Research in Mathematics Education

How to use the Zoom H2 for recording interviews, podcasts and lectures

Dominik Lukes — Tue, 24 Jun 2008 16:10:36 +0100

This video explains in detail how to make the most of the Zoom H2 available at the school for recording interviews or lectures for podcast or research purposes.

CARE (Centre for Applied Research in Education)

Procedural seminar: "Self regulated learning strategies and the growth of mathematical understanding"

Dominik Lukes — Tue, 24 Jun 2008 08:30:46 +0100

Location

1.40 EDU

Event website

Event description

Faizal Abdullah will be giving a Procedural Seminar on Tuesday 24th June at 2pm in Room 1.40. The title is "Self regulated learning strategies and the growth of mathematical understanding."

How to use the scanner feature of the photocopier

Dominik Lukes — Mon, 23 Jun 2008 00:40:19 +0100

The new photopier in the CARE area has a great scanning feature which basically means that anything that can be photocopied can be scanned into a computer. The easiest way is to have the photocopy sent to your email address. All you have to do is enter your email into the photocopier and the rest is the same as making photocopies. This video shows how to do it.

CARE (Centre for Applied Research in Education)

Edupunk against Blackboard, for eLearning 2.0, and what next?

Dominik Lukes — Wed, 04 Jun 2008 18:33:03 +0100

A new term has made its way into the edu blogosphere (such as it is): edupunk. Coined by Jim Groom, it made its way to me via Martin Weller's blog who also shared the excellent Edupunk video (see below). Edupunk spoke eloquent volumes of its potential to me the second I scanned over the word my RSS reader - in fact it got me so excited I started a public Google Notebook with excerpts from the discussion. I believe that destructivism and contrariness are just as necessary parts of the debate as constructiveness and concilliation. So, edupunk is more than welcome on the scene. Let's hope it gets a bit more traction - the Wikipedia entry may help.

CARE (Centre for Applied Research in Education)

EDU Web Clinic 6

Dominik Lukes — Tue, 27 May 2008 13:03:46 +0100

Location

Meeting Room Next to New Student Space

Event website

Event description

What: An opportunity for anyone to come and ask questions about how to best use the web for research. Individuals or small groups are welcome. Feel free to just drop in or alternatively sign up below.

EDU Web Clinic 5

Dominik Lukes — Fri, 16 May 2008 13:37:06 +0100

Location

Meeting Room Next to New Student Space

Event website

Event description

Eleanor Cockerton

Eleanor Cockerton — Tue, 29 Apr 2008 20:45:14 +0100

Personal image

First Name

Eleanor

Last Name

Cockerton

Title

Position at EDU

Lecturer

Thesis Topic

First Supervisor

Second Supervisor

Email

External Supervisor

Research Interests

Eleanor Cockerton is a lecturer on the Primary PGCE course with a subject responsibility for Mathematics and History. She has many years experience in teaching throughout the Primary age range but has specialised in the Foundation Stage and Key Stage 1. Her interests are in early mathematical thinking and keeping learning alive for boys. She recently led a workshop as part of a mathematics conference in Malo, Italy. At present she is working with Anne Cockburn, Ralph Manning and Paul Parslow Williams on a research project to establish how we can encourage trainee teachers to maximise the children’s mathematical thinking and reduce the opportunities for misconceptions.

Start at UEA

Telephone

+44 (0)1603 1440

End at UEA

Fax

Country of Origin

Room

EDU 1.44

Research Projects

Personal Website

List of Publications

EDU Web Clinic 2

Dominik Lukes — Mon, 14 Apr 2008 14:45:56 +0100

Location

Meeting Room Next to Student Space

Event website

Event description

Announcing the second Web Clinic:

Paola Iannone

Paola Iannone — Tue, 22 May 2007 14:51:48 +0100

Personal image

First Name

Paola

Last Name

Iannone

Title

Position at EDU

Lecturer

Thesis Topic

First Supervisor

Second Supervisor

Email

External Supervisor

Research Interests

I joined the School of Education and Lifelong Learning as Research Associate in 2000 after I worked for a few years in the School of Mathematics at UEA as a part time lecturer and tutor. My original training is in pure mathematics. I obtained a PhD from the School of Mathematics at UEA in 1996 with the title ‘Automorphism Groups of Geometric Codes’.
My main research area is the psychology of mathematics teaching and learning at university level. The interest in this field grew out of my experience teaching some courses at levels 0 to 2 in the mathematics department at UEA. My recent research experience has brought me to widen my expertise. This now includes teaching and learning mathematics in the primary classroom, and at post-compulsory school level (pupils of 16-18 years of age).
After having worked in EDU for 6 years on externally funded research projects, I have joined the School as Lecturer in Educational Studies in September 2007.

