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All Outputs (9)

Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? (2014)
Conference Proceeding
Evans, S., Jones, I., & Dawson, C. (2014). Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?.

Schools, districts and inspectorates routinely use non-specialists to observe lessons for accountability and professional development purposes. However, there is little empirical research on how well non-specialists observe lessons. We describe two p... Read More about Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons?.

Understanding issues in mathematical problem solving and modeling: lessons from lesson study (2014)
Conference Proceeding
Wake, G., Foster, C., & Swan, M. (2014). Understanding issues in mathematical problem solving and modeling: lessons from lesson study.

At the heart of our concern, and research, has been to understand how, in classroom learning, students might develop capabilities towards mathematical literacy (Steen, 2001). We have sought to gain insight into how to teach students to be able to app... Read More about Understanding issues in mathematical problem solving and modeling: lessons from lesson study.

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 about Improving students’ understanding of algebra and multiplicative reasoning: did the ICCAMS intervention work?.

The relevance of mathematics: The case of functional mathematics for vocational students (2014)
Conference Proceeding
Dalby, D. (2014). The relevance of mathematics: The case of functional mathematics for vocational students.

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 role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers (2014)
Conference Proceeding
Evans, S., Mullins, N., & Waring, L. (2014). The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers.

The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are well-known (Silver, 2005). However, teachers using non-routine problem-solving tasks designed to encourage multiple approaches face c... Read More about The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers.

‘Can’t you just tell us the rule?’: teaching procedures relationally (2014)
Conference Proceeding
Foster, C. (2014). ‘Can’t you just tell us the rule?’: teaching procedures relationally.

It is now almost 40 years since Skemp’s (1976) seminal division of understanding into ‘instrumental’ and ‘relational’ categories, yet the current political direction of mathematics education in the UK is decidedly towards the traditional teaching of... Read More about ‘Can’t you just tell us the rule?’: teaching procedures relationally.

Mathematical knowledge for teaching probem solving: lessons from lesson study (2014)
Conference Proceeding
Foster, C., Wake, G., & Swan, M. (2014). Mathematical knowledge for teaching probem solving: lessons from lesson study.

Although the importance of mathematical problem solving is now widely recognised, relatively little attention has been given to the conceptualisation of mathematical processes such as representing, analysing, interpreting and communicating. The const... Read More about Mathematical knowledge for teaching probem solving: lessons from lesson study.

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 about The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling.