| Collaborating to meet language challenges in indigenous mathematics classrooms T Meaney, T Trinick, U Fairhall Springer, 2012 | 129 | 2012 |
| Tikanga Reo Tātai: Issues in the development of a Māori mathematics register B Barton, U Fairhall, T Trinick For the learning of mathematics 18 (1), 3-9, 1998 | 109 | 1998 |
| One size does not fit all: Achieving equity in Māori mathematics classrooms T Meaney, T Trinick, U Fairhall Journal for Research in Mathematics Education 44 (1), 235-263, 2013 | 63 | 2013 |
| The role of language in ethnomathematics T Meaney, U Fairhall, T Trinick Journal of Mathematics and Culture 3 (1), 52-65, 2008 | 44 | 2008 |
| Mathematics curriculum development and Indigenous language revitalisation: Contested spaces C McMurchy-Pilkington, T Trinick, T Meaney Mathematics Education Research Journal 25, 341-360, 2013 | 28 | 2013 |
| Developing a Māori language mathematics lexicon: Challenges for corpus planning in indigenous language contexts T Trinick, S May Current Issues in Language Planning 14 (3-4), 457-473, 2013 | 27 | 2013 |
| Multilingualism in indigenous mathematics education: An epistemic matter A Parra, T Trinick Mathematics Education Research Journal 30, 233-253, 2018 | 26 | 2018 |
| Distribution, recognition and representation: Mathematics education and Indigenous students T Meaney, C Edmonds-Wathen, C McMurchy-Pilkington, T Trinick Research in Mathematics Education in Australasia 2012-2015, 143-164, 2016 | 25 | 2016 |
| Indigenous students and the learning of mathematics T Meaney, C McMurchy-Pilkington, T Trinick Research in Mathematics Education in Australasia 2008-2011, 67-87, 2012 | 23 | 2012 |
| Ethnomathematics in education: The need for cultural symmetry T Meaney, T Trinick, P Allen Handbook of cognitive mathematics, 1-29, 2021 | 21 | 2021 |
| Impact of differing grammatical structures in mathematics teaching and learning C Edmonds-Wathen, T Trinick, V Durand-Guerrier Mathematics education and language diversity: The 21st ICMI study, 23-46, 2016 | 21 | 2016 |
| ‘The conference was awesome’: social justice and a mathematics teacher conference T Meaney, T Trinick, U Fairhall Journal of Mathematics Teacher Education 12, 445-462, 2009 | 20 | 2009 |
| Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education P Allen, T Trinick Educational Studies in Mathematics 108 (1), 351-368, 2021 | 19 | 2021 |
| Whakatupu reo tatai: History of the development of Maori mathematics vocabulary B Barton, U Fairhall, T Trinick Mathematics in Maori Education, University of Auckland, New Zealand, 1995 | 19 | 1995 |
| Mathematics education and Indigenous students T Meaney, C McMurchy-Pilkington, T Trinick Research in mathematics education in Australasia 2004-2007, 119-139, 2008 | 18 | 2008 |
| Cultural and mathematical symmetry in Māori meeting houses (wharenui) T Trinick, T Meaney, U Fairhall Ethnomathematics and its diverse approaches for mathematics education, 235-255, 2017 | 17 | 2017 |
| An evaluation of Te Poutama Tau 2005 T Trinick, B Stevenson Findings from the New Zealand Numeracy Development Project 2004, 56-65, 2005 | 16 | 2005 |
| Te Reo Tātai: The development of a mathematics register for Māori-medium schooling A Trinick University of Waikato, 2015 | 15 | 2015 |
| Teachers learning the registers of mathematics and mathematics education in another language: An exploratory study T Trinick, T Meaney, U Fairhall ZDM 46, 953-965, 2014 | 15 | 2014 |
| Horsepower or empowerment: Mathematics curriculum for Maori—Trojan horse revisited C McMurchy-Pilkington, T Trinick Mathematics education in the South Pacific: Proceedings of the 25th annual …, 2002 | 15 | 2002 |
Tamsin MeaneyWestern Norway University of Applied Sciences在 hvl.no 的电子邮件经过验证
