7 July 2016
Sue Gifford, University of Roehampton with Rose Griffiths and Jenni Back, University of Leicester
Making Numbers- developing guidance on the use of manipulatives in the teaching of arithmetic to 3 to 9 year olds, a Nuffield funded project.
We will discuss findings and resources for teachers, developed from the project, based on a literature review and survey of current use. The survey found that manipulatives were used mainly by teachers of young children and, in England, of lower attainers, suggesting that the potential for manipulatives to support reasoning may currently not be appreciated. Our research suggests ways in which manipulatives can support mathematical argumentation and generalization and points to required aspects of teaching.
30 June 2016 room 826
Richard Cowley, Melissa Rodd, Cosette Crisan and Elizabeth Lake
KS3 Reasoning Project & Maths Hubs
Short reports on where each of the maths hubs we are working with have got to, for example, on the NCP4 Project Developing Reasoning in KS3. Discussion about the maths hubs model of CPD and other issues like maths and teacher development and the wider context. Some materials are to be found by clicking HERE.
23 June 2016 room 826
Candia Morgan
A discursive approach to investigating mathematics education
Together with Anna Sfard, I have recently guest edited an issue of RME (to appear very soon), arising from our ESRC funded project ‘The Evolution of the Discourse of Mathematics’. Articles by Anna, Sarah Tang and myself present the theoretical and methodological foundations of our approach to studying change over time in the mathematical activity expected of students in England during a period of curriculum reform. We have also presented some of the results of analysis of GCSE examinations. Additional articles by Jehad Alshwaikh and by Stephen Lerman and Jill Adler reflect on the extension of the approach to other contexts and discuss the wider social and political context of educational reform. There are also commentaries from Margaret Brown and Beth Herbel-Eisenmann.
During the SIG I will introduce the discursive approach we developed in the project and some of the analysis. I hope we will discuss the possibility of wider implications of the results and applications of the approach.
9 June 2016 room 826
Sinead Vaughan
Supporting teachers during CPD to help improve their students' conceptual understanding of mathematics
For my Masters dissertation, I am researching how CPD providers can provide help and support during the session offered to ensure that teachers are best positioned to improve their students' conceptual understanding of mathematics. I am still in the process of gathering data , but I will discuss how I arrived at my research questions and present my findings to date.
2 June 2016 (summer half term) room 826
Candia Morgan and other MA dissertation supervisors facilitating
Mathematics Education Masters dissertation or report students' workshop.
This lunchtime workshop (12:30-14:00) is for students who are the process of doing an MA dissertation in mathematics education. The main aim of the workshop is to give you an opportunity to talk with fellow students and tutors about what you are investigating and any preliminary results. We shall have some small group work, mini-presentations and a round-table discussion on Masters dissertation requirements and will offer some approaches to help you to enjoy doing your research. Please let Candia know whether or not you'll be able to attend.
19 May 2016 room 826
Irene Biza and Elena Nardi, University of East Anglia
MathTASK: Transform Aspirations for Mathematics Teaching into Strategies in Context
In this lunchtime meeting we will discuss a secondary mathematics teacher professional development and engagement strand of activities that we have been developing recently in the context of the MathTASK project. The MathTASK project is a collaborative research and development programme on secondary mathematics teachers’ knowledge and beliefs and the transformation of these knowledge and beliefs into pedagogical practice. This is a programme that involves collaborators from Greece and Brazil and has been supported by international mobility grants (Erasmus, British Academy) since 2005. Recently, with the award of a small internal grant, the Ian Hunter Prize, we have created a team consisting of mathematics teachers (newly qualified and experienced), researchers in mathematics education (faculty and doctoral students) and mathematics teacher educators. We meet as a team once a month and we discuss concerns germane to the experiences of newly qualified teachers (NQT) in mathematics. We focus particularly on how to achieve balance between creating opportunities for high quality mathematical thinking and attending to classroom management and behaviour issues. Especially with relation to the latter we deploy Terry Haydn’s 10-point scale on the working atmosphere in the classroom. Our discussion is triggered by a classroom incident in written or video format on which we invite the team to reflect. The monthly meetings will result in resources that complement currently existing ones and will be used in professional development (PD) sessions in schools in our region. In the meeting on May 19 we will offer a brief overview of the MathTASK project, followed by examples from activities we have deployed in our monthly meetings. Click HERE for a link to the presentation.
