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 Publications
  School experience during pre-service teacher education from the students' perspective
  Teacher professional identities and the integration of technology into secondary school mathematics.
  Teachers researching with university academics
  Translating the principles of Bio2010 into practice
  Surveying the technology landscape: Teachers' use of technology in secondary mathematics classrooms
  CAS enabled devices as provocative agents in the process of mathematical modelling
  Confidence levels of course coordinators
  Critique and transformation in researcher-teacher relationships in mathematics education
  Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice
  Navigating Currents and Charting Directions: Preface
  Productive pedagogies: Working with disciplines and teacher and student voices
  Queensland Curriculum, Assessment and Reporting (QCAR) Framework Evaluation Project (Phase 1)
  Research on the pre-service education of teachers of mathematics
  Researcher-teacher relationships in mathematics education
  Respecting diversity and choice in supporting professional learning: Outcomes from an initiative within a higher education context.
  Sociocultural perspectives on learning to teach mathematics
  Teacher learning in professional communities: The case of technology-enriched pedagogy in secondary mathematics education
  The Queensland longitudinal study of teaching and learning
  Towards a sociocultural framework for understanding the work of mathematics teacher-educator-researchers
  Problem solving and working mathematically: An Australian perspective
  Academic review of the Draft Standards for the Essential Learnings of the Queensland Curriculum, Assessment and Reporting Framework
  Tutor and teacher timescapes: Lessons from a home-school partnership
  An investigative approach to teaching secondary school mathematics
  Designing professional development to support teachers learning in complex environments
  Home, school and community partnerships in numeracy education: An Australian perspective
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