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‘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.

Vorsprung durch Technik: multi-display learning spaces and art-historical method (2010)
Conference Proceeding
Bligh, B., & Lorenz, K. (2010). Vorsprung durch Technik: multi-display learning spaces and art-historical method

The trajectory and heuristic success of Art History as a discipline has always been inseparably linked to the technical means of visualizing the material that is at its core. When in the late 19th century first analogous, then double-slide projection... Read More about Vorsprung durch Technik: multi-display learning spaces and art-historical method.

Developing student questioning when problem solving: the role of sample student responses
Conference Proceeding
Evans, S., & Swan, M. Developing student questioning when problem solving: the role of sample student responses

This paper describes intervention resources designed to provide opportunities for student self-regulation, with a particular focus on setting subgoals when problem solving. Each task includes a range of pre-written interrelated “sample student respon... Read More about Developing student questioning when problem solving: the role of sample student responses.

Challenging the vocational education and training for development orthodoxy
Conference Proceeding
McGrath, S. Challenging the vocational education and training for development orthodoxy

The orthodox account of vocational education and training for development is firmly based in Neoliberal assumptions about the primacy of the economic. Yet, there are a range of alternative accounts of development, receiving increasing attention, tha... Read More about Challenging the vocational education and training for development orthodoxy.

Education and development in Africa: lessons of the past 50 years for beyond 2015
Conference Proceeding
McGrath, S. Education and development in Africa: lessons of the past 50 years for beyond 2015

As we move to discuss the nature of development targets post 2015, it is timely to consider what lessons can be learnt from 50 years of experiences of attempts to link education and development in Africa. This paper offers a historical account of key... Read More about Education and development in Africa: lessons of the past 50 years for beyond 2015.