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Mathematics teacher education at both undergraduate and postgraduate levels, across all levels P-12.

Barkatsas, A., & Hunting, R. P. (1996). A review of recent research on cognitive, metacognitive, and affective aspects of mathematical problem solving. Nordisk Matematik Didaktik [Nordic Studies in Mathematics Education], 4(4), 7-30.

Hunting, R. P. (1997). Clinical interview methods in mathematics education research and practice. Journal of Mathematical Behavior, 16(2), 145-165.

Hunting, R. P. (1999). Rational number learning in the preschool years: What is possible? In J. V. Copley (Ed.), Mathematics in the early years (pp. 80-87). Reston, VA: NCTM.

Hunting, R. P. (2000). Themes and issues in mathematics teacher education. In L. P. Steffe & P. Thompson (Eds.) Radical Constructivism in Action: Building on the Pioneering Work of Ernst von Glasersfeld (pp. 231-247). London: Falmer.

Hunting, R. P. (2002). Preschool children's numerical thinking in part-whole settings. In D. S. Mewborn, P. Sztajn, D. Y. White, H. G. Wiegel, R. L. Bryant, & K. Nooney (Eds.). Proceedings of the Twenty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Volume 2, pp. 1032-1034. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Hunting, R. P. (2003). Part-whole number knowledge in preschool children. Journal of Mathematical Behavior, 22, 217-235.

Hunting, R. P. (2007a). The role of fingers in preschoolers’ mathematical problem solving. In J. Vincent, J. Dowsey, &. R. Pierce (Eds.), Mathematics—Making sense of our world (pp. 118-127). Brunswick: The Mathematical Association of Victoria

Hunting, R. P. (2007b). Moving averages and the stock market. In J. Vincent, J. Dowsey, &. R. Pierce (Eds.), Mathematics—Making sense of our world (pp. 128-140). Brunswick: The Mathematical Association of Victoria.

Hunting, R. P. (2010). Little people, big play, and big mathematical ideas. In L. Sparrow, B. Kissane, & C. Hurst (Eds.) Shaping the future of mathematics education. Proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 727-730). Fremantle: The Mathematics Education Research Group of Australasia Incorporated.

Hunting, R. P., & Davis, G. (1997). A computer-based teaching experiment as a source of potential learning environments for classroom teaching of fractions. In H. M. Mansfield, N. A. Pateman, & N. Bednarz (Eds.), Young children and mathematics: Classroom contexts and curriculum (pp. 130-140). Adelaide: Australian Association of Mathematics Teachers.

Hunting, R. P., & Doig, B. A. (1997). Clinical assessment in mathematics: Learning the craft. Focus on Learning Problems in Mathematics, 19(3), 29-48.

Hunting, R. P., Davis, G., & Pearn, C. A. (1996). Engaging whole number knowledge for rational number learning using a computer-based tool. Journal for Research in Mathematics Education, 27, 354-379.

Hunting, R. P., Davis, G., & Pearn, C. A. (1997). The role of whole number knowledge in rational number learning. In F. Biddulph & K. Carr (Eds.), People in mathematics education. Proceedings of the Twentieth Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 239-246) Rotorua, New Zealand: The Mathematics Education Research Group of Australasia Incorporated.

Hunting, R. P., & Kamii. C. (2002). Fostering the mathematical thinking of young children, Pre-K-2. In D. S. Mewborn, P. Sztajn, D. Y. White, H. G. Wiegel, R. L. Bryant, & K. Nooney (Eds.). Proceedings of the Twenty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Volume 1, pp. 163-166. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Hunting, R. P., & Mousley, J. (2009). How early childhood practitioners view young children’s mathematical thinking. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (Eds.). Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 201-208. Thessaloniki, Greece: PME.

Hunting, R. P., & Mousley, J. (2010). When do children begin to learn mathematics? Views of preschool practitioners in regional and rural Australia. Journal of Australian Research in Early Childhood Education, 16(2), 13-24.

Hunting, R. P., Oppenheimer, L. M., Pearn, C. S., & Nugent, E. (1998). How sixth grade students explain connections between common and decimal fractions. In C. Kanes, M. Goos, & E. Warren (Eds.), Teaching mathematics in new times, Proceedings of the Twenty First Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (Vol. 1, pp. 271-278). Brisbane, Australia: Mathematics Education Research Group of Australasia Incorporated.

Oppenheimer, L., & Hunting, R. P. (1999). Relating fractions and decimals: Listening to students talk. Mathematics Teaching in the Middle School, 4(5), 318-321.

Pearn, C., & Hunting, R. P. (2010). Preschool practitioners’ feelings about mathematics: “Well I wasn’t very good”. Journal of Australian Research in Early Childhood Education, 16(2), 77-86.

Pearn, C., Hunting, R. P., & Robbins, J. (2010). What support do preschool practitioners need to foster young children’s mathematical thinking? Journal of Australian Research in Early Childhood Education, 16(2), 63-76.