28 April 2016 room 944
Geoff Kent
Title: Virtual participation in communicative action as an approach to researching discourse in mathematics classrooms: Exploring the productivity of ‘Validity-Discourse’ and ‘Systematic Distortion of Communication’ as analytical constructs for understanding equitable approaches to collaborative teaching and learning of mathematics.
This research focuses on understanding small group interactions in year seven maths classes in England (adopting elements of ‘Complex Instruction’) from the perspective of communicative action. The aim of this paper is to introduce two analytical constructs, 'validity discourse' and 'systematic distortion of communication', and demonstrate how they can be used to generate insights into the microanalysis of small group interactions of students in mathematics classrooms. I argue that the complexity of teaching and learning mathematics using equitable approaches can productively be analysed using a theoretical framework based in Habermas’ Theory of Communicative Action in order to give teachers and researchers detailed insights into technical features of the challenges and opportunities afforded by such practice, as well as their critical potential.
21 April 2016 room 826
Melissa Rodd
Responding to reviews of the chapter 'Special Needs in Mathematics Classrooms: Relationships with Others.'
This is a chapter for a book UNDERSTANDING EMOTIONS IN MATHEMATICAL THINKING AND LEARNING Editor: Ulises Xolocotzin (UNAM, Mexico) to be published by Elsevier Academic Press, 2016.
Current abstract for the chapter:
This chapter uses psychoanalytical theory to help to understand emotion when a student has difficulties in learning mathematics. The centrality of the relationship between student and teacher is theorised and discussed and issues related to teacher preparation and in-service training are put forward. The notion of a ‘math-education care environment’ is developed and ways to help a teacher pause, in order to relate to a learner, are advocated.
In this sig session, I propose to introduce the content of the chapter via powerpoint slides, and to share the reviewer comments. Colleagues are invited to advise on how to address the comments or to engage with the process of addressing reviewer comments or engage with the content of the paper.
14 April 2016 room 709a
Meeting for maths ed team to discuss (1) 'Core Brief' distributed by Clare Brooks by email on 23rd March (2) other teaching and learning issues (3) looking forward (4) Pythagorean dissections: cutting out and putting in place.
17 March 2016 room 826
Cosette Crisan
Examining school maths topics from an advanced standpoint: empowering prospective maths teachers tap into their latent advanced maths knowledge in order to/while developing their maths knowledge for teaching.
10 March 2016 room 826
Nicola Bretscher
Towards a research proposal on cognitive interviewing with PISA computer-based maths items.
3 March 2016 room 826
Melissa Rodd and Cathy Smith
Course design for Mathematics for Teachers (new Summer term option for MA)
Tasks to try out and discussion
25 February 2016 room 709a
Karen Skilling, King's College, London
Teacher A and Teacher B: Differences in teachers beliefs for promoting cognitive engagement in mathematics
Concerns about student engagement in mathematics are persistent, continuing to highlight student disaffection, lack of interest in and desire for post-compulsory participation in mathematics learning. Cognitive engagement is concerned with student approaches to academic tasks and psychological investment in, and willingness to, master complex concepts that influence learning outcomes. I will report from a study that integrates self-regulation theory with the engagement construct to investigate the importance of promoting students’ cognitive functioning within the social context of the mathematics classroom. Using two fictitious teacher scenarios, the beliefs and practices of 40 teachers in 10 UK schools were investigated, with a specific focus on how they promoted students’ goals setting, cognitive strategy use, and self-regulation when learning mathematics. The findings report two teacher approaches toward cognitive engagement, focusing on teachers who believed in promoting cognitive engagement by supporting student autonomy and independent self-regulation in mathematics for secondary students of all ages and levels of achievement.
18 February 2016 room 826
Candia Morgan, Melissa Rodd and other MA dissertation supervisors facilitating
Mathematics Education Masters dissertation or report students' workshop.
This lunchtime workshop (12:30-14:00) is for students who are the process of doing an MA dissertation in mathematics education. The main aim of the workshop is to give you an opportunity to talk with fellow students and tutors about what you want to investigate and write about. We shall have some small group work, mini-presentations and a round-table discussion on Masters dissertation requirements and will offer some approaches to help you to enjoy doing your research. Please let Candia know whether or not you'll be able to attend.
