暴风资源

Dr John Griffith Tupouniua staff profile picture

Contact details +64 (09) 414 0800

Dr John Griffith Tupouniua PhD

Senior Lecturer

Doctoral Co-Supervisor
Institute of Education

Current Courses

  • 254.101: An Introduction to Social and Cultural Studies in Education
  • 254.337: Teaching and Learning with Pasifika Peoples in Aotearoa New Zealand
  • 276.330: Mathematics and Literacy in Society
  • 254.710: Ruia Taitea: Transforming Education
  • 254.744: Pacific Peoples and Education in Aotearoa New Zealand
  • 276.782: Mathematics in Schooling and Society
  • 276.731: Science, Technology, Engineering, and Mathematics (STEM) in Society

Current Research

  • Problematizing the need to raise marginalized students’ achievement in mathematics: the case of Pasifika learners in Aotearoa New Zealand
  • Critiquing culturally sustaining mathematics pedagogy: the Pasifika case in Aotearoa New Zealand
  • Mathematics education in/and the future
  • Mathematics education for (in)equality

Dr. John Griffith Moala Tupouniua  is a Senior Lecturer in Mathematics Education at 暴风资源. He is from Tonga (Kolomotu'a, Tongatapu) and Fiji (Sawana, Vanuabalavu), and was educated in the United States. He has a Bachelor's and Master's degree in mathematics, and a PhD in Mathematics Education fronm The University of Auckland. His current primary areas of research are:

1) critical mathematics education, in particular, critiquing dominant narratives about the role of mathematics in society

2) critiquing neoliberalism/capitalism in education and society more generally

3) algorithmic and computational thinking.

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Professional

Contact details

  • Location: AT3.57, Atrium Building
    Campus: Albany

Qualifications

  • Doctor of Philosophy - University of Auckland (2019)

Research Expertise

Research Interests

Critical mathematics education

Algorithmic and computational thinking

Critical theory

Thematics

21st Century Citizenship

Area of Expertise

Field of research codes
Education (130000):
Mathematical Sciences (010000)

Research Outputs

Journal

Tupouniua, JG., & Smith, J. (2025). Using test cases to refute incorrect existentially quantified propositions: An exploratory study. Journal of Mathematical Behavior. 80, Retrieved from https://www.sciencedirect.com/science/article/pii/S073231232500032X
[Journal article]Authored by: Tupouniua, J.
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Tupouniua, JG. (2023). Toward culturally sustaining supervision practices in mathematics education: what do Pasifika research students value most about their supervisors?. AlterNative: an international journal of indigenous peoples. 19(3), 691-700 Retrieved from https://journals.sagepub.com/doi/10.1177/11771801231193591
[Journal article]Authored by: Tupouniua, J.
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Tupouniua, JG. (2023). What challenges emerge when students engage with algorithmatizing tasks?. Journal of Pedagogical Research. 7(2), 93-107 Retrieved from https://www.ijopr.com/article/what-challenges-emerge-when-students-engage-with-algorithmatizing-tasks-13372
[Journal article]Authored by: Tupouniua, J.
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Tupouniua, J. (2023). Differentiating between counterexamples for supporting students’ algorithmic thinking. Asian Journal for Mathematics Education. 1(4), 475-493 Retrieved from https://journals.sagepub.com/doi/10.1177/27527263221139869
[Journal article]Authored by: Tupouniua, J.
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Hunter, J., Hunter, R., Tupouniua, J., & Leach, G. (2022). Bringing the home into school: learning and connecting through mathematics education during the time of a pandemic. Educational Studies in Mathematics. 111(2), 207-224
[Journal article]Authored by: Hunter, J., Leach, G., Tupouniua, J.
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Hunter, J., Hunter, R., Tupouniua, J., & Fitzgerald, L. (2021). Implementing localised curriculum drawing on a funds of knowledge perspective. The New Zealand Annual Review of Education. 26(2020), 153-161 Retrieved from https://ojs.victoria.ac.nz/nzaroe/article/view/6930
[Journal article]Authored by: Hunter, J., Tupouniua, J.
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Tupouniua, JG. (2020). Finding Correct Solution(s) 鈬� Creating Correct Algorithm(s): Shedding More Light on How and Why. The Mathematician Educator. 1(2), 102-121 Retrieved from http://ame.org.sg/2021/01/06/tme2020-vol-1-no-2-pp-102-121/
[Journal article]Authored by: Tupouniua, J.
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Tupouniua, J. (2020). Explicating how students revise their algorithms in response to counterexamples: building on small nuanced gains. International Journal of Mathematical Education in Science and Technology. , Retrieved from https://www.tandfonline.com/doi/full/10.1080/0020739X.2020.1837402
[Journal article]Authored by: Tupouniua, J.
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Moala, JG. (2021). Creating algorithms by accounting for features of the solution: the case of pursuing maximum happiness. Mathematics Education Research Journal. 33(2), 263-284
[Journal article]Authored by: Tupouniua, J.
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Moala, JG., Yoon, C., & Kontorovich, I. (2019). Localized considerations and patching: Accounting for persistent attributes of an algorithm on a contextualized graph theory task. Journal of Mathematical Behavior. 55
[Journal article]Authored by: Tupouniua, J.
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Yoon, C., Chin, SL., Moala, JG., & Choy, BH. (2018). Entering into dialogue about the mathematical value of contextual mathematising tasks. Mathematics Education Research Journal. 30(1), 21-37
[Journal article]Authored by: Chin, S., Tupouniua, J.
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Book

