seminars and meetings in 2017-18
Summer Term
19 April 2018 12.30-14.00 Seminar series - everyone welcome!
Robin Averill, Victoria University of Wellington, New Zealand
Room: Endsleigh Gardens (9-11) – G05
In-the-moment coaching in initial mathematics teacher education – the power of questions
Rehearsals, used to simulate classroom teaching through student teachers ‘teaching’ their peers, provide useful approximations of practice. Within a large study into using rehearsals and in-the-moment coaching to develop high-leverage mathematical teaching practices (e.g., orchestrating mathematical discussion), we examined how coaching using questions could assist novice teachers to learn to promote mathematical thinking and discussion and provide teaching consistent with culturally responsive pedagogies. Findings included that coaching through questioning drew students’ attention to effective practice, enabling them to reflect, discuss, make decisions, and immediately trial teaching strategies. In addition, in-the-moment coaching using questions provided opportunities for professional noticing and discussion of culturally responsive teaching practices. Involvement in this research has had an ongoing impact on our work with student teachers. In this interactive session, we will consider examples from the data in relation to the findings and discuss the affordances and challenges of using in-the-moment coaching of approximations of practice within initial mathematics teacher education. Information about the project from which this session is drawn can be found here: http://tlri.org.nz/sites/default/files/projects/TLRI_Anthony_Final%20Summary%20Report%20%28v3%29.pdf
26 April 2018 12.30-14.00
Room 675
3 May 2018 12.30-14.00 Reading group followed by 14:00-16:00 Masters team meeting, Room 822
Pete Wright, UCL IoE
Room 803
Reading: Becky Francis et al.'s (2017) paper in Cambridge Journal of Education 47(1)
Title: Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account
Click here for a direct link to the paper.
A key argument in the paper is that research evidence on mixed attainment/setting has been largely ignored by policy makers due to “hegemonic narratives that produce ‘ability’ grouping as natural and desirable” and that the only way to counter these is to conduct research which adopts experimental and large-scale RCT design, since this has the “requisite symbolic power for its findings to destabilise existing hegemonic narratives in the field”. Therefore I propose the following question for people to think about when reading the paper and to prompt discussion:
To what extent should researchers adopt methodologies whose findings are privileged by policy makers, even if they believe alternative methodologies might be more appropriate for addressing their research questions and generating trustworthy findings?
10 May 2018 12.30-14.00 Work in Progress meeting
Melissa Rodd, UCL IoE
Room 803
Interpreting the work of Maryam Mirzakhani 1977-2017
In this SIG meeting I shall present the ‘first draft’ of a talk I shall give at the IMA 16plus lectures day in June. Maryam Mirzakhani was the first (and as yet only) woman to have won the Fields Medal for her work in dynamical systems, topology and the geometry of Riemann surfaces. She died of breast cancer last summer. I was very sad when I heard about her death and started to look into her work to see how I could make sense of it. During August 2017, I had some studio space, so the ‘making sense’ included making some art works (drawings, paintings, collage, models) that expressed some aspects of her work as well as reading a couple of her papers and referring to several textbooks. Some of the art works will be displayed at the IMA lectures day (and one is used on the website). For this ‘work in progress’ meeting, I hope to elicit three strands of discussion with colleagues which are:
1. Ideas on how to improve the 45 minute draft lecture for the 16plus audience;
2. Whether art work representation is an aspect of mathematical work or mathematics education work or not;
3. What roles aesthetic experience plays in mathematics education.
I shall be giving the Masters students the next iteration of the lecture as part of the Mathematics for Teachers module starting at 2pm in room 901 on Saturday 9 June. Other students are welcome too if they let me know in advance.
17 May 2018 12.30-14.00 Team meeting
Jeremy Hodgen and Jennie Golding
Room 803
Discuss plans for next year and beyond, with implications for staff workload.
24 May 2018 12.30-14.00 Work in Progress meeting
Nicola Bretscher, Angeliki Michailidou & Mine Cekin
Room 803
Report on UCL Changemaker's project: Making it explicit
We will be reporting findings from our UCL Changemaker's project on students' perceptions of the support for academic skills development we provide in the Understanding Mathematics Education module, the core module of the MA in Mathematics Education. Based on these findings and with the support of the UME tutor team, we hope to plan and implement an intervention for next year to improve support for academic skills development in UME and to evaluate this intervention through a continuation bid to the Changemaker's scheme. Of course, we expect this SIG to be of immediate interest to those in the UME tutor team, but we hope that others will be interested in finding out about our project too. In the first half of the SIG, we will present on our Changemaker's project. We'd be interested in hearing colleagues thoughts on developing our project through a continuation bid and implications for (MA) teaching more generally. The second half of the SIG will be used as a UME development meeting where we will begin planning our intervention for next year.
Refreshments will be provided :-)
31 May 2018 12.30-14.00 Work in Progress meeting
Nick Wollaston, Laurie Jacques and Claire Dunnet
Room 803
Three of our students will be presenting their doctoral research. The titles are below and the abstracts for their talks can be accessed by clicking here
Claire Dunnet - Teachers developing mathematical reasoning for 2014 curriculum: roles for professional development
Laurie Jacques - Teaching with Variation: Implications for Mathematics Teachers and Teaching in Primary Classrooms in England
Nick Wollaston - Policy Enactment in Primary Mathematics
7 June 2018 12.30-14.00 Work in Progress meeting
Emerson Rolkouski
Room 803
Public Policies of Teacher Training: dialogues about experiences in Brazil and England
In 2012, the Brazilian government collaborated with several public universities to create the National Pact for Literacy (Pacto Nacional pela Alfabetização na Idade Certa— PNAIC). The objective of PNAIC is to create a network for and of primary school teachers, which includes literacy and numeracy knowledge. To understand the impacts of this kind of project we are using the methodology of Oral History. This methodology is based on written data and interviews. The objective of this seminar is to present the PNAIC and how we are developing research to understand the impacts of it and create historical sources from interviews. At the end, I am going to present my research intentions with respect to the Maths Hubs program in England.