4 February 2016 room 826
Alison Clark-Wilson and open-to-all-interested reading group on The ICMI Study Volume 22
’Task Design in Mathematics Education’.
Materials from this meeting are via this link.
21 January 2016 room 834
Caroline Hilton
Children with Apert's syndrome learning mathematics
The discussion will focus on the work I have undertaken for my PhD which explores the mathematical development of children with Apert syndrome. Apert syndrome results in a complex range of abilities and disabilities which vary from child to child. I worked with 10 children from year 1 to year 7 and I visited each child about six times during the two year period that I worked with them. In the literature, it has been suggested that children with Apert syndrome have a particular difficulty with number work and arithmetic and was this that I wanted to explore. I would like to share some of my early findings and thoughts and would very much appreciate any comments and feedback that will help to develop this work further.
14 January 2016 room TBA
Inge Koch, Executive Director Australian Mathematical Sciences Institute The University of Melbourne, Australia
Women and Mathematics: the Choose Maths Project.
The Australian Mathematical Sciences Institute (AMSI) started in 2002 as a national pipeline for mathematics, mathematics education and maths-related pathways and careers. Since its beginning it has grown considerably, and in the middle of 2015 funding for the new 5-year project `Choose Maths’ was obtained from the BHP-Billiton Foundation.
In this talk I provide a background about the function, vision and goals of AMSI and about the Choose Maths project, whose goal is to increase the participation of women in mathematics education, including tertiary education, change awareness of the importance of mathematics, and improve the career paths for women in STEM-related disciplines.
17 Dec 2015 room 709a
PME preparation
Sharing drafts of papers and discussion (deadline for submission to PME: 15 Jan 2016).
10 Dec 2015 room 826
Discussion of Washington et. al 2012, link here: paper.
26 Nov 2015 room 709a
Informal meeting for maths ed team.
12 November 2015 room 709a
Elizabeth lake
SERIOUS FRIVOLITY: EXPLORING PLAY IN UK SECONDARY MATHEMATICS CLASSROOMS
As part of a PhD researching teacher’s positive emotions in secondary mathematics education, I am exploring the role of play as both instigator and product of emotions. Play has recognised social, creative, cognitive and especially emotional benefits for young children. However, as students mature, do they still respond to play? Teaching mathematics in secondary school is not normally associated with play, but as illustrated below, can appear in many forms. I will argue that, in the hands of a skilled practitioner, playfulness can benefit teacher, students, and their mathematics learning. This paper explores the unique nature of play in everyday classrooms using a sample of observations and interviews with experienced UK teachers. I conclude that play appears in many subtle forms, playing various roles in a mathematics classroom.
Link to full paper presented at the MAVI conference.
05 November room 826
12:30-13:30 Jennie Golding and colleagues
Discussion and response to: Education Committee Consultations– new inquiry: supply of teachers
The Committee raised the issue of teacher recruitment and retention at the recent evidence session with Nicky Morgan, Secretary of State for Education, and now, following an update from the Secretary of State (published 16 October 2015), the Committee is calling for written evidence ahead of a one-off oral session to examine the issue.
Written evidence is invited addressing the following points:
· Whether there is a 'crisis' in the recruitment and retention of teachers, including at senior levels of the profession, at a regional level, and by subject, and how the situation may develop during the 2015 Parliament;
· What the root causes of the current situation with regard to the supply of teachers are;
· What further action should be taken by the Government to tackle teacher shortages.
The deadline for receipt of evidence is noon on Friday 20 November 2015. It is anticipated that the oral evidence session will take place later in the year and will inform the focus of further Committee work in this area.
It is most likely that the IOE will submit a response to this inquiry, as well as feed into the responses of Universities UK, et al. If you would like to input to that process, please send your comments to Emma Wisby [email protected]
22 October 2015 room 826
Pinder Singh, consultant
Ocean Maths – parent involvement to support their children’s learning in mathematics.
Ocean Maths is a charity which has grown out of the Ocean Mathematics Project funded by New Deal for Communities (NDC). It was based in the Ocean estate in Tower Hamlets in order to support the disadvantaged community.
The project had humble beginnings. I will touch upon how we struggled and gradually developed a model where the parents were drawn into workshops in participating schools. As parents shared maths activities with their children and worked through specially designed homework at home, they became more aware of how maths is taught in schools. We will have an opportunity to view the resources and what is special about them. I will share some of the strategies which helped move the project forward.
