seminars and meetings in 2023-24
Most of our meetings take place in, or close to the IOE building at 20 Bedford Way. To maintain accessibility, the option to attend via Teams will be provided wherever possible,
Research Seminars: Led by academics from around the UK and beyond, these sessions discuss recent developments in Mathematics Education Research and all are welcome to attend.
Current issues: These discussions are facilitated by members of the UCL Team and address current issues in Mathematics Education such as policy changes reports or consultations that have the potential to impact on the field. These are open to all our staff and postgraduate researchers.
Researcher Development: Also open to UCL staff and post-graduate research students. These include work-in-progress meetings and also more explicit ‘training’ events, such as the one where colleagues can learn from the knowledge and expertise within the group. They aim to provide a supportive environment in which to develop research, teaching and other projects in mathematics education from initial ideas right through to publication.
Staff and Curriculum development: These meetings are for IoE Mathematics Education staff only. The SiG time-slot is a convenient time for staff to come together to support each other and discuss curriculum planning and administrative matters. These meetings mainly occur at the start and end of term.
Autumn term
21 September 2023 12.30-14.00 Staff catch-up
facilitated by Nick McIvor and Laurie Jacques
Location: room 313 at 26 Bedford Way and Teams
Agenda
- Catch up with what everyone has done over the summer in regards to conferences, paper writing/ publications, networking etc.
- Nick and Laurie will share thoughts about SiG for this coming academic year to invite discussion.
- Discuss reflections on the Ofsted Subject Report published towards the end of the summer term.
- Discuss whether we as the IOE Mathematics Team contribute a joint response to the discussion paper based on the recently published suite of reports by the Royal Society Mathematical Futures Programme (which several of the team have been actively engaged with)
28 September 2023 12.30-14.00 Staff and Curriculum development
facilitated by Cosette Crisan
Location: room G06a at 26 Bedford Way
Cosette and Eirini are developing a professional development course focusing on digital technologies in teaching mathematics. Colleagues are invited to bring along examples of a maths activity using digital technology that you think would be really impactful.
05 October 2023 12.30-14.00 Current issues
facilitated by Nick McIvor and Caroline Hilton
Location: room G06a at 26 Bedford Way
Maths Hubs - how they work and how UCL/IOE might work with them
There are currently 40 school-based 'Maths Hubs' in England charged with providing subject-specific professional development to teachers in primary, secondary and post-16 providers across their regions. Now entering their eighth year, they were commended in the recent OFSTED Maths subject report having reached over half the schools in the country with the Shanghai-inspired 'teaching for mastery' programme. The session will include input from Georgie Goldstein, leader of the one of the 6 London hubs, sharing her experience of working with over 100 schools in 6 London boroughs and explore possible areas for future collaboration. Staff and postgraduate researchers welcome
12 October 2023 12.30-14.00 Current issues
facilitated by Nick McIvor
Location: room G01 at 31 Tavistock Square
Responding to the Futures Programme discussion paper
The Royal Society Mathematical Futures Programme (in which several members of the team have been actively engaged) has recently published a suite of reports exploring possible futures for the teaching of mathematics in the UK. A discussion paper summarising the findings was was released in September and responses have been invited. This session provides an opportunity to discuss a possible joint response from our team. It would help if attendees had read the 16-page document before attending the meeting, which can be download here. Staff and postgraduate researchers welcome.
19th October 2023 12.30-14.00 Researcher Development
facilitated by Nick McIvor and Laurie Jacques
Location: room 654.(10) at 20 Bedford Way (the main IOE building)
Presentations by current PhD students
Two of our current PhD researchers will present an aspect of their current work they are:
Wenfei Du:
Enhancing Mathematical Digital Competency Through Technology-Supported Collaborative Learning: A Study of Communication Scenarios in a Digital Environment
My PhD study focuses on technology-supported collaborative learning in university mathematics. I hypothesize that adapting the way that mathematics undergraduates communicate mathematics in a digital environment can help overcome challenges in this field, such as misconceptions due to life experience. Using a mixed-method approach, I intend to examine scenarios of digital mathematical communication and measure the impact of technology-supported collaborative activities on students' mathematical digital competency.
Yang Yang:
Leveraging Augmented Reality for Spatial Skill Development: An Analysis of Behavioural Features and Patterns
Spatial skills are pivotal for students in their mathematical education and can be enhanced by augmented reality (AR). My PhD project is committed to developing a learning analytics framework aimed at comprehending how students apply their spatial skills when tackling mathematical tasks within AR learning environments. Based on the framework, automatic collection and analysis of behavioural data throughout the learning process will be studied to provide students with valuable feedback.
