Dr Tony Trinick
EdD, MA, BA, HDipTchg, DipMathsEd
Ko Apanui te tangata
Ko Motu te Awa
Ko Whanokao te maunga
Ko te Raukumara te tuara
Research | Current
Tony’s research interests are broadly focused on a number of areas in mathematics education. This includes researching curriculum development and Indigenous language contexts. His research also focuses on ethnomathematics, student achievement in Māori medium mathematics and the factors that support and impinge on student progress, and bilingualism and bilingual education. Recently, Tony has collaborated with mathematics education researchers in Columbia, Peru and Chile.
Major Research Projects 2003-2017
- Trinick, T. (2017). Mātauranga Māori: Enhancing Māori medium schooling, Ngā Pai o te Maramatanga.
- Trinick, T. (2015-2018). Mauri tu, mauri ora: Raising Māori medium mathematics achievement. Ministry of Education.
- Trinick, T. (2014-2015). Researcher, Evaluation of the Mutukaroa Project - Home School Partnership Project involving 100 schools, Ministry of Education.
- Trinick, T. (2009-2013). Sylvia Park School; Home School Partnership
- Trinick, T., Keegan, P., & Morehu, T. (2009-10). He Kāinga Kōrerero (Community based language programmes), Research project. Te Puni Kokiri (Ministry of Māori Development)
- Trinick, T. (2009). Principal Investigator Haemata Ltd. Evaluation of ‘Ako Panuku’. Secondary School Maori teacher Professional Learning Programme. With R. Tuwhangai
- Trinick, T. with Meaney, T., & Fairhall, U. (2005-2010). Investigating the teaching and learning of mathematics register in the Kura Kaupapa Māori o Te Koutu
- Trinick, T. (2003-2010). Principal Investigator, Ministry of Education. Evaluation of Māori medium numeracy professional development project (Poutama Tau). With B. Stevenson, Massey University
Teaching | Current
- EDCURRM 104 Pāngarau: He Whakatakinga (Course Coordinator)
- EDCURRM 105 Putaiao: He Whakatakinga (Course Coordinator)
- EDCURRM 204 Pangarau: Te Whakaako (Course Coordinator)
- EDUC 733 Teaching in Bilingual/Immersion Settings (Co-lecturer)
- EDUC 750 Special Topic: Maori Education Research Topic (Lecturer)
- Allen, Piata . Tau Kē: Investigation into the efficacy of a purpose built software solution to promote mathematical communication in Māori-medium classrooms. PhD, co-supervisor.
- Watson, Lisa. Māori student success as Māori: Reciprocity, relationships and resilience. EdD, co-supervisor.
- Snowden, Mere. Tihei mauri ora: Te reo Māori in English medium schools. EdD, co-supervisor.
- Pukepuke, Tepora. The unstoppable student self: Belonging and resilience. EdD, co-supervisor.
- Russell, Karen. Effective learning approaches to bilingual education in indigenous/minority language contexts: A literature review. MEd dissertation.
- Muller, Natalie. The value of oral language iPad apps in Increasing Māori language learning for children. MEd dissertation.
- Matiu, Darlene. The lived experiences of Māori women in leadership in educational contexts. MEd thesis.
- Allen, Piata. Te Reo Pangarau: Communicating mathematically in Māori-medium classrooms. MEd thesis.
- Heaton,Sharyn. Reconstructing Whare Tapawha. BA Hons dissertation.
- Tamati, Tauwehe. MEd dissertation.
- Director, Maori Medium Professional Learning and Development, Te Puna Wananga, Faculty of Education and Social Work (2012-2018)
Areas of expertise
- Ethnomathematics and Indigenous mathematics education
- Relationship between mathematics and language (te reo Māori)
- Bilingualism and bilingual education
- Researching and evaluating school improvement projects
- Language planning and language revitalisation for schooling
- Relationship between matauranga Māori putaiao and science
- Indigenous curriculum development
- Culture and identity in education
- Postgraduate Advisor, Te Puna Wānanga, Faculty of Education and Social Work (2016-)
- Acting Chairperson, PGRAES Committee (2016-2017)
- Treaty of Waitangi Ethics Approver, Faculty of Education and Social Work (2006-)
Selected publications and creative works (Research Outputs)
- Stewart, G., Trinick, T., & Dale, H. (2018). Huarahi Māori: Two decades of indigenous teacher education at the University of Auckland. In P. Whitinui, C. Roguez de France, O. McIvor (Eds.) Promising practices in indigenous teacher education (pp. 149-162). Singapore: Springer.
Other University of Auckland co-authors: Hemi Dale
- Parra, A., & Trinick, T. (2017). Multilingualism in indigenous mathematics education: An epistemic matter. Mathematics Education Research Journal10.1007/s13394-017-0231-5
- Stewart, G., Trinick, T., & Dale, H. (2017). Te marautanga o Aotearoa: History of a national Māori curriculum. Curriculum Matters, 2017 (13), 8-20. 10.18296/cm.0018
Other University of Auckland co-authors: Hemi Dale
- Newbold, E., Trinick, T., & Robertson, J. (2016). The critical role of the educative mentor as a leader to support the retention of beginning teachers in Māori-medium schools. Journal of Educational Leadership, Policy and Practice, 31 (1/2), 20-32.
Other University of Auckland co-authors: Ella Newbold
- Trinick, A., Meaney, T., & Fairhall, U. (2016). The relationship between language, culture and mathematics. Journal of Mathematics and Culture, 10 (2), 175-191. Related URL.
- Trinick, A. (2016). Te Reo Tātai: the development of a mathematics register for Māori-medium schooling University of Waikato. University of Waikato. Related URL.
- Meaney, T., McMurchy-Pilkngton, C., Edmonds-Wathen, C., & Trinick, T. (2016). Distribution, recognition and representation: Mathematics education and Indigenous students. In K. Makar, S. Dole, J. Visnovaska, M. Goos, A. Bennison, K. Fry (Eds.) Research in mathematics education in Australiasia 2012-2015 (pp. 143-164). Dordrecht, Heidelberg, New York, London: Springer. 10.1007/978-981-10-1419-2_8
- Edmonds-Wathen, C., Trinick, T., & Durand-Guerrier, V. (2016). Impact of differing grammatical structures in mathematics teaching and learning. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati-Phakeng, P. Valero, Villavicencio Ubillús M (Eds.) Mathematics education and language diversity: The 21st ICMI Study (pp. 23-46). Cham, Switzerland: Springer. 10.1007/978-3-319-14511-2_2