We will finish with how we faced with running a charity and the role of London Challenge.
15 October 2015 room 826
Masters team meeting - Cathy Smith and colleagues involved in the Mathematics Education MA
Discussion of masters level teaching and how the programme is moving forward at IOE, including updates on:
-the new dissertation and report module
-the new core modules including Understanding Mathematics Education
-exam boards
-recruitment for modules and possibly staffing
-discussion of marking queries and principles
any further items to discuss can be raised at the meeting.
Thursday 8 October 2015 room 826
Richard Cowley
Japanese Lesson Study
Background
In June 2014, I participated in the lesson study immersion programme for foreign educationalists at Tokyo Gakugei University as part of their project IMPULS (International Math-Teacher Professionalization Using Lesson Study) funded by the Japanese government. During 2014-2015, I acted as 'knowledgeable other' on a lesson study project in Barking and Dagenham. In June 2015, Jacqui Lomas (Lead Mathematics Consultant for Harris Federation) attended the IMPULS lesson study immersion programme. On the 23rd October Harris Federation will have all of their maths teachers out of school for a central INSET day at which there will be 5 public lessons.
SiG My talk/presentation/discussion will be in three parts:
24 Sept 2015 - afternoon in room 709a and dinner from 6pm.
Mathematics education fest. Presentation materials are in this FOLDER
An informal conference for mathematics education staff: (short) presentations of on-going projects and/or other interests and evening social.
Presentations offered so far, grouped by (loose) themes
Classroom resources &c 2:00 -3:00
Candia Morgan and Teresa Smart On the Kazakhstan textbook project
Celia Hoyles, Piers Saunders and ScratchMaths team Reporting on on-going ScratchMaths EEF project
Geoff Kent Key Foci for Critical Mathematics Education: Cryptography and Financial Mathematics
Cosette Crisan, Manolis Mavrikis and Eirini Geraniou : Online video cases to support the development of teachers’ RiTPACK
Teacher development 3:15-4:15
Cathy Smith and Nicola Bretcher Developing A-level maths pedagogy
Cosette Crisan & Melissa Rodd: Training Specialist Subject Teachers– TSST courses & Teaching Across Specialisations or 'out-of-field'
Celia Hoyles and Alison Clark-Wilson On emerging outcomes of the first phase of work in our Nuffield project
Geoff Kent (Re)Building a Community of Critical Mathematics Education in England in the context of contemporary local and international issues
Communities & participation 4:30-5:30
Beth Kelly Why do adults learn maths while at work?
Cathy Smith and Jennie Golding Promoting participation in A-level mathematics: gender and wider school effects
Melissa Rodd Mindfulness for Undergraduate Mathematicians
Suman Ghosh Situating Real World Equity Issues in the secondary mathematics classroom.
17 Sept 2015 room 911
Informal meeting for maths ed team.
Items discussed included:
- request for team meetings every half term
- external speakers for sig meetings: ideas who to invite
- Roles for sbject associations (ATM, MA).
10 Sept 2015 room 826
Götz Krummheuer, Goethe University Frankfurt am Main An interdisciplinary Project: bridging the gap between Mathematics Education and Psychoanalysis
The project “Mathematical Creativity of Children at Risk” (MaKreKi)is conducted in the interdisciplinary research center “Individual Development and Adaptive Education of Children at Risk" (IdeA; http://www.idea-frankfurt.eu). Combining a socio-constructivist approach of mathematics education with a psychoanalytic theory of attachment, two foci of analysis are examined: the interactional reconstruction of working processes of creative children while they are confronted with mathematical problems in a cooperative learning situation, and a psychoanalytically oriented reconstruction of the psychodynamic background of a mathematically creative child in its family. With respect to this type of interdisciplinary cooperation one has to cope with the question about the compatibility of the basic view on the domain-specific concept of creativity in mathematics education and the domain-unspecific one in psychoanalysis. Some short illustrations about the empirical data might amplify the scope on this problem. Theoretical considerations that combine the psychoanalytic findings with the results of the socio-constructivist analyses are presented. The presentation ends with some reflecting considerations about the epistemological claim of the generated theoretical approach in relation to the applied basic theories.