Recent Research Projects

2006: Research Associate, project funded by the Higher Education Academy (Mathematics and Teaching Support Network) ’Transforming theory into practice: A guide for teaching Proof to mathematics undergraduates grounded on the co-ordinated perspectives and recommendations of mathematicians and researchers in mathematics education’. Project director: Dr Elena Nardi.

2006: Research Associate, project funded by ’Excellence in Cities’ ’Effective Transitions‘: An Excellence in Cities Project’. Project director: Dr Liz Bills.

2006: Research Associate on the Teaching Fellowship ’Promoting mathematics as a field of study: events and activities for the sixth-form pupils visiting UEA’ s Further Mathematics Centre’ awarded to the School of Education, University of East Anglia.

2004-2005: Research Associate, ESRC funded project: ’Understanding the primary mathematics classroom Part 2’ Project director: Dr A Cockburn.

2004: Part time research associate, project funded by the Joseph Rowntree Foundation ́” Mixed tenure: twenty years on nothing out of the ordinary” ́, Project Director: C. Allen, in collaboration with M. Camina, M. Wood and I. Cole. For a full version of the final report see http://www.jrf.org.uk/bookshop/eBooks/190501807X.pdf.

2002-03: Research Associate, project funded by the Learning and Teaching Support Network ‘Mathematicians as educational co-researchers developing pedagogical theory and teaching practice’ . Project director: Dr E Nardi.

2001-02: Research Associate, project founded by the Nuffield Foundation under the Small Grant Scheme ‘The first-year mathematics undergraduates problematic transition from informal to formal mathematical writing (Group Theory): foci of caution and action for the teacher of mathematics at an undergraduate level’ Project director: Dr E Nardi.

2000 - 2001: Research Associate, project founded by the Nuffield Foundation under the Small Grant Scheme ‘The first-year mathematics undergraduates problematic transition from informal to formal mathematical writing: foci of caution and action for the teacher of mathematics at an undergraduate level’. Project director: Dr E Nardi.

2001: Research associate for the Teaching Fellowship ‘Summer Projects for First Year Undergraduates’ in the School of Mathematics. Project director: Dr G Janacek.

Invited Seminars

29 April 2008: Fostering conceptual mathematical thinking in 5-year-old pupils: Invited seminar to the Learning Sciences Research Institute, University of Nottingham.

26 Jan 2006: Invited contribution to the one-day MSOR- funded meeting ’Mathematicians and Mathematics Educationalists: Can we collaborate?’, University of Warwick. Followed by an invited contribution to a Workshop on Advanced Mathematical Thinking at Warwick University.

12 June 2006: Conceptual mathematical thinking for 5-year-old pupils? Invited contribution to Cambridge Mathematics Education Colloquia with Dr A Cockburn.

10-13 Apr 2006: The number line: a powerful image that will help pupils throughout their time as learners of mathematics . . . or is it? Invited contribution to the Annual Conference of the Mathematical Association, Loughborough University.

10 Jan 2005: Students’ writing: what can we learn from it? Invited contribution to a workshop to members of the mathematics faculty, at University of Oxford, on topics in teaching and learning mathematics at university level.

1-3 Sept 2003: Mathematicians as Educational Co-Researchers. A series of sessions based on the LTSN funded project, The Annual Undergraduate Mathematics Teaching Conference, University of Birmingham, UK.

12-15 Apr 2003: Did I tell you my Pythagoras’ horror story? Invited contribution to the Annual Conference of the Mathematics Association, University of East Anglia in Norwich.

