Skip to main content

Research Repository

Advanced Search

All Outputs (48)

Informal mentorship of new engineers in the workplace (2017)
Conference Proceeding
Davis, P., Vinson, A., & Stevens, R. (2017). Informal mentorship of new engineers in the workplace.

Despite the long history of apprenticeship in engineering (Wilson, 1965), little is understood about the transition from school to work in the modern engineering workforce. How do new engineers gain experience and knowledge while also gaining trust a... Read More about Informal mentorship of new engineers in the workplace.

Alternative understandings of equity and their relationship to ethics (2016)
Conference Proceeding
Atweh, B., & Swanson, D. M. (2016). Alternative understandings of equity and their relationship to ethics. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education (531–535). https://doi.org/10.1007/978-3-319-62597-3_60

This paper discusses three distinct, yet overlapping and often exchangeable discourses of equity, diversity and social justice in mathematics education. Like all discourses in education, they are social constructs and have been subjected to developm... Read More about Alternative understandings of equity and their relationship to ethics.

Fostering university freshmen’s mathematical argumentation skills with collaboration scripts (2016)
Conference Proceeding
Vogel, F., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2016). Fostering university freshmen’s mathematical argumentation skills with collaboration scripts. In C. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (599-606)

Students often have problems formulating und using arguments in mathematical contexts. Therefore, we investigated to what extent a collaboration script helps students overcome their problems and acquire mathematical argumentation skills. In two previ... Read More about Fostering university freshmen’s mathematical argumentation skills with collaboration scripts.

Invasion of the energy monsters: a family board game about energy consumption (2016)
Conference Proceeding
Banerjee, A., Horn, M. S., & Davis, P. (2016). Invasion of the energy monsters: a family board game about energy consumption.

We present Invasion of the Energy Monsters, a board game that attempts to highlight the role of family practices in household energy consumption. While household energy management activities — such as controlling heating and cooling systems — tend to... Read More about Invasion of the energy monsters: a family board game about energy consumption.

The use of cognitive clinical interviews to explore learning from video game play (2015)
Conference Proceeding
Holbert, N., Russ, R. S., & Davis, P. (2015). The use of cognitive clinical interviews to explore learning from video game play.

As research about the learning that results when children play video games becomes more popular, questions arise about what methodological and analytical tools are most appropriate to access and document this learning. Thus far, researchers have most... Read More about The use of cognitive clinical interviews to explore learning from video game play.

On becoming a counselor: challenges and opportunities to support interpersonal skills training (2015)
Conference Proceeding
Slovak, P., Thieme, A., Murphy, D., Tennent, P., Olivier, P., & Fitzpatrick, G. (2015). On becoming a counselor: challenges and opportunities to support interpersonal skills training.

Well-developed interpersonal skills are crucial for all social interactions. However, understanding how interpersonal skills are taught or learned, and how technology can play a part in this, is yet an under-researched area in CSCW and HCI research.... Read More about On becoming a counselor: challenges and opportunities to support interpersonal skills training.

Re-conceptualising conceptual understanding in mathematics (2015)
Conference Proceeding
Kent, G., & Foster, C. (2015). Re-conceptualising conceptual understanding in mathematics.

In this theoretical paper we explore interrelationships between conceptual and procedural understanding of mathematics in the context of individuals and groups. We question the enterprise of attempting to assess learners’ mathematical understanding b... Read More about Re-conceptualising conceptual understanding in mathematics.

Designing formative assessment lessons for concept development and problem solving (2015)
Conference Proceeding
Swan, M. (2015). Designing formative assessment lessons for concept development and problem solving.

Formative assessment is the process by which teachers and students gather evidence of learning and then use this to adapt the way they teach and learn. I describe a design research project in which we integrated formative assessment strategies into l... Read More about Designing formative assessment lessons for concept development and problem solving.

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.

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?.

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 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.

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.

‘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.

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.