Sue Gifford, University of Roehampton with Rose Griffiths and Jenni Back, University of Leicester
Making Numbers- developing guidance on the use of manipulatives in the teaching of arithmetic to 3 to 9 year olds, a Nuffield funded project.
We will discuss findings and resources for teachers, developed from the project, based on a literature review and survey of current use. The survey found that manipulatives were used mainly by teachers of young children and, in England, of lower attainers, suggesting that the potential for manipulatives to support reasoning may currently not be appreciated. Our research suggests ways in which manipulatives can support mathematical argumentation and generalization and points to required aspects of teaching.
30 June 2016 room 826
Richard Cowley, Melissa Rodd, Cosette Crisan and Elizabeth Lake
KS3 Reasoning Project & Maths Hubs
Short reports on where each of the maths hubs we are working with have got to, for example, on the NCP4 Project Developing Reasoning in KS3. Discussion about the maths hubs model of CPD and other issues like maths and teacher development and the wider context. Some materials are to be found by clicking HERE.
23 June 2016 room 826
Candia Morgan
A discursive approach to investigating mathematics education
Together with Anna Sfard, I have recently guest edited an issue of RME (to appear very soon), arising from our ESRC funded project ‘The Evolution of the Discourse of Mathematics’. Articles by Anna, Sarah Tang and myself present the theoretical and methodological foundations of our approach to studying change over time in the mathematical activity expected of students in England during a period of curriculum reform. We have also presented some of the results of analysis of GCSE examinations. Additional articles by Jehad Alshwaikh and by Stephen Lerman and Jill Adler reflect on the extension of the approach to other contexts and discuss the wider social and political context of educational reform. There are also commentaries from Margaret Brown and Beth Herbel-Eisenmann.
During the SIG I will introduce the discursive approach we developed in the project and some of the analysis. I hope we will discuss the possibility of wider implications of the results and applications of the approach.
9 June 2016 room 826
Sinead Vaughan
Supporting teachers during CPD to help improve their students' conceptual understanding of mathematics
For my Masters dissertation, I am researching how CPD providers can provide help and support during the session offered to ensure that teachers are best positioned to improve their students' conceptual understanding of mathematics. I am still in the process of gathering data , but I will discuss how I arrived at my research questions and present my findings to date.
2 June 2016 (summer half term) room 826
Candia Morgan and other MA dissertation supervisors facilitating
Mathematics Education Masters dissertation or report students' workshop.
This lunchtime workshop (12:30-14:00) is for students who are the process of doing an MA dissertation in mathematics education. The main aim of the workshop is to give you an opportunity to talk with fellow students and tutors about what you are investigating and any preliminary results. We shall have some small group work, mini-presentations and a round-table discussion on Masters dissertation requirements and will offer some approaches to help you to enjoy doing your research. Please let Candia know whether or not you'll be able to attend.
19 May 2016 room 826
Irene Biza and Elena Nardi, University of East Anglia
MathTASK: Transform Aspirations for Mathematics Teaching into Strategies in Context
In this lunchtime meeting we will discuss a secondary mathematics teacher professional development and engagement strand of activities that we have been developing recently in the context of the MathTASK project. The MathTASK project is a collaborative research and development programme on secondary mathematics teachers’ knowledge and beliefs and the transformation of these knowledge and beliefs into pedagogical practice. This is a programme that involves collaborators from Greece and Brazil and has been supported by international mobility grants (Erasmus, British Academy) since 2005. Recently, with the award of a small internal grant, the Ian Hunter Prize, we have created a team consisting of mathematics teachers (newly qualified and experienced), researchers in mathematics education (faculty and doctoral students) and mathematics teacher educators. We meet as a team once a month and we discuss concerns germane to the experiences of newly qualified teachers (NQT) in mathematics. We focus particularly on how to achieve balance between creating opportunities for high quality mathematical thinking and attending to classroom management and behaviour issues. Especially with relation to the latter we deploy Terry Haydn’s 10-point scale on the working atmosphere in the classroom. Our discussion is triggered by a classroom incident in written or video format on which we invite the team to reflect. The monthly meetings will result in resources that complement currently existing ones and will be used in professional development (PD) sessions in schools in our region. In the meeting on May 19 we will offer a brief overview of the MathTASK project, followed by examples from activities we have deployed in our monthly meetings. Click HERE for a link to the presentation.