24 Sept 2001: Notes on the tensions between students, matrices and sequences in a first year pure mathematics course. Invited speaker at the Open University in Milton Keynes.

7 June 2001: Necessity or convention? Adapting to the norms of formal mathematical reasoning. A seminar and informal workshop at the Department of Education, University of Leeds.

Start at UEA

1 Sep 2007

Telephone

+44 (0)1603 591007

End at UEA

Fax

+44 (0)1603 451412

Country of Origin

Italy

Room

EDU 1.46

Research Projects

Personal Website

List of Publications

Refereed Academic Publications

Nardi E., Biza I. and Iannone P.: 2008 Beyond the 'formalistic nonsense': the impact of symbols and prior images on students' sense-making of formal definitions, Proceedings of the 11th Congress in Mathematics Education, Mexico.

Iannone P. and Cockburn A.D.: 2008 ‘If you can count to 10 you can count to infinity really” Fostering conceptual thinking in the first year of primary school’. Research in Mathematics Education Journal, 10(1) 37-51.

Iannone P. and Nardi E.: 2008 The interplay between syntactic and semantic knowledge in proof production: Mathematicians’ perspectives, Proceedings of the 5th Conference on European Research in Mathematics Education, Larnaca, Cyprus, 14, 2300-2309, available at http://ermeweb.free.fr/CERME5.

Nardi E. and Iannone P.: 2006, To appear and to be: acquiring the genre speech of university mathematics, Proceedings of the 4th Conference on European Research in Mathematics Education, Sant Feliu de Guixols, Spain, 14, 1800-1810, available at http://ermeweb.free.fr/CERME4.

Iannone P. and Cockburn A.D.: 2006, Fostering conceptual mathematical thinking in the early years: a case study, Proceedings of the 30th Annual Conference of the International Group for Psychology in Mathematics Education, Prague, Czech Republic, 3, 329-336.

Iannone P. and Nardi E.: 2005, On the pedagogical insight of mathematicians: interaction and transition from the concrete to the abstract, Journal of Mathematical Behavior, 24, 191-215.

Iannone P. and Nardi E.: 2005, Counterexamples: is one as good as many? Proceedings of the 4th Mediterranean Conference in Mathematics Education, Palermo, Italy, 2, 379-388.

Cockburn A. D. and Iannone P.: 2005, Understanding the primary mathematics classroom, Proceedings of the 6th British Congress in Mathematics Education, 49-56.

Iannone P. and Nardi E.: 2005, Interaction and transition from the concrete to the abstract: on the pedagogical insight of mathematicians, Proceedings of the 6th British Congress in Mathematics Education, 73-80.

Nardi E. and Iannone P.: 2003, On the fragile, yet crucial relationship between mathematicians and researchers in mathematics education. Proceedings of the 28th Annual Conference of the International Group for Psychology in Mathematics Education, Bergen, Norway 3, 401-408.

Nardi E. and Iannone P.: 2003, Mathematicians on concept image construction: Single ’landscape’ vs ’your own tailor-made brain version’, Proceedings of the 27th Annual Conference of the International Group for Psychology in Mathematics Education, 13-18 July 2003, Honolulu, USA. Volume III, 365-372.

Nardi E. and Iannone P.: 2003, The rough journey towards a consistent mathematical proof: the P(n) → P(n + 1) step in mathematical induction, Proceedings of the 3rd Mediterranean Conference on Mathematics Education, 621-628. 3-5 January 2003, Athens, Greece.

Iannone, P. and Nardi, E.: 2002, A group as a ’Special Set’ ? Implications of ignoring the role of the binary operation in the definition of a group, Proceedings of the 26-th Annual Conference of the International Group for Psychology in Mathematics Education, (3), 121-128, Norwich, United Kingdom.

Nardi, E. and Iannone, P.: 2001, The unnecessary war between rigor and intuition in the learning of advanced mathematics, Proceedings of the 5th Annual Panhellenic Congress on Mathematics Education, 295-301, Thessaloniki, Greece.

Nardi, E. and Iannone, P.: 2001, On convergence of a series: The unbearable inconclusiveness of the limit-comparison test, Proceedings of the 25-th Annual Conference of the International Group for Psychology in Mathematics Education, (3), 399-406, Utrecht, Netherlands.

