Research Repository

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The mathematical backgrounds of undergraduates from England (2018)
Journal Article
Hodgen, J., Adkins, M., & Tomei, A. (2018). The mathematical backgrounds of undergraduates from England. Teaching Mathematics and its Applications, doi:10.1093/teamat/hry017

Participation in any kind of mathematical study during upper secondary education in England is significantly lower than in other educational systems. As a result, many English students enter university at age 18 or 19 having not studied mathematics f... Read More

Factors deterring schools from mixed attainment teaching practice (2016)
Journal Article
Taylor, B., Francis, B., Archer, L., Hodgen, J., Pepper, D., Tereschchenko, A., & Travers, M. (2017). Factors deterring schools from mixed attainment teaching practice. Pedagogy, Culture and Society, 25(3), doi:10.1080/14681366.2016.1256908. ISSN 1468-1366

Mixed-attainment teaching has strong support from research and yet English schools are far more likely to teach students in ‘ability’ groups. Although research has considered some of the specific benefits of mixed-attainment grouping, there has been... Read More

Learners’ errors in secondary algebra: insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test (2016)
Journal Article
Pournara, C., Hodgen, J., Sanders, Y., & Adler, J. (2016). Learners’ errors in secondary algebra: insights from tracking a cohort from Grade 9 to Grade 11 on a diagnostic algebra test. Pythagoras, 37(1), doi:10.4102/pythagoras.v37i1.334. ISSN 1012-2346

It is well known that learner performance in mathematics in South Africa is poor. However, less is known about what learners actually do and the extent to which this changes as they move through secondary school mathematics. In this study a cohort of... Read More

Think aloud: using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics (2016)
Journal Article
Pepper, D., Hodgen, J., Lamesoo, K., Kõiv, P., & Tolboom, J. (in press). Think aloud: using cognitive interviewing to validate the PISA assessment of student self-efficacy in mathematics. International Journal of Research and Method in Education, doi:10.1080/1743727X.2016.1238891. ISSN 1743-727X

Cognitive interviewing (CI) provides a method of systematically collecting validity evidence of response processes for questionnaire items. CI involves a range of techniques for prompting individuals to verbalise their responses to items. One such te... Read More

Challenges in mathematical cognition: a collaboratively-derived research agenda (2016)
Journal Article
Alcock, L., Ansari, D., Batchelor, S., Bisson, M., De Smedt, B., Gilmore, C., …Weber, K. (2016). Challenges in mathematical cognition: a collaboratively-derived research agenda. Journal of Numerical Cognition, 2(1), doi:10.5964/jnc.v2i1.10. ISSN 2363-8761

This paper reports on a collaborative exercise designed to generate a coherent agenda for research on mathematical cognition. Following an established method, the exercise brought together 16 mathematical cognition researchers from across the fields... Read More

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account (2016)
Journal Article
Francis, B., Archer, L., Hodgen, J., Pepper, D., Taylor, B., & Travers, M. (2016). Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account. Cambridge Journal of Education, doi:10.1080/0305764X.2015.1093095. ISSN 0305-764X

Grouping students by ‘ability’ is a topic of long-standing contention in English education policy, research and practice. While policy-makers have frequently advocated the practice as reflecting educational ‘standards’, research has consistently fail... Read More

Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in mathematics? (2015)
Journal Article
Pournara, C., Pillay, V., Hodgen, J., & Adler, J. (2015). Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in mathematics?. South African Journal of Education, 35(3), doi:10.15700/saje.v35n3a1083. ISSN 2076-3433

It is wellknown that the majority of South African learners achieve extremely poorly in mathematics. Many claim that one of the causes of this poor attainment is teachers’ weak knowledge of mathematics, and propose that improving teachers’ mathematic... Read More

Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work? (2014)
Conference Proceeding
Hodgen, J., Coe, R., Brown, M., & Küchemann, D. (2014). Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work?

In this paper we report on the intervention phase of an ESRC-funded project, Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS). The intervention was designed to enable teachers to use formative assessment in mathe... Read More

The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling (2014)
Conference Proceeding
Küchemann, D., Hodgen, J., & Brown, M. (2014). The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling

In this paper we draw on ICCAMS project materials that used the double number line (DNL) to develop secondary school students’ understanding of multiplicative reasoning. In particular, we look at the use of a DNL, and its alternative version, as a mo... Read More