mathematics curriculum development
Tamsin Meaney (2001)