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Dr Chris Linsell

Dr Chris Linsell 2015Senior Lecturer
BSc(Hons) (Birmingham) MSc (London) PhD (Otago) DipTchg

Dunedin Campus
Tel 64 3 479 4253
Email chris.linsell@otago.ac.nz

Biography

I have been a teacher educator at the University of Otago College of Education (previously Dunedin College of Education) since 1998. Prior to this I taught mathematics and physics at the high school level and acted as secondary mathematics advisor for Otago and Southland. I completed my PhD on algebraic thinking in 2005 and since then have continued to explore how children and adults learn mathematics.

Teaching Sectors

Undergraduate and Postgraduate:

  • Primary Education
  • Secondary Education

Teaching Areas

  • Mathematics
  • Mathematics education
  • Quantitative research methodology
  • Teaching as inquiry

Research Interests

  • Algebraic thinking
  • Pre-service teachers’ mathematics content knowledge
  • Role of activities and contexts in the learning of mathematics

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Publications

Livy, S., Ingram, N., Holmes, M., Linsell, C., & Sullivan, P. (2016). A highly capable Year 6 student's response to a challenging mathematical task. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 665-668). Adelaide, Australia: MERGA. [Full Paper]

Ingram, N., Linsell, C., Holmes, M., Livy, S., & Sullivan, P. (2016). Teacher actions that encourage students to persist in solving challenging mathematical tasks. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 657-660). Adelaide, Australia: MERGA. [Full Paper]

Linsell, C., Holmes, M., Ingram, N., Livy, S., & Sullivan, P. (2016). Perceptions of challenging tasks and achievement by New Zealand students. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 661-664). Adelaide, Australia: MERGA. [Full Paper]

Sullivan, P., Holmes, M., Ingram, N., Linsell, C., Livy, S., & McCormack, M. (2016). The intent and processes of a professional learning initiative seeking to foster discussion around innovative approaches to teaching. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 669-673). Adelaide, Australia: MERGA. [Full Paper]

Casey, B., & Linsell, C. (2016). An investigation of undergraduate student numeracy. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://herdsa.org.nz/ternz/2016

Chapter in Book - Research

Linsell, C., Cox, A., Anakin, M., Jones, R., & Smith, D. (2015). Algebra everywhere: Developing students' algebraic thinking with meaningful dialogue. In R. Averill (Ed.), Mathematics and statistics in the middle years: Evidence and practice. (pp. 271-288). Wellington, New Zealand: NZCER Press.

Linsell, C., & Tozer, L. (2010). Alegbra: More than just patterns. In R. Averill & R. Harvey (Eds.), Teaching primary school mathematics and statistics: Evidence-based practice. (pp. 75-87). Wellington, New Zealand: NZCER Press.

Linsell, C. (2010). Secondary Numeracy Project students' development of algebraic knowledge and strategies. In Findings from the New Zealand Numeracy Development Projects 2009. (pp. 100-116). Wellington, New Zealand: Learning Media.

Linsell, C. (2009). Students' knowledge and strategies for solving equations. In Findings from the New Zealand Secondary Numeracy Project 2008. (pp. 29-43). Wellington, New Zealand: New Zealand Ministry of Education.

Linsell, C. (2009). Algebra: Students' misconceptions and strategies for solving equations. In R. Averill & R. Harvey (Eds.), Teaching secondary school mathematics and statistics: Evidence-based practice (Vol. 1). (pp. 101-111). Wellington, New Zealand: NZCER Press.

Linsell, C. (2008). Solving equations: Students' algebraic thinking. In Findings from the New Zealand Secondary Numeracy Project 2007. (pp. 39-44). Wellington, New Zealand: Learning Media.

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Journal - Research Article

Linsell, C., Cavanagh, M., & Tahir, S. (2013). Using meaningful contexts to promote understanding of pronumerals. Australian Mathematics Teacher, 69(1), 33-40.

Linsell, C., & Anakin, M. (2012). Diagnostics assessment of pre-service teachers' mathematical content knowledge. Mathematics Teacher Education & Development, 14(2), 4-27.

Gasson, N. R., & Linsell, C. (2011). Young workers: A New Zealand perspective. International Journal of Children's Rights, 19(4), 641-659. doi: 10.1163/157181811x547272

Linsell, C. (2009). Integrating number and algebra in The New Zealand Curriculum: Implications for teaching. Curriculum Matters, 5, 42-59.

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Journal - Professional & Other Non-Research Articles

Linsell, C., Offen, B., & Ingram, N. (2013). Maths vision doesn't add up. Otago Daily Times, (6 March).

