Senior 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

## Publications

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]

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.),

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/

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

### 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.

### Journal - Professional & Other Non-Research Articles

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

### Conference Contribution - Published proceedings: 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.),

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.),

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.),

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.),

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., & 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]

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). 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. (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., 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]

### Conference Contribution - Published proceedings: Abstract

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/

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. (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]

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]

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. (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

### 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). *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, February). *Solving equations: Moving towards a framework for
algebraic thinking*. Verbal presentation at the National Numeracy Conference,
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.

### 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.

### 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.

### 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].