Pearn, C. A., Hunting, R. P., Merrifield, M., & Mihalic, H. (1997). Research informing practice and practice reflecting research. In V. Zack, J. Mousley, & C. Breen, (Eds.) Developing practice: Teachers' inquiry and educational change (pp. 51-62). Geelong: Centre for Studies in Mathematics, Science, and Environmental Education.

Pepper, K. L., & Hunting, R. P. (1998). Preschoolers' counting and sharing. Journal for Research in Mathematics Education, 29, 164-183.Pitkethly, A., & Hunting, R. P. (1996). A review of research in the area of initial fraction concepts. Educational Studies in Mathematics 30, 5-38.

Powell, C., & Hunting, R. P. (2003). Fractions in the early years curriculum: More not less. Teaching Children Mathematics, 10, 6-7.

Rider, R. L., & Hunting, R. P. (2006). The videopaper: Issues in implementation of a multimedia tool for professional self-dialogue and communication in mathematics education. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures, and learning spaces (Volume 2) Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 440-446). Adelaide: MERGA Inc.

Robbins, J., & Hunting, R. P. (2010). How Australian rural and regional early childhood practitioners foster children’s mathematics learning. Journal of Australian Research in Early Childhood Education, 16(2), 25-34.

Thornton, C., Hunting, R., Shaughnessy, M., Sowder, J., & Wolff, K. (2001). Organizing a new doctoral program in Mathematics Education. In R. Reys & J. Kilpatrick (Eds.), One Field, Many Paths: U.S. Doctoral Programs in Mathematics Education (pp. 95-99) Conference Board of the Mathematical Sciences Issues in Mathematics Education Volume 9, New York: American Mathematical Society.

Recent Presentations

Assessment Issues and Strategies in Early Childhood Mathematics. Presentation to the NCCTM Combined Eastern and Central Regions Conference, Meredith College, Raleigh NC, February 19, 2005.

Issues in Teaching Pattern and Order in the Elementary Mathematics Curriculum. Presentation at the 35th Annual Conference of the North Carolina Council of Teachers of Mathematics, Greensboro, NC, October 13-14, 2005.

Moving Averages and Winning in the Stock Market. Presentation at the 35th Annual Conference of the North Carolina Council of Teachers of Mathematics, Greensboro, NC, October 13-14, 2005.

Can Rubrics 'Reck Your Reckoning? Presentation at the 35th Annual Conference of the North Carolina Council of Teachers of Mathematics, Greensboro, NC, October 13-14, 2005.

The Videopaper as a Tool in Research and in Teaching. Research colloquium presentation to College of Education, East Carolina University, February 5, 2004.

Co-chair (with Catherine Pearn, Catholic Education Office, Melbourne) of Discussion Group Fostering the Mathematical Thinking of Young Children, Pre-K-2. PME-NA25/PME27, Honolulu Hawaii, July 2003.

With Constance Kamii (University of Alabama) initiated and co-chaired a Research Discussion Group Fostering the Mathematical Thinking of Young Children, Pre-K-2, at the Twenty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Athens Georgia, October 31-November 4, 2002.

The project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice, was funded by the National Centre of Science, ICT, and Mathematics Education in Rural and Regional Australia (SiMERR), and concluded in 2009.

The project team, known as the Early Years Mathematics Forum, was led by Dr Robert Hunting, La Trobe University – Bendigo, and included Associate Professor Janette Bobis (University of Sydney), Mr Brian Doig (Deakin University – Burwood), Professor Lyn English (Queensland University of Technology), Associate Professor Judy Mousley (Deakin University – Waurn Ponds), Associate Professor Joanne Mulligan (Macquarie University), Dr Marina Papic (Macquarie University), Ms Catherine Pearn (University of Melbourne), Professor Bob Perry (Charles Sturt University – Albury), Dr Jill Robbins (Monash University – Peninsula), Associate Professor Bob Wright (Southern Cross University), and Associate Professor Jenny Young-Loveridge (University of Waikato).

Aims The project had two main aims: investigate conceptions and views of preschool practitioners with respect to young children’s mathematical thinking and development, and review recent research literature dealing with the mathematical learning and thinking of young children and make this information accessible to practitioners and their educators. A by-product of the first aim was a video illustrating aspects of the interview results. 

Methods A representative sample of 64 prior-to-school practitioners, from regional and rural New South Wales, Queensland, and Victoria was interviewed, following a set of structured questions. The interview questions focused on 5 broad themes: children’s mathematics learning, support for mathematics teaching, technology and computers, attitudes and feelings, and assessment and record keeping. Research published from 2000 with a focus on the mathematical capacities and potential foundations for further mathematical development in children prior to formal schooling (0-5 years) was reviewed and an annotated bibliography produced. In addition a video film illustrating aspects of the mathematical thinking and development of young children was produced.

Findings Key findings can be found in the Discussion, Recommendations for the Profession, and Implications for Policy section of the project final report. That report, as well as other information about the project, including Executive Summary and Video excerpts, can be downloaded from the project website: http://www.latrobe.edu.au/earlymaths/.