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Dr DIANE DALBY's Outputs (16)

Centres for Excellence in Maths Teaching for Mastery Randomised Controlled Trial: Evaluation Report (2023)
Report
Wake, G., Adkins, M., Dalby, D., Hall, J., Joubert, M., Lee, G. C.-Y., & Noyes, A. (2023). Centres for Excellence in Maths Teaching for Mastery Randomised Controlled Trial: Evaluation Report. Department for Education

The intervention was designed to improve post-16 students’ learning of level 2 mathematics. In general, the approach used was one of teaching for mastery in FE, aligned to principles developed by teachers and educators working with the Centres for Ex... Read More about Centres for Excellence in Maths Teaching for Mastery Randomised Controlled Trial: Evaluation Report.

Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy (2022)
Journal Article
Dalby, D., & Noyes, A. (2022). Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy. Research in Post-Compulsory Education, 27(3), 413-435. https://doi.org/10.1080/13596748.2022.2076055

Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this chan... Read More about Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy.

Mathematics in England’s further education colleges: who is teaching what, and why it matters (2022)
Journal Article
Noyes, A., Dalby, D., & Lavis, Y. (2022). Mathematics in England’s further education colleges: who is teaching what, and why it matters. Journal of Further and Higher Education, 46(10), 1347-1361. https://doi.org/10.1080/0309877X.2022.2075720

Improving mathematical skills is a priority in England, and a series of policy levers and government change projects have focused on improving mathematical outcomes in further education (FE) in recent years. Yet little is known about the mathematics... Read More about Mathematics in England’s further education colleges: who is teaching what, and why it matters.

Mathematics curriculum waves within vocational education (2021)
Journal Article
Dalby, D., & Noyes, A. (2022). Mathematics curriculum waves within vocational education. Oxford Review of Education, 48(2), 166-183. https://doi.org/10.1080/03054985.2021.1940913

Links between mathematical attainment and economic performance, coupled with England’s poor showing in international comparisons of skills, have focused attention on post-16 mathematics education, for example in the UK Government’s 2017 Industrial St... Read More about Mathematics curriculum waves within vocational education.

The waxing and waning of functional skills mathematics (2020)
Journal Article
Dalby, D., & Noyes, A. (2022). The waxing and waning of functional skills mathematics. Journal of Vocational Education and Training, 74(3), 434-453. https://doi.org/10.1080/13636820.2020.1772856

There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report proposed Functional Mathematics and this paper examines the... Read More about The waxing and waning of functional skills mathematics.

Professional learning through collaborative research in mathematics (2019)
Journal Article
Dalby, D. (2019). Professional learning through collaborative research in mathematics. Professional Development in Education, 47(4), 710-724. https://doi.org/10.1080/19415257.2019.1665571

In this study, the professional learning of two groups of secondary mathematics teachers are compared as they participate in an education research project to explore the uses of iPads within formative assessment processes. Data from lesson observatio... Read More about Professional learning through collaborative research in mathematics.

Mathematics education policy enactment in England’s Further Education Colleges (2018)
Journal Article
Dalby, D., & Noyes, A. (2018). Mathematics education policy enactment in England’s Further Education Colleges. Journal of Vocational Education and Training, 70(4), 564-580. https://doi.org/10.1080/13636820.2018.1462245

England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organizations. Devolved responsibility gives managers considera... Read More about Mathematics education policy enactment in England’s Further Education Colleges.

Using digital technology to enhance formative assessment in mathematics classrooms (2018)
Journal Article
Dalby, D., & Swan, M. (in press). Using digital technology to enhance formative assessment in mathematics classrooms. British Journal of Educational Technology, https://doi.org/10.1111/bjet.12606

In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education (FASMEd), we explore how iPads are used within formative assessment processes by six mathematics... Read More about Using digital technology to enhance formative assessment in mathematics classrooms.

The professional identity of mathematics teachers in Further Education (2017)
Journal Article
Dalby, D. (2017). The professional identity of mathematics teachers in Further Education

Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typical... Read More about The professional identity of mathematics teachers in Further Education.

Locating mathematics within post-16 vocational education in England (2015)
Journal Article
Dalby, D., & Noyes, A. (2015). Locating mathematics within post-16 vocational education in England. Journal of Vocational Education and Training, https://doi.org/10.1080/13636820.2015.1110828

The political importance of mathematics in post-16 education is clear. Far less clear is how mathematics does and should relate to vocational education. Successive mathematics curricula (e.g. core skills, key skills) have been developed in England wi... Read More about Locating mathematics within post-16 vocational education in England.

The relevance of mathematics: The case of functional mathematics for vocational students (2014)
Presentation / Conference Contribution
Dalby, D. The relevance of mathematics: The case of functional mathematics for vocational students. Presented at 8th British Congress of Mathematics Education

This study of recent school-leavers in Further Education explores students’ opinions of relevance and how these are influenced by their experiences of different mathematics curricula in school and college. These vocational students are taught mathema... Read More about The relevance of mathematics: The case of functional mathematics for vocational students.

The place and purpose of mathematics within post-16 vocational pathways
Presentation / Conference Contribution
Dalby, D. The place and purpose of mathematics within post-16 vocational pathways. Presented at Inaugural International Conference for Post-Compulsory Education

Recent policy changes continue to raise the profile of mathematics in post-16 education but the integration of this seemingly academic subject within the context of vocational education remains challenging. In this paper evidence from a multi-method... Read More about The place and purpose of mathematics within post-16 vocational pathways.