Staff and postgraduate researchers welcome:
2nd November 2023 12.30-1400 Researcher Development
facilitated by Laurie Jacques
Location: TBC
Pre-reviewing a pre-submitted research paper
Principles of procedural variation: a conceptual framework for characterising mathematics teachers’ task design principles and accompanying pedagogical practices
Over the summer Laurie has written her first single authored research paper which is almost ready for first submission to the journal Learning and Instruction. She would welcome comments on the paper with a critical eye. We will use this session to discuss how we review papers and how we prepare responses.
9th November: no meeting
16th November 2023 13.00-14.00 Researcher Development
led by Jeremy Hodgen
Location: room W4.01 at 20 Bedford Way (the main IOE building)
Funding from Nuffield and beyond
This will be an opportunity to explore our understanding of the recent presentation from the Nuffield Foundation about applying for funding. We will consider how it might relevant to developing our own research and draw on the team’s experience of writing bids for Nuffield and other funders
23rd November 2023 13.00-14.00 Researcher Development
facilitated by Nick McIvor and Laurie Jacques
Location: room W4.01 at 20 Bedford Way (the main IOE building)
Presentations by current PhD tudents
Two of our current PhD researchers will present an aspect of their current work they are:
Chenkang Zhang:
Exploring the design principles of examples to help primary school students’ multiplication learning
This study aims to find a set of principles for designing examples, which could be used as theoretical guidance or practical tools in mathematics education to help educators develop teaching materials or teachers organise their lessons. I use variation theory as the theoretical basis to explain learning, choose multiplication as the context topic in mathematics education, and apply design research to generate a set of design principles. I collect data through interventions with groups of three students and apply multimodal analysis to analyse data. So far, I have completed the theoretical stage (interaction 0), tested and improved (iteration 1 and iteration 2) the part of the design principles I proposed. This study is currently working on iteration 3.
Bohan Liu:
Chinese secondary mathematics teachers’ ICT competencies for supporting mathematics teaching and learning as observed in professional learning communities
The Chinese government have recently published a framework identifying the digital competencies required by Chinese primary and secondary school teachers. This investigation focuses on the ICT competencies of Chinese secondary mathematics teachers’ and aims to explore how these can be enhanced in professional learning communities. This is a design-based research project: a series of ICT-enhanced teaching activities will be designed and data will be collected from teachers’ repeated implementation and discussions of the activities.
Staff and postgraduate researchers welcome.
30 November 2023 13.00-14.00 Team Meeting
facilitated by Nick McIvor and Laurie Jacques
Location: room W4.01 at 20 Bedford Way (the main IOE building)
Meeting new staff member - Rachel Marks
Rachel Marks is joining the Maths team in the new year. This is an opportunity to meet with her and also catch up on the work being done by other colleagues.
7th December 2023 12.30-14.00 Current issues
led by: Alison Clark-Wilson, Cosette Crisan, Eirini Geraniou
Location: room 744 at 20 Bedford Way (the main IOE building)
Re-visioning research on digital technologies: Common threads and new directions
In this exploratory session, colleagues are invited to share their mathematics education research projects and initiatives that focus on digital technologies. Our aim will be to find common threads in our work, which may help us to determine some new directions for research, teaching and enterprise. All colleagues and postgraduate taught/research students with a particular interest in digital technologies are encouraged to participate.
14th November: no meeting, Team Social early evening
CHRISTMAS BREAK
Spring term
18 January 2024 12.30-14.00 Research Seminar
Led by: Christian Bokhove, Professor of Mathematics Education, School Education School, Southampton University
Location: room C3.09 at 20 Bedford Way (the main IOE building)
Master Teachers in China
When teachers describe East Asian mathematics classrooms they often do this in stereotypes. I present results from a mixed-methods study with Dr Zhenzhen Miao and Professor David Reynolds, involving quantitative and qualitative data from primary schools in five Chinese provinces. The study involved 70 master mathematics teachers and 3,178 Chinese primary school students, as well as teaching research events at the school, municipal, provincial and national levels. A range of methods was used, including achievement data, self-reported metacognitive strategies, classroom observations, and several case studies. Both qualitative data analyses and statistical modelling were used to analyse the data. We present (1) the quality and characteristics of master mathematics teachers’ teaching, (2) the quality of mathematics learning they nurture with their students in affective, metacognitive and cognitive dimensions, and (3) the teaching-learning and professional development mechanisms that underpin master mathematics teachers.