28 April 2016 room 944
Geoff Kent
Title: Virtual participation in communicative action as an approach to researching discourse in mathematics classrooms: Exploring the productivity of ‘Validity-Discourse’ and ‘Systematic Distortion of Communication’ as analytical constructs for understanding equitable approaches to collaborative teaching and learning of mathematics.
This research focuses on understanding small group interactions in year seven maths classes in England (adopting elements of ‘Complex Instruction’) from the perspective of communicative action. The aim of this paper is to introduce two analytical constructs, 'validity discourse' and 'systematic distortion of communication', and demonstrate how they can be used to generate insights into the microanalysis of small group interactions of students in mathematics classrooms. I argue that the complexity of teaching and learning mathematics using equitable approaches can productively be analysed using a theoretical framework based in Habermas’ Theory of Communicative Action in order to give teachers and researchers detailed insights into technical features of the challenges and opportunities afforded by such practice, as well as their critical potential.
21 April 2016 room 826
Melissa Rodd
Responding to reviews of the chapter 'Special Needs in Mathematics Classrooms: Relationships with Others.'
This is a chapter for a book UNDERSTANDING EMOTIONS IN MATHEMATICAL THINKING AND LEARNING Editor: Ulises Xolocotzin (UNAM, Mexico) to be published by Elsevier Academic Press, 2016.
Current abstract for the chapter:
This chapter uses psychoanalytical theory to help to understand emotion when a student has difficulties in learning mathematics. The centrality of the relationship between student and teacher is theorised and discussed and issues related to teacher preparation and in-service training are put forward. The notion of a ‘math-education care environment’ is developed and ways to help a teacher pause, in order to relate to a learner, are advocated.
In this sig session, I propose to introduce the content of the chapter via powerpoint slides, and to share the reviewer comments. Colleagues are invited to advise on how to address the comments or to engage with the process of addressing reviewer comments or engage with the content of the paper.
14 April 2016 room 709a
Meeting for maths ed team to discuss (1) 'Core Brief' distributed by Clare Brooks by email on 23rd March (2) other teaching and learning issues (3) looking forward (4) Pythagorean dissections: cutting out and putting in place.
17 March 2016 room 826
Cosette Crisan
Examining school maths topics from an advanced standpoint: empowering prospective maths teachers tap into their latent advanced maths knowledge in order to/while developing their maths knowledge for teaching.
10 March 2016 room 826
Nicola Bretscher
Towards a research proposal on cognitive interviewing with PISA computer-based maths items.
3 March 2016 room 826
Melissa Rodd and Cathy Smith
Course design for Mathematics for Teachers (new Summer term option for MA)
Tasks to try out and discussion
25 February 2016 room 709a
Karen Skilling, King's College, London
Teacher A and Teacher B: Differences in teachers beliefs for promoting cognitive engagement in mathematics
Concerns about student engagement in mathematics are persistent, continuing to highlight student disaffection, lack of interest in and desire for post-compulsory participation in mathematics learning. Cognitive engagement is concerned with student approaches to academic tasks and psychological investment in, and willingness to, master complex concepts that influence learning outcomes. I will report from a study that integrates self-regulation theory with the engagement construct to investigate the importance of promoting students’ cognitive functioning within the social context of the mathematics classroom. Using two fictitious teacher scenarios, the beliefs and practices of 40 teachers in 10 UK schools were investigated, with a specific focus on how they promoted students’ goals setting, cognitive strategy use, and self-regulation when learning mathematics. The findings report two teacher approaches toward cognitive engagement, focusing on teachers who believed in promoting cognitive engagement by supporting student autonomy and independent self-regulation in mathematics for secondary students of all ages and levels of achievement.
18 February 2016 room 826
Candia Morgan, Melissa Rodd and other MA dissertation supervisors facilitating
Mathematics Education Masters dissertation or report students' workshop.
This lunchtime workshop (12:30-14:00) is for students who are the process of doing an MA dissertation in mathematics education. The main aim of the workshop is to give you an opportunity to talk with fellow students and tutors about what you want to investigate and write about. We shall have some small group work, mini-presentations and a round-table discussion on Masters dissertation requirements and will offer some approaches to help you to enjoy doing your research. Please let Candia know whether or not you'll be able to attend.
4 February 2016 room 826
Alison Clark-Wilson and open-to-all-interested reading group on The ICMI Study Volume 22
’Task Design in Mathematics Education’.