Iannone, P. and Nardi, E.: 2001, On the ‘tail’ of a sequence, the universal quantifier and the formal definition of convergence, Proceedings of the 5th Bi-annual Congress on Mathematics Education, 5-7 July 2001, 147-157, Keele University.

Other Academic Publications

Millman R., Iannone P. and Johnston-Wilder, P.: 2008, Educators and the teaching training context,
in Loewenberg Ball D. and Ruhama E. (Eds) The professional education and development of teachers of mathematics, the 15th ICMI Study, Springer.

Cockburn A. D. and Iannone P.: 2005, Primary Mathematics: teachers working with children low in confidence. Proceedings of the British Psychology Society Conference.

Nardi E., Iannone P. and Cooker M.: 2003, Pre-eighteen students have lost something major: mathematicians on the impact of school mathematics on students’ skills, perceptions and attitudes. Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics.Birmingham University, 23(3), 37-42.

Sangwin C., Cooker M., Hamdan M., Iannone P. and Nardi E.: 2003, Mathematicians as educational co-researchers: report on work in progress, Proceedings of the UMTC 2003 Conference, Birmingham, 93-107.

Nardi, E. and Iannone, P.: 2002, Students, bicycles and the quirks of symbolic language in mathematical logic, Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics, 22 (2) 49-54, Bristol University.

Nardi, E. and Iannone, P.: 2000, Adjusting to the norms of mathematical writing: short stories from cipher to symbol, Proceedings of the Conference of the British Society of Research Into the Learning of Mathematics, 20 (3), 55-60, Roehampton University.

Publications in Professional Journals

Iannone P.: 2006, Number tracks, number lines, number strips... are they all the same? Mathematics Teaching, 197, 9-12.

Iannone P.: 2004, Did I tell you my Pythagoras’ horror story? Mathematics Teaching, 187, 13-16.

Other Publications/Reports

Iannone P. and Nardi E.: (2007), PopCo, Book Review, International Newsletter for Women in Mathematics Education, 16(1), available at http://extra.shu.ac.uk/iowme/documents/newsletter%2021%201.doc

Nardi E. and Iannone P.: 2006, How To Prove It: a brief guide for teaching Proof to mathematics undergraduates. Commissioned by the Higher Education Academy (Mathematics, Statistics and Operational Research branch), available at http://mathstore.ac.uk/publications/index.shtml ISBN 978-0-9539983-8-8.

Bills L., Cooker M., Huggins R., Iannone P. and Nardi E.: 2006, Promoting mathematics as a field of study: events and activities for the sixth-form pupils visiting UEAs Further Mathematics Centre (A UEA Teaching Fellowship Report). Based on work commissioned by the UEA Teaching Fellowship Scheme, available at http://www.fmnetwork.org.uk/manager_area/files/other/UEAtfreport.pdf ISBN 978-0-9539983-9-8.

Belton T., Iannone P. and Philips E.: 2006, Easing Transition in the Early Years, An Excellence in Cities Project, Final Report.

Lyndon Martin

Lyndon Martin — Mon, 26 Mar 2007 07:40:30 +0100

Personal image

First Name

Lyndon

Last Name

Martin

Title

Position at EDU

Senior Lecturer

Thesis Topic

First Supervisor

Second Supervisor

Email

External Supervisor

Research Interests

Dr Lyndon Martin is a Senior Lecturer. He is also the Director of Research and the Chair of the School Ethics Committee His main area of academic research concerns the notion of mathematical understanding, and how this phenomenon might be described and characterised. One particular area of interest with this field includes the growth of mathematical understanding during workplace training, and in particular how adults working in construction trades understand and use mathematical concepts. This research was carried out in Vancouver, (where Dr Martin is an Adjunct Professor at the University of British Columbia) and was funded by the Social Science and Humanities Research Council, in partnership with the SkillPlan workplace education organisation. A second ongoing research project explores the idea of collective mathematical understanding, and how this relates to groups and whole classes of learners working together to understand a mathematical concept. In particular he is interested in how collective understanding can be described and characterised as a collaborative act of improvisation, similar to that observed in jazz and theatre performances. This research is in collaboration with Dr. Jo Towers of the University of Calgary, and is carried out in Canada and the UK. Underpinning this ongoing research is an expertise in qualitative research, with the extensive use of video ethnography, video case study, digital video and the associated methods of analysis, and also the ethical issues of such research.