25 January 2024 12.30-14.00 Researcher Development
Led by: Laurie Jacques
Location: office A9.12 in open plan desk area
Working with NVivo
Laurie will be introducing colleagues and PGRs to this powerful qualitative data handling tool. Please bring your own laptop and ensure that you install the correct version of this softwarefrom the UCL Softward Centre which is NVIVO 1.7.1. Do not install NVIVO 12 which is a collaborative version requiring complicated server access to function properly.
1st February 2024: no meeting
8th February 2024 13.00-14.00 Current issues
facilitated by Laurie Jacques
Location: room 784 at 20 Bedford Way (the main IOE building)
Developments in Mathematics Education policy
Several publications will be discussed including the latest PISA report, the OFSTED Practice Review for Mathematics and The Royal Society Mathematical Futures document. Please try to read through at least one of these in advance of the meeting.
15th February 2024: no meeting (HALF TERM)
22nd February 2024 13.00-14.00 Current issues
Led by Jennie Golding
Location: room W3.06 at 20 Bedford Way (the main IOE building)
Research on gender and mathematics: exploring new and future directions.
We will be discussing an article from the most recent edition of ZDM:
Becker, J.R., Hall, J. Research on gender and mathematics: exploring new and future directions. ZDM Mathematics Education 56, 141–151 (2024). https://doi.org/10.1007/s11858-023-01510-6.
please read the article before attending
29th February 2024 13.00-14.00 Staff and Curriculum development
Led by: Suman Ghosh, Lecturer, Department of Curriculum, Pedagogy and Assessment, IOE, UCL
Location: room W3.06 at 20 Bedford Way (the main IOE building)
Climate Change and Sustainability Education
I will be discussing the work of UCL’s Centre for Climate Change and Sustainability Education and introduce elements of the maths module for the Teaching for Sustainable Futures programme. The aim of this maths module is to support all secondary maths teachers to embed issues related to climate change and sustainability into their teaching. The introductory maths module is a work in progress and the aim of the SIG is to discuss with colleagues how the elements of the module can be further developed.
7th March 2024 13.00-14.00 (14:00 - 15:00 CET) Online Research Seminar
Led by: Professor John Star, Professor of Education, Graduate School of Education, Harvard University
Location: Zoom (https://cuni-cz.zoom.us/j/3270856405) - please note that Level 9 Bedford Way is closed from Wednesday - Friday this week for building work
Mathematical flexibility: A promising focus for research and practice
Mathematical flexibility is increasingly recognized as an important construct of interest for both researchers and practitioners in mathematics education. Flexibility can be characterized as a learner’s willingness to change strategies based on the particular problem-solving conditions or goals. In this talk, I first provide an introduction to flexibility. I then explore different ways that flexibility has been assessed, highlighting successes and challenges in the various forms of assessment. I then present recent empirical research results on flexibility, and I conclude by suggesting some promising areas for future research on flexibility.
Jon R. Star works as a Professor of Education at the Harvard Graduate School of Education. His research is in mathematics education at the level of secondary school, particularly around flexibility in problem solving. He collaborates with colleagues at universities in the U.S. and other countries. He began cooperating with Lukáš Vízek during his Fulbright fellowship at Harvard University.
All those interested are warmly welcome
14th March 2024 12.30-13.20 Current issues
facilitated by Rachel Marks
Location: room 784 at 20 Bedford Way (Note that we will finish by 13:20 to allow people to attend the Assembly at 13:30)
Mathematical Flexibility
This session will give us the opportunity to collectively reflect on the presentation by Professor Star (see above) and think more deeply about the issue through discussion of an associated research article.
Prior to the session, please read: Hong, W., Star, J. R., Liu, R. D., Jiang, R., & Fu, X. (2023). A Systematic Review of Mathematical Flexibility: Concepts, Measurements, and Related Research. Educational Psychology Review, 35(4), 104, https://doi.org/10.1007/s10648-023-09825-2
Some thoughts to stimulate discussion:
- The authors use the inclusion of flexibility within the NCTM definition of fluency to debate different conceptualisations of flexibility. “Flexibility” is also central to the NCETM definition of fluency: “It requires pupils to have the flexibility to move between different contexts and representations of mathematics, to recognise relationships and make connections, and to choose appropriate methods and strategies to solve problems” (NCETM, 2017). How do Hong et al.’s conceptualizations of flexibility (Table 1, pp.5-6) fit with the NCETM’s view of what flexibility should look like in mathematics education in England? How useful are Hong et al.’s conceptualizations (or how might we make use of them)?