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Conference Contribution - Published proceedings: Full paper

Livy, S., Ingram, N., Holmes, M., Linsell, C., & Sullivan, P. (2016). A highly capable Year 6 student's response to a challenging mathematical task. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 665-668). Adelaide, Australia: MERGA. [Full Paper]

Sullivan, P., Holmes, M., Ingram, N., Linsell, C., Livy, S., & McCormack, M. (2016). The intent and processes of a professional learning initiative seeking to foster discussion around innovative approaches to teaching. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 669-673). Adelaide, Australia: MERGA. [Full Paper]

Linsell, C., Holmes, M., Ingram, N., Livy, S., & Sullivan, P. (2016). Perceptions of challenging tasks and achievement by New Zealand students. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 661-664). Adelaide, Australia: MERGA. [Full Paper]

Ingram, N., Linsell, C., Holmes, M., Livy, S., & Sullivan, P. (2016). Teacher actions that encourage students to persist in solving challenging mathematical tasks. In B. A. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Mathematics Education Research Group of Australasia (MERGA) Annual Conference. (pp. 657-660). Adelaide, Australia: MERGA. [Full Paper]

Linsell, C., & Ingram, N. (2014). Foundation content knowledge: Providing support for pre-service teachers. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Proceedings of the 37th Mathematics Education Research Group of Australasia (MERGA) Annual Conference: Curriculum in Focus: Research Guided Practice. (pp. 714-717). Adelaide, Australia: MERGA. [Full Paper]

Anakin, M., & Linsell, C. (2014). Foundation content knowledge: Pre-service teachers as half-empty or becoming fluent? In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Proceedings of the 37th Mathematics Education Research Group of Australasia (MERGA) Annual Conference: Curriculum in Focus: Research Guided Practice. (pp. 722-725). Adelaide, Australia: MERGA. [Full Paper]

Ingram, N., & Linsell, C. (2014). Foundation content knowledge: Pre-service teachers' attainment and affect. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Proceedings of the 37th Mathematics Education Research Group of Australasia (MERGA) Annual Conference: Curriculum in Focus: Research Guided Practice. (pp. 718-721). Adelaide, Australia: MERGA. [Full Paper]

Linsell, C., & Anakin, M. (2013). Foundation content knowledge: What do pre-service teachers need to know? In V. Steinle, L. Ball & C. Bardini (Eds.), Proceedings of the 36th Mathematics Education Research Group of Australasia (MERGA) Annual Conference: Mathematics Education: Yesterday, Today and Tomorrow. Melbourne, Australia: MERGA. Retrieved from http://www.merga.net.au/documents/Linsell_et_al_MERGA36-2013.pdf

Linsell, C., Anakin, M., Jones, R., Smith, D., Tozer, L., Cox, A., McAuslan, E., & Turner, G. (2012). Teaching algebra conceptually: Student achievement. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA): Mathematics Education: Expanding Horizons. (pp. 465-472). Singapore: MERGA. [Full Paper]

Linsell, C., & Allan, R. (2010). Prerequisite skills for learning algebra. In M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education: Mathematics in Different Settings (Vol. 3). (pp. 217-224). Belo Horizonte, Brazil: PME. [Full Paper]

Linsell, C. (2009). Prerequisite knowledge and skills for solving linear equations. In A. Gomes (Ed.), Elementary Mathematics Education: Proceedings of the 3rd Meeting. (pp. 239-250). Association of Elementary Mathematics Education. [Full Paper]

Linsell, C. (2009). A hierarchy of strategies for solving linear equations. Proceedings of the 32nd Mathematics Education Research Group of Australasia Conference. [CD-ROM] MERGA. [Full Paper]

Linsell, C., McAuslan, E., Bell, M., Savell, J., & Johnston, N. (2006). Using action research to learn about learning algebra. Proceedings of the New Zealand Association for Research in Education National Conference. [CD-ROM] NZARE. [Full Paper]

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Conference Contribution - Published proceedings: Abstract

Casey, B., & Linsell, C. (2016). An investigation of undergraduate student numeracy. Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference. Retrieved from http://herdsa.org.nz/ternz/2016

Linsell, C., Ingram, N., Anakin, M., & Knowles, A. (2016). Pre-service teachers’ numeracy. Proceedings of Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Conference: How Best to Educate a Nation's Teachers? Debating Quality Teacher Education for Today and the Future. Retrieved from http://www.tefanz.org.nz/conferences/2016-conference/

