Professor GEOFFREY WAKE's Outputs (11)

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.

Designing lesson study for individual and collective learning: networking theoretical perspectives (2022)
Journal Article
Wake, G. (2023). Designing lesson study for individual and collective learning: networking theoretical perspectives. International Journal for Lesson and Learning Studies, 12(1), 7-20. https://doi.org/10.1108/IJLLS-08-2022-0111

This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both colle... Read More about Designing lesson study for individual and collective learning: networking theoretical perspectives.

Curriculum design through lesson study (2020)
Journal Article
Wake, G., & Seleznyov, S. (2020). Curriculum design through lesson study. London Review of Education, 18(3), 467-479. https://doi.org/10.14324/LRE.18.3.10

Lesson study is increasingly prevalent as a collaborative activity in which teachers take part to explore their practice. There are many variations in how lesson study manifests itself, even in Japan, where it originated. However, in Japan, fundament... Read More about Curriculum design through lesson study.

Proceedings of the Day Conference (2018)
Presentation / Conference Contribution
Baldry, F., Barclay, N., Gripton, C., Clapham, A., Woodford, M., Saralar, İ., Ainsworth, S., Wake, G., & Sayah, K. (2018, March). Proceedings of the Day Conference. Presented at Research in Mathematics Education, Nottingham, UK

Professional learning through the collaborative design of problem-solving lessons (2015)
Journal Article
Wake, G., Swan, M., & Foster, C. (2015). Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, https://doi.org/10.1007/s10857-015-9332-9

This paper analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of Cultural-Historical Activity Theory. In particular we draw attention to two activity systems,... Read More about Professional learning through the collaborative design of problem-solving lessons.

Preparing for workplace numeracy: a modelling perspective (2015)
Journal Article
Wake, G. (2015). Preparing for workplace numeracy: a modelling perspective. ZDM, 47(4), 675-689. https://doi.org/10.1007/s11858-015-0704-5

The starting point of this article is the question, “how might we inform an epistemology of numeracy from the point of view of better preparing young people for workplace competence?” To inform thinking illustrative data from two projects that resear... Read More about Preparing for workplace numeracy: a modelling perspective.

Understanding issues in mathematical problem solving and modeling: lessons from lesson study (2014)
Presentation / Conference Contribution
Wake, G., Foster, C., & Swan, M. Understanding issues in mathematical problem solving and modeling: lessons from lesson study. Presented at 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education

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.

Teacher knowledge for modelling and problem solving (2014)
Presentation / Conference Contribution
Wake, G., Foster, C., & Swan, M. Teacher knowledge for modelling and problem solving. Presented at 8th British Congress of Mathematics Education

This article reports on a study that has researched teacher professional learning in lesson study communities that enquired into how we might better support students develop skills in problem solving and mathematical modelling. A rationale for profes... Read More about Teacher knowledge for modelling and problem solving.

Assessing 'functionality' in school mathematics examinations: what does being human have to do with it? (2012)
Journal Article
Drake, P., Wake, G., & Noyes, A. (2012). Assessing 'functionality' in school mathematics examinations: what does being human have to do with it?. Research in Mathematics Education, 14(3), https://doi.org/10.1080/14794802.2012.734969

This article analyses aspects of the process of developing ‘functional’ assessments of mathematics at the end of compulsory schooling in England. A protocol that was developed for scrutinising assessment items is presented. This protocol includes a... Read More about Assessing 'functionality' in school mathematics examinations: what does being human have to do with it?.

Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics (2011)
Journal Article
Noyes, A., Wake, G., & Drake, P. (2011). Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics. International Journal of Science and Mathematics Education, 9(2), https://doi.org/10.1007/s10763-011-9281-4

This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation in advanced mathematical study through the creation of a new qualification for 16 to 18 year-olds. This proposed qualif... Read More about Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics.

Time for curriculum reform: the case of mathematics
Journal Article
Noyes, A., Wake, G., & Drake, P. Time for curriculum reform: the case of mathematics. Curriculum Journal, 24(4), https://doi.org/10.1080/09585176.2013.812973

Mathematics education is rarely out of the policy spotlight in England. Over the last ten years, considerable attention has been given to improving 14-19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting cu... Read More about Time for curriculum reform: the case of mathematics.