Major Funded Research Projects include:

2003 - 2007 The Growth of Mathematical Understanding in Workplace Training. SSHRC, Canada – Initiative on the New Economy Program.
This project sought to explore and explain the nature and growth of mathematical understanding of adults during workplace training. The study consisted of a series of case studies of individuals and groups of individuals working towards professional certification in a number of construction trades. Through observing and analysing the cognitive mathematical actions and understandings of the trainees as they engaged with a number of mathematically rich tasks, we sought to more fully understand the ways in which adults learn and understand mathematics during their training course.

2003 - 2006 Developing Numeracy in the Workplace. SSHRC, Canada – Valuing Literacy in Canada Program.
This project explored the largely unresearched nature of numeracy of Canadian adults in the workplace. In particular we sought to more fully understand the situated nature of numeracy, and the relationship between workplace mathematical knowledge and the context in which it is created and used.

Start at UEA

Telephone

+44 (0)1603 592862

End at UEA

Fax

+44 (0)1603 451412

Country of Origin

Room

EDU 1.19

Research Projects

Personal Website

List of Publications

Selected Publications:

Martin, L.C. (2008). Folding Back and the Growth of Mathematical Understanding: Extending the Pirie-Kieren Theory. Journal of Mathematical Behavior, 27(1), 64-85.
Martin, L.C.& LaCroix, L. (2008). Images and the Growth of Understanding of Mathematics-for-Working. Canadian Journal of Science, Mathematics and Technology Education, 8(2), 1-19.

Martin, L.C. & Towers, J. (2007). Improvisational Etiquette and the Growth of Mathematical Understanding. In T. Lamberg, & L. R. Wiest (Eds.), Proceedings of the Twenty-Ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education/ (pp. 457-464). Reno, NV: University of Nevada.

Martin, L.C., LaCroix, L. & Fownes, L. (2006). Flexible Mathematical Understanding in an Ironworkers Apprenticeship Classroom. Literacy & Numeracy Studies, 15(1), 43-58.

Martin, L.C., LaCroix, L. & Fownes, L. (2006). No way that’s two hundred and fifty inches deep! Mathematical Understanding in an apprenticeship classroom. In S. Alatorre, J.L. Cortina, M. Saiz & A. Mendez (Eds.), Proceedings of the Twenty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2(pp.339). Merida, Mexico.

Martin, L.C. & Towers, J. (2006). Improvisational Co-actions and the Growth of Collective Mathematical Understanding. In S. Alatorre, J.L. Cortina, M. Saiz & A. Mendez (Eds.), Proceedings of the Twenty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2(pp.631-638). Merida, Mexico.

Martin, L.C., Towers, J. & Pirie, S.E.B. (2006). Collective Mathematical Understanding as Improvisation. Mathematical Thinking and Learning, 8(2), 149-183.

Martin, L.C., LaCroix, L. & Fownes, L. (2005). Folding Back and the Growth of Mathematical Understanding in Workplace Training. Adults Learning Mathematics, 1(1), 19-35.

Martin, L.C., LaCroix, L. & Fownes, L. (2005). Fractions in the Workplace: Folding Back and the Growth of Mathematical Understanding. In H.L. Chick & J.L. Vincent (Eds.), Proceedings of the Twenty-Ninth Annual Meeting of the International Group for the Psychology of Mathematics Education, 3 (pp.305-312). Melbourne, Australia.

Martin, L.C., LaCroix, L. & Grecki, S. (2004). Mathematical Images for Workplace Training: The Case of John, a Plumbing Apprentice. In D.E. McDougall & J.A. Ross (Eds.), Proceedings of the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2 (pp.663-669). Toronto, ON.

Martin, L.C. & Pirie, S.E.B. (2003). Making images and noticing properties: The role of the computer in mathematical generalisation. Mathematics Education Research Journal, 15(2), 171-186.