Stephens, M., Whitney-Smith, R., Tupouniua, J., Cloney, D., Bao, L., Jahabar, J., . . . Sakurai, J. (2024). Assessment of Mathematics in School and Early Childhood Settings: National, International and Classroom Perspectives. In C. Mesiti, WT. Seah, B. Kaur, K. Pearn, A. Jones, S. Camerson, . . . K. Copping (Eds.) Research in Mathematics Education in Australasia 2020–2023. (pp. 241 - 277). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Tupouniua, J.
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Hunter, J., Hunter, R., Tupouniua, J., & Leach, G. (2021). Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic. In FM. Reimers, & FJ. Marmolejo (Eds.) University and School Collaborations during a Pandemic: Sustaining Educational Opportunity and Reinventing Education. (pp. 195 - 209). Cham, Switzerland: Springer Nature
[Chapter]Authored by: Hunter, J., Leach, G., Tupouniua, J.
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Thesis

Moala, J. (2019). Exploring Mechanisms by which Student-Invented Algorithms in Mathematics Emerge: A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in Mathematics Education, The University of Auckland, 2018.. (Doctoral Thesis, The University of Auckland) Moala, J. (2019). Exploring Mechanisms by which Student-Invented Algorithms in Mathematics Emerge: A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in Mathematics Education, The University of Auckland, 2018.. (Doctoral Thesis)
[Doctoral Thesis]Authored by: Tupouniua, J.
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Tupouniua, J. (2015). On being stuck: a preliminary investigation into the essence of mathematical problem solving. (Master's Thesis)
[Masters Thesis]Authored by: Tupouniua, J.
Moala, J. (2013). Interior-Point Methods for Linear Programming.. (Master's Thesis, The University of Auckland)
[Masters Thesis]Authored by: Tupouniua, J.

Report

Yoon, C., & Moala, JG.(2018). Making mathematical thinking visible. Wellington, New Zealand: Teaching and Learning Research Initiative: N膩u i Whatu Te K膩kahu, He T膩niko T膩ku (TLRI)
[Technical Report]Authored by: Tupouniua, J.
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Barton, B., Davies, B., Tupouniua, J., & Yoon, C.(2017). How to: generate conceptual readiness.
[Technical Report]Authored by: Tupouniua, J.
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Conference