- Hong et al. outline 11 different interventions designed to support the development of mathematical fluency (see Table 5). How might teachers make use of / be supported to use these?
- This is a contained systematic review following stringent guidelines (PRISMA). Should MEG members be looking to produce similar reviews? If so, what areas might we want to focus on?
References:
Hong, W., Star, J. R., Liu, R. D., Jiang, R., & Fu, X. (2023). A Systematic Review of Mathematical Flexibility: Concepts, Measurements, and Related Research. Educational Psychology Review, 35(4), 104.
NCETM (2017) Five big ideas in teaching for mastery: The fundamental characteristics that underpin teaching for mastery in all school and college phases. Accessed at: https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/five-big-ideas-in-teaching-for-mastery/
21 March 2024 12.30-14.00 Research Seminar
Led by: Colin Foster, Reader in Mathematics Education in the Department of Mathematics Education at Loughborough University
Location: room 944 at 20 Bedford Way (the main IOE building) - we have the room from 12:30 for lunch, with Colin's seminar starting promptly at 1:00pm
Research behind the design of the LUMEN curriculum
We are delighted to be welcoming Colin Foster (Loughborough University) to our Thursday SIG slot to discuss the research underpinning the development of the LUMEN Curriculum. LUMEN is a completely free, research-informed, full set of mathematics curriculum resources for Key Stage 3 (ages 11-14), drawing in its design on principles from cognitive science. You can read more about it here: Curriculum | LUMEN | Loughborough University (lboro.ac.uk) Colin will be launching the curriculum at an event later that evening at Friends House.
EASTER BREAK
Summer term
18th April 2024 12.30-1.30 (please note 12:30pm start) Researcher Development
facilitated by Nicola Bretscher
Location: room 834 at 20 Bedford Way
MTF Interview Protocol
This SIG will briefly introduce our research project on embedding the Mathematics Teaching Framework (MTF; Adler & Ronda, 2017) into the PGCE Secondary Maths programme. The project aims to investigate how the framework serves as a tool for developing a shared language between tutors and student teachers about mathematics teaching. We want to use the SIG to pilot an interview protocol for use with student teachers, designed to provide insight into their interpretation of the MTF. Before the SIG, attendees should prepare by working through Exercises 1 and 2 on slide 3 of the interview resource (emailed to participants - spend no more than 15mins), since these exercises will be discussed in the interview. An overview of the MTF is provided on slide 2 for reference.
25th April 2024 12.30-14.00 Curriculum Development
facilitated by Cosette Crisan
Location: room 834 at 20 Bedford Way
Secondary Mathematics TDA funding pilot
Our 'BSc Mathematics with Secondary Mathematics Education Teacher Apprenticeship Degree' will offer students the opportunity to combine an undergraduate Mathematics with Secondary Mathematics Education degree with Qualified Teacher Status (QTS) over four years. This degree will comprise of university-based learning (off-the-job training) and an amount of time each year will be spent in school (on-the-job training) at the employing school. Taken together, apprentices will spend at least 160 days in school over the course of their four-year programme, in line with the current ITT criteria.
Focus of the SIG session will be on:
- how to realise the distinctive feature of our programme, namely a tight integration between mathematics and mathematics education modules to form a coherent and interconnected curriculum that is reinforced and developed upon when apprentices are working in schools
- how the professional practice modules (one each year) could best introduce and develop apprentices’ understanding of the school-based aspects of our ITE curriculum that includes the Core Content Framework embedded within.
02nd May 2024 12.30-14.00 Staff and Curriculum development
Led by: Jeremy Hodgen
Location: room 834 at 20 Bedford Way
Team meeting: Planning for next year (Mathematic Team members only)
Details to follow...
09th May 2024 12.30-14.00 Curriculum Development
facilitated by Cosette Crisan
Location: room 834 at 20 Bedford Way
Secondary Mathematics TDA funding pilot (continued)
Further developments following the session on the 25th April (see above).
16th May 2024 12.30-14.00 Researcher Development
Watch this space!
23rd May 2024 12.30-13.50 Research Seminar
Led by: Dr Jennie Golding (UCL) and Professor Jenni Ingram (Oxford)
Location: room 834 at 20 Bedford Way (the main IOE building) - we will start promptly at 12:30 to allow for a slightly earlier finish.
PISA and TIMSS: lessons for mathematics teacher educators
Abstract to follow
30TH May 2024 HALF TERM - NO SIG