Martin, L.C. & Towers, J. (2003). Collective Mathematical Understanding as Improvisation. In L. Bragg, C. Campbell, G. Herbert & J. Mousley (Eds.), Proceedings of the Twenty-Sixth Annual Conference of the Mathematics Education Research Group of Australasia, 1 (p.831). Geelong, Australia.

Martin, L.C. & Towers, J. (2003). Collective Mathematical Understanding as an Improvisational Process. In N. Pateman, B.J. Dougherty & J. Zilliox (Eds.), Proceedings of the Twenty-Seventh Annual Meeting of the International Group for the Psychology of Mathematics Education, 3 (pp.245-252). Honolulu, HI.

Martin, L.C. (2001). Growing Mathematical Understanding: Teaching and learning as listening and sharing. In R. Speiser, C.A. Maher & C.N. Walter (Eds.), Proceedings of the Twenty-Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1 (pp.245-254). Snowbird, UT.

Martin, L.C. (2001). Understanding as a Dynamical Process: How do they get to where they are? In R. Speiser, C.A. Maher & C.N. Walter (Eds.), Proceedings of the Twenty-Third Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1 (pp.372-376). Snowbird, UT.

Martin, L.C., Towers, J. & Pirie, S.E.B. (2000). Growing mathematical understanding: Three Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Twenty-Second Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1 (pp. 225-230). Tucson, AZ.

Pirie, S.E.B. & Martin, L.C. (2000). The role of collecting in the growth of mathematical understanding. Mathematics Education Research Journal, 12(2), 1-20.

Pirie, S.E.B. & Martin, L.C. (2000). The equation, the whole equation and nothing but the equation: One approach to the teaching of linear equations. In J. Leach & B. Moon (Eds.), Learners and Pedagogy (pp.158-170). New York: Paul Chapman.

Martin, L.C. & Pirie, S.E.B. (1998). She says we've got to think back: Effective folding back for growth in mathematical understanding. In A. Olivier & K. Newstead (Eds.), Proceedings of the Twenty-second Annual Meeting of the International Group for the Psychology of Mathematics Education, 4 (pp.255-262). Stellenbosch, South Africa.

Pirie, S.E.B. & Martin, L.C. (1997). The equation, the whole equation and nothing but the equation. Educational Studies in Mathematics, 34(2), 159-181.

Refereed Conference Presentations (not already listed above):

Towers, J. & Martin, L.C. (2008). Improvisational theory as a framework for analysing collaborative problem-solving. Paper Presentation at the 9th Advances in Qualitative Methods Conference. Banff, AB.

Towers, J. & Martin, L.C. (2007). The Emergence of a ‘Better’ Idea: Preservice Teachers’ Growing Understanding of Mathematics-for-Teaching. Paper Presentation at the 2007 Annual Meeting of the American Educational Research Association, Chicago, IL.

Martin, L.C. & LaCroix, L. (2004). Images and the growth of mathematical understanding in workplace training. Paper Presentation at the 2004 Annual Meeting of the American Educational Research Association, San Diego, CA.

Manu, S. & Martin, L.C. (2004). Bilingual Students’ Language Switching and their Growth of Mathematical Understanding: A Study of Tongan School Students. Paper Presentation at the 2004 Annual Meeting of the American Educational Research Association, San Diego, CA.

Martin, L.C. (2002). Folding Back and Growing Understanding. Paper Presentation at the 2002 Annual Meeting of the American Educational Research Association, New Orleans, LA.

Martin, L.C. & Pirie, S.E.B. (2001). The role of the computer in exploring quadratic equations and occasioning growing understanding. Poster Presentation at the 2001 Annual Meeting of the American Educational Research Association, Seattle, WA.

Pirie, S.E.B. & Martin, L.C. (2001). What use is a theory? 5 views on effective ways to analyse children’s mathematical thinking. Structured Poster Session at the 2001 Annual Meeting of the American Educational Research Association, Seattle, WA.

Martin, L.C., Towers, J. & Pirie, S.E.B. (2000). Layering observations of growing mathematical understanding. Paper presentation at the 2000 Annual Meeting of the Canadian Society for the Study of Education, Edmonton, AB.