Materials from this meeting are via this link.
21 January 2016 room 834
Caroline Hilton
Children with Apert's syndrome learning mathematics
The discussion will focus on the work I have undertaken for my PhD which explores the mathematical development of children with Apert syndrome. Apert syndrome results in a complex range of abilities and disabilities which vary from child to child. I worked with 10 children from year 1 to year 7 and I visited each child about six times during the two year period that I worked with them. In the literature, it has been suggested that children with Apert syndrome have a particular difficulty with number work and arithmetic and was this that I wanted to explore. I would like to share some of my early findings and thoughts and would very much appreciate any comments and feedback that will help to develop this work further.
14 January 2016 room TBA
Inge Koch, Executive Director Australian Mathematical Sciences Institute The University of Melbourne, Australia
Women and Mathematics: the Choose Maths Project.
The Australian Mathematical Sciences Institute (AMSI) started in 2002 as a national pipeline for mathematics, mathematics education and maths-related pathways and careers. Since its beginning it has grown considerably, and in the middle of 2015 funding for the new 5-year project `Choose Maths’ was obtained from the BHP-Billiton Foundation.
In this talk I provide a background about the function, vision and goals of AMSI and about the Choose Maths project, whose goal is to increase the participation of women in mathematics education, including tertiary education, change awareness of the importance of mathematics, and improve the career paths for women in STEM-related disciplines.
17 Dec 2015 room 709a
PME preparation
Sharing drafts of papers and discussion (deadline for submission to PME: 15 Jan 2016).
10 Dec 2015 room 826
Discussion of Washington et. al 2012, link here: paper.
26 Nov 2015 room 709a
Informal meeting for maths ed team.
12 November 2015 room 709a
Elizabeth lake
SERIOUS FRIVOLITY: EXPLORING PLAY IN UK SECONDARY MATHEMATICS CLASSROOMS
As part of a PhD researching teacher’s positive emotions in secondary mathematics education, I am exploring the role of play as both instigator and product of emotions. Play has recognised social, creative, cognitive and especially emotional benefits for young children. However, as students mature, do they still respond to play? Teaching mathematics in secondary school is not normally associated with play, but as illustrated below, can appear in many forms. I will argue that, in the hands of a skilled practitioner, playfulness can benefit teacher, students, and their mathematics learning. This paper explores the unique nature of play in everyday classrooms using a sample of observations and interviews with experienced UK teachers. I conclude that play appears in many subtle forms, playing various roles in a mathematics classroom.
Link to full paper presented at the MAVI conference.
05 November room 826
12:30-13:30 Jennie Golding and colleagues
Discussion and response to: Education Committee Consultations– new inquiry: supply of teachers
The Committee raised the issue of teacher recruitment and retention at the recent evidence session with Nicky Morgan, Secretary of State for Education, and now, following an update from the Secretary of State (published 16 October 2015), the Committee is calling for written evidence ahead of a one-off oral session to examine the issue.
Written evidence is invited addressing the following points:
· Whether there is a 'crisis' in the recruitment and retention of teachers, including at senior levels of the profession, at a regional level, and by subject, and how the situation may develop during the 2015 Parliament;
· What the root causes of the current situation with regard to the supply of teachers are;
· What further action should be taken by the Government to tackle teacher shortages.
The deadline for receipt of evidence is noon on Friday 20 November 2015. It is anticipated that the oral evidence session will take place later in the year and will inform the focus of further Committee work in this area.
It is most likely that the IOE will submit a response to this inquiry, as well as feed into the responses of Universities UK, et al. If you would like to input to that process, please send your comments to Emma Wisby [email protected]
22 October 2015 room 826
Pinder Singh, consultant
Ocean Maths – parent involvement to support their children’s learning in mathematics.
Ocean Maths is a charity which has grown out of the Ocean Mathematics Project funded by New Deal for Communities (NDC). It was based in the Ocean estate in Tower Hamlets in order to support the disadvantaged community.
The project had humble beginnings. I will touch upon how we struggled and gradually developed a model where the parents were drawn into workshops in participating schools. As parents shared maths activities with their children and worked through specially designed homework at home, they became more aware of how maths is taught in schools. We will have an opportunity to view the resources and what is special about them. I will share some of the strategies which helped move the project forward.
