title: Exploring shifts in teaching practice through the use of digital technology in the mathematics classroom: A qualitative study

authors: N-Garrett, Kerry

abstract: Abstract
Recent debates have highlighted the declining academic performance of New Zealand students in mathematics. This study explored the innovative use of digital technology in teaching practices to potentially enhance student performance. The aim of this study was to better understand year 7-10 mathematics teachers perceptions of the aspects that influence their use or not of digital technology. 

Using a qualitative methodology, specifically Interpretative  Phenomenological Analysis (IPA), the research allowed for open-ended exploration, providing narrative accounts that support teacher reflection and offer in-depth insights into their perspectives. 

Discussions focused on the influences affecting digital technology use and its actual and desired roles in teaching. Professional learning and development were considered to illustrate the dynamic nature of digital approaches in mathematics classrooms and how teacher perceptions have evolved. The study identified a fluid nature in teaching practices, reflecting educators’ commitment to meeting professional standards.

Literature debates the optimal use of digital technology for achieving educational outcomes, with some advocating for a one-size-fits-all student-centric approach. However, this study found that in secondary mathematics, out-of-field teaching is common, raising the profile of digital technology as a support tool, depending on the software used. This highlighted issues such as mathematics anxiety among teachers and a lack of content knowledge. Collective efficacy emerged as a strength in schools that maximised dedicated mathematics software to enhance student outcomes. The use of a qualitative methodology like IPA has allowed for the research undertaken to be open ended, where outcomes cannot be predicted or controlled. This approach provided the narrative account to support teacher reflective capacity and equally allowed the researcher to interpret teacher perspectives and develop indepth insights.

Discussion was undertaken reflecting the influences at play, and the actual and desired role of digital technology at the time of the research. Consideration of professional learning and development helped to illustrate the dynamic nature of a digital approach within the mathematics classroom, and subsequently how teacher perception of what is desirable has changed. These factors suggested the fluid nature of teaching practice as changes were undertaken that reflect the commitment made by educators as they addressed the requisite standards of the teaching profession.

Debate exists within literature about the use of digital technology and the role played in achieving the optimal outcomes, perhaps considered, but yet to be achieved. The delivery of quality instruction is now thought of as inclusive of the use of digital technology. Theory suggests a one-size-fits-all adoption of student-centric practice will enable the transformative potential of digital technology use to be optimised. Debate exists within literature of this one-size-fits-all approach. 
In a secondary mathematics environment, it is not unusual for teachers to teach out-of-field, raising the profile of the use of digital technology in teaching practice, as a possible support, depending on the software. This highlighted the issue of mathematics anxiety faced by teachers and discussed within this study. Both considerations related to a lack of knowledge content by teachers within the mathematics classroom. Collective efficacy became a strength developed over time within two of the schools of this study as they maximised the potential of the dedicated mathematics software available to enhance student outcomes. The COVID-19 pandemic, occurring during the study, emphasised the impact of immersive online teaching models, adding depth to the dialogue on digital technology use.

The conclusions support the need for teacher participation in decisions regarding digital platform resourcing and usage. Collaborative decision-making between leadership and teachers can alleviate anxiety related to transforming teaching practices. Teacher resilience, identity and agency were significant in the transformative use of digital technology. The study identified multiple influences on teaching practices and teachers’ choices regarding digital technology, suggesting that teachers are hybrid practitioners, employing both teacher and student-centric practices to achieve desire student outcomes.

text: Exploring shifts in teaching practice through the use of digital technology in the mathematics classroom: A qualitative study Abstract
Recent debates have highlighted the declining academic performance of New Zealand students in mathematics. This study explored the innovative use of digital technology in teaching practices to potentially enhance student performance. The aim of this study was to better understand year 7-10 mathematics teachers perceptions of the aspects that influence their use or not of digital technology. 

Using a qualitative methodology, specifically Interpretative  Phenomenological Analysis (IPA), the research allowed for open-ended exploration, providing narrative accounts that support teacher reflection and offer in-depth insights into their perspectives. 

Discussions focused on the influences affecting digital technology use and its actual and desired roles in teaching. Professional learning and development were considered to illustrate the dynamic nature of digital approaches in mathematics classrooms and how teacher perceptions have evolved. The study identified a fluid nature in teaching practices, reflecting educators’ commitment to meeting professional standards.

Literature debates the optimal use of digital technology for achieving educational outcomes, with some advocating for a one-size-fits-all student-centric approach. However, this study found that in secondary mathematics, out-of-field teaching is common, raising the profile of digital technology as a support tool, depending on the software used. This highlighted issues such as mathematics anxiety among teachers and a lack of content knowledge. Collective efficacy emerged as a strength in schools that maximised dedicated mathematics software to enhance student outcomes. The use of a qualitative methodology like IPA has allowed for the research undertaken to be open ended, where outcomes cannot be predicted or controlled. This approach provided the narrative account to support teacher reflective capacity and equally allowed the researcher to interpret teacher perspectives and develop indepth insights.