Martin, L.C., Towers, J. & Ashfield, J. (2000). Growing understanding in a whole class environment: The place of teacher as shepherd. Roundtable presentation at the 2000 Annual Meeting of the American Educational Research Association, New Orleans, LA.

Martin, L.C. & Ashfield, J. (1999). The growth of mathematical understanding within the interactive whole class environment. Poster presentation at the 1999 Annual Meeting of the American Educational Research Association, Montreal, QB.

Anne Cockburn

Anne Cockburn — Tue, 13 Mar 2007 14:10:43 +0000

Personal image

First Name

Anne

Last Name

Cockburn

Title

Position at EDU

Reader

Thesis Topic

First Supervisor

Second Supervisor

Email

External Supervisor

Research Interests

Dr Anne Cockburn is a Reader in the School of Education and Lifelong Learning.

Her research interests focus on mathematics education in the primary school and teacher recruitment and retention. She has recently completed 2 research projects. The first an ESRC funded project with Paola Iannone which examined changes in early years mathematics education in the light of the National Curriculum and the Numeracy Strategy. The second was an European study focusing on children and teachers’ communication strategies in the primary mathematics classroom. She is currently directing an international study on mathematical misconceptions funded by the British Academy. Her chapter, . “Assessment of mathematical knowledge and beliefs of prospective teachers.” will appear in T. Wood (ed.) The International Handbook of Mathematics Teacher Education. Rotterdam: Sense Publications Summer 2008

Dr Cockburn chaired the International Meeting of the Psychology of Mathematics Education Group in 2002 and was a member of the Internal Committee (2001 -2005). She is an editor of the Journal of Mathematics Teacher Educators and was an external examiner for the Economic and Social Research Council student awards (2002-2006).

She currently teaches on the primary initial education programme, research methods at masters level and supervises 4 doctoral students.

Project Summaries:

2004-05 Understanding the Primary Mathematics Classroom part 2 was a 14-month ESRC funded project investigating how early years mathematics education has changed in last 20 years. The original database was created between 1983 and 1986. (£ 70K)

2003-06 COSIMA (Communicating ‘own strategies’ in primary school mathematics) was a Socrates-Comenius 2.1 to explore and develop constructivist mathematics teaching and learning in Germany, Czech Republic and England (217 427 Euros)

2006-07 Understanding Mathematical Misconceptions in the Primary School is a cross-cultural 14-month project funded by the British Academy (£ 70K) comparing, contrasting and understanding mathematical performance in the UK, Israel, Italy and the Czech Republic.

Start at UEA

Telephone

+44 (0)1603 592621

End at UEA

Fax

+44 (0)1603 593446

Country of Origin

United Kingdom

Room

EDU 1.49

Research Projects

Personal Website

List of Publications

Selected Publications:

Cockburn, A.D. (2008). Assessment of mathematical knowledge of prospective teachers. In T. Wood (Handbook editor) and P. Sullivan (Volume editor), Knowledge and beliefs in mathematics teaching and teaching development. The Netherlands: SensePublishers

Cockburn, A.D. and Littler, G. (2008, eds.) Mathematical Misconceptions: opening the doors to understanding. London: Sage

Cockburn, A.D. (2007, ed.) Mathematical Understanding 5-11. London: Sage Publications (publication date – Spring 2007)

Cockburn, A.D. (2006) Project Report: Understanding the Primary Mathematics Classroom Part 2 (RES-000-22-0851). Http://www.esrcsocietytoday.ac.uk

Gal, H., Linchevski, L. and Cockburn, A.D. (2003) “Developing Teachers’ Ability to Understand their Students’ Difficulties”. In A. Peter-Koop and V. Santos Wagner (eds.) Collaboration in Mathematics Teacher Education. (pp 113-132) Dordretcht: Kluwer

Cockburn A.D. and Haydn, T. (2004) Recruiting and Retaining Teachers: understanding why teachers teach. London: Routledge Falmer

Cockburn, A.D. and Nardi, E. (eds. 2002) Proceedings of the 26th Annual Conference of the International Group for the Psychology of Mathematics Education. Norwich: University Of East Anglia