Tweed, B., Te Maro, P., & Tupouniua, J. (2023, November). Mathematics education, escaping the colonised and colonising myths. Presented at NZARE conference 2023. 暴风资源, Palmerston North.
[Conference Oral Presentation]Authored by: Te Maro, P., Tupouniua, J., Tweed, B.
Tupouniua, J. (2021, November). Pasifika research students and their supervisors— a case study from mathematics education. Presented at NZARE 2021
[Conference Oral Presentation]Authored by: Tupouniua, J.
Hunter, J., Hunter, R., Tupouniua, J., & Fitzgerald, L. (2021, November). Weaving knowledge together: Teachers drawing on diverse students’ funds of knowledge to develop and enact mathematical tasks. Presented at NZARE 2021
[Conference Oral Presentation]Authored by: Tupouniua, J.
Tupouniua, JG., & Hunter, J.(2024). How does a teacher sustain collective mathematizing among non-dominant students?. Paper presented at the meeting of Proceedings of the 14th International Congress on Mathematical Education. East China Normal University, Shanghai, China
[Conference Paper]Authored by: Tupouniua, J.
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Tupouniua, J., Hunter, J., & Hunter, R. (2019, November). Exploring sources of self-efficacy among culturally diverse learners in mathematics. Presented at NZARE 2019. University of Canterbury.
[Conference Oral Presentation]Authored by: Tupouniua, J.

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Hunter, R., Hunter, J., Restani, R., & Tupouniua, J. (2019). Developing Mathematical Inquiry Communities. Poster session presented at the meeting of Ka Awatea Conference, 暴风资源
[Conference Poster]Authored by: Hunter, J., Tupouniua, J.
Moala, JG., & Hunter, R. (2019). Developing Mathematical Resilience Among Diverse Learners: Preliminary Progress and Problematics. In G. Hine, S. Blackley, & A. Cooke (Eds.) Making the Difference. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Incorporated. (pp. 500 - 507). Perth, Western Australia: 42nd annual conference of the Mathematics Education Research Group of Australasia
[Conference Paper in Published Proceedings]Authored by: Tupouniua, J.
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Moala, JG., Yoon, C., & Kontorovich, I. (2018). The Emergence of a Prototype of a Contextualized Algorithm in a Graph Theory Task. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & B. Stacy (Eds.) Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Educationoceedings of the 21st Conference on Research for Undergraduate Mathematics Education. (pp. 1006 - 1013). San Diego, California, United States of America: 21st Conference on Research for Undergraduate Mathematics Education
[Conference Paper in Published Proceedings]Authored by: Tupouniua, J.
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Moala, JG. (2018). How do Students Create Algorithms? Exploring a Group’s Attempt to Maximise Happiness. In J. Hunter, P. Perger, & L. Darragh (Eds.) Making Waves, Opening Spaces: Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia. (pp. 353 - 360). Adelaide, Australia: 41st Annual Conference of the Mathematics Education Research Group of Australasia
[Conference Paper in Published Proceedings]Authored by: Tupouniua, J.
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Yoon, C., Chin, SL., Moala, J., & Maheux, JF. (2017). Reflecting teams for developing student sensitivity in mathematical noticing.. In B. Kaur, WK. Ho, TL. Toh, & BH. Choy (Eds.) Proceedings of 41st Conference of the International Group for the Psychology of Mathematics Education. Vol. 1 (pp. 295 - 295).
[Conference Paper in Published Proceedings]Authored by: Tupouniua, J.
Moala, J., Yoon, C., & Kontorovich, I. (2017). A puzzling misconception or a logically persistent way of understanding? Examining structures of attention.. In B. Kaur, WK. Ho, TL. Toh, & BH. Choy (Eds.) Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. Vol. 2 (pp. 369 - 376).
[Conference Paper in Published Proceedings]Authored by: Tupouniua, J.
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Teaching and Supervision

Teaching Statement

 

Contact Supervisor

Summary of Doctoral Supervision

Position Current Completed
Co-supervisor 3 1

Current Doctoral Supervision

Co-supervisor of:

  • Rosina Prasad - Doctor of Philosophy
    A 'new wave' for Pacific Education - Creating systems of educational support that will enable children from Pacific migrant families, some who may be impacted by climate change, to learn, achieve and thrive in Aotearoa.
  • Daniel Tupua-Siliva - Doctor of Philosophy
    [Re]Emergence and Rise of AI (Ancestral Intelligence). Looking inward presently and walking backward into the future.
  • Kwabena Kurankye - Doctor of Philosophy
    Exploring pedagogical leadership in a secondary school in Ghana: its implications to Ghana's education system.

Completed Doctoral Supervision

Co-supervisor of:

  • 2025 - Kim Maree Hailwood - Doctor of Philosophy
    The policy implications of 'thinking problematically': Problematising the parent-school partnership in Aotearoa New Zealand's Tomorrow's Schools education reform policy

Media and Links

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