Discussion was undertaken reflecting the influences at play, and the actual and desired role of digital technology at the time of the research. Consideration of professional learning and development helped to illustrate the dynamic nature of a digital approach within the mathematics classroom, and subsequently how teacher perception of what is desirable has changed. These factors suggested the fluid nature of teaching practice as changes were undertaken that reflect the commitment made by educators as they addressed the requisite standards of the teaching profession.

Debate exists within literature about the use of digital technology and the role played in achieving the optimal outcomes, perhaps considered, but yet to be achieved. The delivery of quality instruction is now thought of as inclusive of the use of digital technology. Theory suggests a one-size-fits-all adoption of student-centric practice will enable the transformative potential of digital technology use to be optimised. Debate exists within literature of this one-size-fits-all approach. 
In a secondary mathematics environment, it is not unusual for teachers to teach out-of-field, raising the profile of the use of digital technology in teaching practice, as a possible support, depending on the software. This highlighted the issue of mathematics anxiety faced by teachers and discussed within this study. Both considerations related to a lack of knowledge content by teachers within the mathematics classroom. Collective efficacy became a strength developed over time within two of the schools of this study as they maximised the potential of the dedicated mathematics software available to enhance student outcomes. The COVID-19 pandemic, occurring during the study, emphasised the impact of immersive online teaching models, adding depth to the dialogue on digital technology use.

The conclusions support the need for teacher participation in decisions regarding digital platform resourcing and usage. Collaborative decision-making between leadership and teachers can alleviate anxiety related to transforming teaching practices. Teacher resilience, identity and agency were significant in the transformative use of digital technology. The study identified multiple influences on teaching practices and teachers’ choices regarding digital technology, suggesting that teachers are hybrid practitioners, employing both teacher and student-centric practices to achieve desire student outcomes.

year: 2025-05-11

title: The genetic structure of New Zealand's coastal benthos: using the estuarine clam Austrovenus stutchburyi, to determine rates of gene flow and population connectivity

authors: Ross, Philip M.

subjects: cockle

abstract: For many benthic marine taxa, dispersal over large distances is dependent on a pelagic larval phase. It is through the dispersal process that benthic taxa can found new populations, colonise disturbed or degraded habitats and achieve genetic exchange between geographically separated subpopulations. While it is widely accepted that the dispersal process is important in determining the dynamics of many marine communities, difficulties associated with the direct measurement of larval dispersal mean that detailed knowledge of the mechanisms controlling larval transport has been elusive. Consequently, indirect methods, such as population genetics, have been used to estimate dispersal pathways. This thesis examines the population genetic structure of New Zealand’s coastal benthos with the aim of enhancing our understanding of population connectivity, as well as identifying physical and biological processes that might influence population genetic structure.

The population genetic structure of New Zealand’s coastal benthos was examined in a quantitative literature review. Divergence between northern and southern populations was identified as the most frequently reported population genetic structure, with the divergence most often located in central New Zealand. Additional population structure although rare, was reported for a number of taxa, particularly those restricted to estuaries and with life history traits indicative of limited dispersal potential. A significant negative correlation between pelagic larval duration (PLD) and genetic divergence suggests that PLD may be a useful proxy for a species’ dispersal ability. However, variation in estimates of divergence for taxa with limited PLDs suggests that other factors may also influence dispersal potential. 
To determine whether populations of an estuarine organism with life history traits indicative of widespread dispersal are genetically subdivided, I examined the population genetic structure of the clam Austrovenus stutchburyi using the mitochondrial gene cytochrome oxidase c subunit I (COI). Analyses indicated that dispersal was limited and that gene flow was mostly occurring among estuaries in close proximity. Genetic boundaries were detected in central New Zealand, about the East and North Capes and in the south of the South Island. Similar boundaries have been reported for estuarine taxa lacking a dispersive larval phase suggesting that distribution and habitat requirements may influence patterns of gene flow. 
To further investigate gene flow among estuaries, I conducted a multi-scale genetic analysis of A. stutchburyi populations on New Zealand’s west coast Analyses of COI and microsatellite loci showed populations to be well connected within estuaries and at the regional sampling scale (≤ 156 km) although not at a national scale (≤ 1226 km). Distance among populations explained much of the observed genetic variation as did distance between estuaries. Long stretches of open coast appear to act as barriers to dispersal among A. stutchburyi populations. However, as long stretches of open coast also coincide with putative hydrodynamic dispersal barriers there is some uncertainty about the roles of barriers versus inter-estuary distance in generating the observed divergences. Within-estuary genetic differences were evident from COI analyses, but may result from local adaptation to within-estuary environmental gradients. 
I conclude that genetic connectivity among populations of New Zealand’s estuarine taxa is generally low relative to coastal species. The data presented here also suggest that migration among patchily distributed habitats, such as estuaries, will be dependent on the spatial arrangement of habitats. Consequently, patchily distributed taxa may experience low rates of ecologically meaningful connectivity, requiring relatively cautious management at small spatial scales to ensure the persistence of intact biological communities in the face of persistent anthropogenic and natural disturbances.

text: The genetic structure of New Zealand's coastal benthos: using the estuarine clam Austrovenus stutchburyi, to determine rates of gene flow and population connectivity For many benthic marine taxa, dispersal over large distances is dependent on a pelagic larval phase. It is through the dispersal process that benthic taxa can found new populations, colonise disturbed or degraded habitats and achieve genetic exchange between geographically separated subpopulations. While it is widely accepted that the dispersal process is important in determining the dynamics of many marine communities, difficulties associated with the direct measurement of larval dispersal mean that detailed knowledge of the mechanisms controlling larval transport has been elusive. Consequently, indirect methods, such as population genetics, have been used to estimate dispersal pathways. This thesis examines the population genetic structure of New Zealand’s coastal benthos with the aim of enhancing our understanding of population connectivity, as well as identifying physical and biological processes that might influence population genetic structure.