We will finish with how we faced with running a charity and the role of London Challenge.
15 October 2015 room 826
Masters team meeting - Cathy Smith and colleagues involved in the Mathematics Education MA
Discussion of masters level teaching and how the programme is moving forward at IOE, including updates on:
-the new dissertation and report module
-the new core modules including Understanding Mathematics Education
-exam boards
-recruitment for modules and possibly staffing
-discussion of marking queries and principles
any further items to discuss can be raised at the meeting.
Thursday 8 October 2015 room 826
Richard Cowley
Japanese Lesson Study
Background
In June 2014, I participated in the lesson study immersion programme for foreign educationalists at Tokyo Gakugei University as part of their project IMPULS (International Math-Teacher Professionalization Using Lesson Study) funded by the Japanese government. During 2014-2015, I acted as 'knowledgeable other' on a lesson study project in Barking and Dagenham. In June 2015, Jacqui Lomas (Lead Mathematics Consultant for Harris Federation) attended the IMPULS lesson study immersion programme. On the 23rd October Harris Federation will have all of their maths teachers out of school for a central INSET day at which there will be 5 public lessons.
SiG My talk/presentation/discussion will be in three parts:
- Reflections on the lesson study immersion programme at Tokyo Gakugei University
- Reflections on lesson study in London I have been involved in
- Our involvement in the Harris Federation Mathematics lesson study
24 Sept 2015 - afternoon in room 709a and dinner from 6pm.
Mathematics education fest. Presentation materials are in this FOLDER
An informal conference for mathematics education staff: (short) presentations of on-going projects and/or other interests and evening social.
Presentations offered so far, grouped by (loose) themes
Classroom resources &c 2:00 -3:00
Candia Morgan and Teresa Smart On the Kazakhstan textbook project
Celia Hoyles, Piers Saunders and ScratchMaths team Reporting on on-going ScratchMaths EEF project
Geoff Kent Key Foci for Critical Mathematics Education: Cryptography and Financial Mathematics
Cosette Crisan, Manolis Mavrikis and Eirini Geraniou : Online video cases to support the development of teachers’ RiTPACK
Teacher development 3:15-4:15
Cathy Smith and Nicola Bretcher Developing A-level maths pedagogy
Cosette Crisan & Melissa Rodd: Training Specialist Subject Teachers– TSST courses & Teaching Across Specialisations or 'out-of-field'
Celia Hoyles and Alison Clark-Wilson On emerging outcomes of the first phase of work in our Nuffield project
Geoff Kent (Re)Building a Community of Critical Mathematics Education in England in the context of contemporary local and international issues
Communities & participation 4:30-5:30
Beth Kelly Why do adults learn maths while at work?
Cathy Smith and Jennie Golding Promoting participation in A-level mathematics: gender and wider school effects
Melissa Rodd Mindfulness for Undergraduate Mathematicians
Suman Ghosh Situating Real World Equity Issues in the secondary mathematics classroom.
17 Sept 2015 room 911
Informal meeting for maths ed team.
Items discussed included:
- request for team meetings every half term
- external speakers for sig meetings: ideas who to invite
- Roles for sbject associations (ATM, MA).
10 Sept 2015 room 826
Götz Krummheuer, Goethe University Frankfurt am Main An interdisciplinary Project: bridging the gap between Mathematics Education and Psychoanalysis
The project “Mathematical Creativity of Children at Risk” (MaKreKi)is conducted in the interdisciplinary research center “Individual Development and Adaptive Education of Children at Risk" (IdeA; http://www.idea-frankfurt.eu). Combining a socio-constructivist approach of mathematics education with a psychoanalytic theory of attachment, two foci of analysis are examined: the interactional reconstruction of working processes of creative children while they are confronted with mathematical problems in a cooperative learning situation, and a psychoanalytically oriented reconstruction of the psychodynamic background of a mathematically creative child in its family. With respect to this type of interdisciplinary cooperation one has to cope with the question about the compatibility of the basic view on the domain-specific concept of creativity in mathematics education and the domain-unspecific one in psychoanalysis. Some short illustrations about the empirical data might amplify the scope on this problem. Theoretical considerations that combine the psychoanalytic findings with the results of the socio-constructivist analyses are presented. The presentation ends with some reflecting considerations about the epistemological claim of the generated theoretical approach in relation to the applied basic theories.