Cockburn, A.D. (2000) “Elementary Teachers' Needs: issues of retention and recruitment.” Teaching and Teacher Education, 16, 223-238

Cockburn, A.D. (1999) Teaching Mathematics with Insight. London: Falmer Press

Ralph Manning

Ralph Manning — Tue, 13 Mar 2007 14:06:02 +0000

Personal image

First Name

Ralph

Last Name

Manning

Title

Position at EDU

Tutor

Thesis Topic

First Supervisor

Second Supervisor

Email

External Supervisor

Research Interests

Ralph Manning is a Tutor on the Primary PGCE course, with subject responsibilities in Mathematics and PE. He has significant experience of teaching in primary schools, following an earlier career in IT. His other interests are the National Numeracy strategy, ICT, planning and assessment. He is also a founding member of the General Teaching Council for England, the statutory body which regulates the teaching profession and provides advice to Government about Education.

Start at UEA

Telephone

+44 (0)1603 592117

End at UEA

Fax

+44 (0)1603 593446

Country of Origin

Room

EDU 1.47

Research Projects

Personal Website

List of Publications

Elena Nardi

Elena Nardi — Thu, 07 Dec 2006 10:20:23 +0000

Personal image

First Name

Elena

Last Name

Nardi

Title

Position at EDU

Reader in Mathematics Education

Thesis Topic

First Supervisor

Second Supervisor

Email

External Supervisor

Research Interests

Dr Elena Nardi is a Reader in Mathematics Education. Her research is in the area of mathematics education, with a particular emphasis on the psychology of mathematical learning and the teaching and learning of mathematics at the undergraduate level. She currently contributes to the teaching and supervision of the PhD, EdD, MA, BSc, BA and PGCE programmes of the School of Education. She co-ordinates the School's group of researchers in mathematics education and is in charge of Post-Graduate Admissions. She is Joint Editor-in-Chief of Research in Mathematics Education (till 2010) and her monograph Amongst Mathematicians: teaching and learning mathematics at university level was published by Springer in 2007. For more information on her work, CV, publications and thesis see: http://www.uea.ac.uk/~m011

Start at UEA

1 Oct 2007

Telephone

+44 (0)1603 592631

End at UEA

Fax

+44 (0)1603 593446

Country of Origin

Greece

Room

EDU 1.12

Research Projects

Personal Website

List of Publications

Major publications

NARDI E (2007) Amongst Mathematicians: Teaching and learning mathematics at university level. USA: Springer

BIZA I, NARDI E and ZACHARIADES T (2007) Using tasks to explore teacher knowledge in situation-specific contexts. Journal of Mathematics Teacher Education (Special Issue) 10(4-6), 301-309

NARDI E, JAWORSKI B and HEGEDUS S (2005) A spectrum of pedagogical awareness for undergraduate mathematics: from ‘tricks’ to ‘techniques’, Journal for Research in Mathematics Education, 36(4), 284-316

IANNONE P and NARDI E (2005) On the Pedagogical Insight of Mathematicians: ‘Interaction’ and ‘Transition from the Concrete to the Abstract’, Journal of Mathematical Behaviour, 24(2), 191-215

NARDI E (2005) ‘Beautiful Minds’ in Rich Discourses: on the employment of Discursive Approaches to Research in Mathematics Education. European Educational Research Journal 4(2), 145-154

NARDI E and STEWARD S (2003) Is Mathematics T.I.R.E.D.? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom, British Educational Research Journal, 29(3), 345-367

AINLEY J, PRATT D and NARDI E (2001) Normalising: Children's Activity to Construct Meanings for Trend, Educational Studies in Mathematics, 45, p131-146.

NARDI E (2000) Mathematics Undergraduates' Responses to Semantic Abbreviations, 'Geometric' Images and Multi-Level Abstractions in Group Theory, Educational Studies in Mathematics. No 43(2). p169-189

NARDI E (2000) Zeros and Ones in Advanced Mathematics: Transcending the Intimacy of Number, For the Learning of Mathematics. No 20(3). p44-51

AINLEY J, NARDI E and PRATT D (2000) The Construction of Meaning for Trend in Active Graphing, International Journal of Computers in Mathematical Learning. No 5. p.85-114.