The population genetic structure of New Zealand’s coastal benthos was examined in a quantitative literature review. Divergence between northern and southern populations was identified as the most frequently reported population genetic structure, with the divergence most often located in central New Zealand. Additional population structure although rare, was reported for a number of taxa, particularly those restricted to estuaries and with life history traits indicative of limited dispersal potential. A significant negative correlation between pelagic larval duration (PLD) and genetic divergence suggests that PLD may be a useful proxy for a species’ dispersal ability. However, variation in estimates of divergence for taxa with limited PLDs suggests that other factors may also influence dispersal potential. 
To determine whether populations of an estuarine organism with life history traits indicative of widespread dispersal are genetically subdivided, I examined the population genetic structure of the clam Austrovenus stutchburyi using the mitochondrial gene cytochrome oxidase c subunit I (COI). Analyses indicated that dispersal was limited and that gene flow was mostly occurring among estuaries in close proximity. Genetic boundaries were detected in central New Zealand, about the East and North Capes and in the south of the South Island. Similar boundaries have been reported for estuarine taxa lacking a dispersive larval phase suggesting that distribution and habitat requirements may influence patterns of gene flow. 
To further investigate gene flow among estuaries, I conducted a multi-scale genetic analysis of A. stutchburyi populations on New Zealand’s west coast Analyses of COI and microsatellite loci showed populations to be well connected within estuaries and at the regional sampling scale (≤ 156 km) although not at a national scale (≤ 1226 km). Distance among populations explained much of the observed genetic variation as did distance between estuaries. Long stretches of open coast appear to act as barriers to dispersal among A. stutchburyi populations. However, as long stretches of open coast also coincide with putative hydrodynamic dispersal barriers there is some uncertainty about the roles of barriers versus inter-estuary distance in generating the observed divergences. Within-estuary genetic differences were evident from COI analyses, but may result from local adaptation to within-estuary environmental gradients. 
I conclude that genetic connectivity among populations of New Zealand’s estuarine taxa is generally low relative to coastal species. The data presented here also suggest that migration among patchily distributed habitats, such as estuaries, will be dependent on the spatial arrangement of habitats. Consequently, patchily distributed taxa may experience low rates of ecologically meaningful connectivity, requiring relatively cautious management at small spatial scales to ensure the persistence of intact biological communities in the face of persistent anthropogenic and natural disturbances.

year: 2011

title: Testing a suicidal ideation-to-action framework among Queer and Takatāpui people in Aotearoa New Zealand: An examination of the three-step theory

authors: Schimanski, Irie

abstract: The three-step theory (3ST) of suicide is well-established in the general population and shows promise for explaining suicidal ideation among Queer samples. This study examined the applicability of the 3ST using data from 250 Queer (n = 213) and Takatāpui (n = 37) people aged 18-74 living in Aotearoa New Zealand. The analytic approach entailed hierarchical multiple regression, ANOVA, t-tests, and logistic regression. Step-one was partially supported, with discrimination and hopelessness independently associated with suicidal ideation, but not their interaction. Step-two was fully supported, showing social support associated with lower suicidal ideation when social support exceeded discrimination, compared with the inverse. Full support for step-three was observed, finding higher self-harm among participants with histories of attempted suicide than those who had never attempted. An adapted version of the 3ST for Queer and Takatāpui people is presented, offering novel approaches to testing the ideation-to-action framework with these communities.

text: Testing a suicidal ideation-to-action framework among Queer and Takatāpui people in Aotearoa New Zealand: An examination of the three-step theory The three-step theory (3ST) of suicide is well-established in the general population and shows promise for explaining suicidal ideation among Queer samples. This study examined the applicability of the 3ST using data from 250 Queer (n = 213) and Takatāpui (n = 37) people aged 18-74 living in Aotearoa New Zealand. The analytic approach entailed hierarchical multiple regression, ANOVA, t-tests, and logistic regression. Step-one was partially supported, with discrimination and hopelessness independently associated with suicidal ideation, but not their interaction. Step-two was fully supported, showing social support associated with lower suicidal ideation when social support exceeded discrimination, compared with the inverse. Full support for step-three was observed, finding higher self-harm among participants with histories of attempted suicide than those who had never attempted. An adapted version of the 3ST for Queer and Takatāpui people is presented, offering novel approaches to testing the ideation-to-action framework with these communities.

year: 2025-08-01