Linsell, C., Ingram, N., & Anakin, M. (2015). Promoting the development of foundation content knowledge in all primary pre-service teachers. In M. Marshman, V. Geiger & A. Bennison (Eds.), Proceedings of the 38th Mathematics Education Research Group of Australasia (MERGA): Mathematics in the Margins. (pp. 686). Sunshine Coast, Australia: MERGA. [Abstract]

Anakin, M., Linsell, C., & Ingram, N. (2014). Exploring ways to build upon pre-service teachers' foundation content knowledge of mathematics. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/

Linsell, C., & Casey, B. (2013). Undergraduate numeracy in the Business School. In J. McDonald, S.-K. Loke, A. McLean & M. Rajoo (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 74). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Anakin, M., Allan, R., & Linsell, C. (2011). Transitional understandings of equivalence. Proceedings of the 17th Biennial Conference of the Australasian Human Development Association (AHDA). (pp. 43-44). Retrieved from http://www.otago.ac.nz/ahda2011/

Linsell, C., & Anakin, M. (2011). Mathematical competence. In K. Shephard, T. Harland & A. Cohen (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 65). Dunedin, New Zealand: HEDC, University of Otago. [Abstract]

Linsell, C., Allan, R., & Anakin, M. (2011). Emergent understandings of equivalence. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME35) (Vol. 1). (pp. 354). Ankara, Turkey: PME. [Abstract]

Linsell, C. (2009). Algebra at Years 7 to 10: What do students understand and what should we be teaching? Proceedings of the 11th New Zealand Mathematics Teachers (NZAMT) Conference: Extending Mathematical Horizons. Retrieved from http://www.nzamt11.co.nz/download.php?view.16

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Conference Contribution - Verbal presentation and other Conference outputs

Linsell, C., Anakin, M., Cox, A., Jones, R., Smith, D., Tozer, L., McAuslan, E., & Turner, G. (2011, November-December). Teaching algebra conceptuality: Preliminary findings. Verbal presentation at the New Zealand Association for Research in Education (NZARE) Conference & Annual Meeting, Tauranga, New Zealand.

Anakin, M., & Linsell, C. (2011, November-December). Hypothesising how students understand the equals sign. Verbal presentation at the New Zealand Association for Research in Education (NZARE) Conference & Annual Meeting, Tauranga, New Zealand.

Linsell, C. (2009, February). Algebra at Years 7 to 10: What should we be teaching? Verbal presentation at the National Numeracy Conference: Thinking Mathematically and Statistically, Auckland, New Zealand.

Linsell, C. (2009, February). Students' knowledge and strategies for solving equations. Verbal presentation at the National Numeracy Conference: Thinking Mathematically and Statistically, Auckland, New Zealand.

Linsell, C. (2008, July). Exploring connections between numeracy and algebraic thinking: Some current directions in New Zealand. Verbal presentation at the 11th International Congress on Mathematical Education, Monterrey, Mexico.

Linsell, C. (2008, February). Solving equations: Moving towards a framework for algebraic thinking. Verbal presentation at the National Numeracy Conference, Auckland, New Zealand.

Linsell, C. (2008, February). Number and algebra: Starting to integrate the strands. Verbal presentation at the Motivation and Momentum in Mathematics Preservice Group Meeting, Auckland, New Zealand.

Linsell, C. (2008, November-December). Prerequisite knowledge and skills for solving linear equations. Verbal presentation at the 3rd International Meeting of the Association of Elementary Mathematics Education, Braga, Portugal.

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Commissioned Report for External Body

Gasson, R., Linsell, C., Gasson, J., & Mundy-McPherson, S. W. (2003). Young people and work. Commissioned by Labour Market Policy Group. Wellington: Department of Labour. 210p.

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Working Paper; Discussion Paper; Technical Report

Linsell, C., Tozer, L., & Anakin, M. (2012). Teaching algebra conceptually in Years 9 and 10. Wellington, New Zealand: Teaching and Learning Research Initiative. 10p.

Linsell, C., Savell, J., Johnston, N., Bell, M., McAuslan, E., & Bell, J. (2006). Early algebraic thinking: Links to numeracy. Wellington, New Zealand: Teaching & Learning Research Initiative. 4p.

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Other Research Output

Linsell, C. Ingram, & Anakin, M. (2015, November). Undergraduate numeracy at Otago. Higher Education Development Centre Seminar Series, University of Otago, Dunedin, New Zealand. [Department Seminar].

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Awarded Doctoral Degree

Linsell, C. (2006). Learning algebra in an activity-based mathematics programme (PhD). University of Otago, Dunedin, New Zealand. 478p.

More publications...