For information about the PNAIC in English consult http://www.aera.net/Portals/38/docs/SIGs/SIG155/79_Emerson%20Rolkouski%20.pdf?ver=2018-01-28-142005-597
For information about how we can use Oral History in Mathematics Education consult https://www.dropbox.com/s/j6nl8yh0plqk97f/Garnica%26Silva-TG38.doc?dl=0
14 June 2018 12.30-14.00 Seminar series - everyone welcome!
Colin Foster, Leicester University
Room 784
How teachers describe mathematics tasks
Teachers and curriculum designers have developed an extensive vocabulary for describing mathematics tasks, using adjectives such as “rich”, “open”, “real-life”, “engaging” and so on. In this seminar I will present a series of studies carried out in collaboration with Matthew Inglis (Loughborough University) in which we investigated the structure of the language that teachers use to describe mathematics tasks. We found that task descriptions vary on seven relatively independent dimensions, which I will outline. We investigated the extent to which teachers have a shared understanding of the meaning of adjectives when applied to particular mathematics tasks and found little between-teacher consensus, suggesting that the perceived properties of classroom tasks are largely subjective. Implications for how pedagogic practice might be discussed by teachers, teacher educators and curriculum designers will be considered.
21 June 2018 12.30-14.00 Seminar series - everyone welcome!
Jasmine Y. Ma, New York University & Molly Kelton, Washington State University
Room 420 (Committee Room)
Methodological Excursions for Tracing Intergenerational Ambulatory Sense-Making in an Immersive Mathematics Exhibition
Contemporary mathematics exhibitions offer rich settings in which to investigate the social, material, and embodied organization of mathematical sense-making in designed, out-of-school learning environments. We share our ongoing work of analysis on visitor experiences in a major mathematics exhibition, Taping Shape, installed in a US interactive science center as part of a larger project in informal mathematics education. Constructed entirely of packing tape and structural scaffolding, Taping Shape is inspired by geometric objects such as the torus and the Schwarz-P surface. Visitors walk, crawl, and slide together through the structure, and have the opportunity to engage with three-dimensional tabletop versions of the geometric objects in an adjacent space. Data for this naturalistic study include stationary cameras placed around the exhibition, as well as cameras worn by visitors on their foreheads or chests for a "first person"-point-of-view video record. We will share some of our analyses of visiting families' intergenerational explorations of Taping Shape, then open up a discussion inviting seminar participants to engage with questions around transcription and analysis of these multi-perspectival records of multi-party learning on the move. Please click here to access their pre-proof article (in press) appearing in Children's Geographies in a special issue about children's museum geographies edited by Abi Hackett, Rachel Holmes, and Lisa Procter.
28 June 2018 12.30-14.00 Masters team meeting
Room 780
Spring term
11 January 2018 12.30-14.00 Team meeting
Happy New Year!
Room 803
Team meeting agenda
12.30-13.15 MA in Maths Education team meeting - led by Cosette
13.15-14.00 Joint Mathematics ITE conference 2018 - led by Pete
18 January 2018 12.30-14.00 Seminar series - everyone welcome!
Kara Imm, Math in the City
Room 828
Do we have an algebra problem? Developing early algebra through context and models
In this interactive lunchtime session, Kara will explore how Math in the City — a centre for professional development of K-8 mathematics at City College (CUNY) New York — works with teachers across the U.S. to develop rich early algebra experiences for students, beginning in grade 2 and extending to high school. Looking at the Landscape of Learning for algebra, Kara will explore the various contexts and models that have helped students and teachers make sense of the big ideas of algebra (e.g., robust understanding of the variable, deep understanding of the equal sign and equivalence), develop strategies for reasoning about (and solving) algebraic situations, and take up models as tool for sense-making.
Kara will connect this work to the current discourse regarding the “algebra problem,” as it is currently being discussed within secondary mathematics education. This is not a lecture — participants may experience analyzing video and student work together, doing some mathematics, and connecting this early algebra work to their own practice in developing teachers.
25 January 2018 12.30-14.00 Team meeting
Room 803
Co-ordinating response to policy - led by Jennie
New consultation: DfE - Strengthening qualified teacher status and career progression
This consultation is about supporting teachers and ensuring the right structures are in place at the beginning of a teacher’s career, improving access to high-quality professional development and improving progression opportunities for all teachers throughout their careers. Initial proposals for a strengthened QTS could be found by clicking here.
1 February 2018 12.30-14.00 Reading group
Candia Morgan
Room 736
Reading: Xuhua Sun's (2010) paper in ESM 76(1)
Title: “Variation problems” and their roles in the topic of fraction division in Chinese mathematics textbook examples
Click here for a direct link to the paper.
8 February 2018 12.30-14.00 Seminar series - everyone welcome!
Matthew Inglis, Loughborough University
Room 770
Five decades of mathematics education research
Mathematics educators have been publishing their work in international research journals for five decades. How has the field developed over this period? In this talk I report an analysis of the full text of all articles published in Educational Studies in Mathematics and the Journal for Research in Mathematics Education since their foundation. Using Lakatos’s notion of a research programme, I focus on the field’s changing theoretical orientations, and pay particular attention to the relative prominence of the experimental psychology, constructivist and sociocultural programmes. I quantitatively assess the extent of the ‘social turn’, observe that the field is currently experiencing a period of theoretical diversity, and identify and discuss the ‘experimental cliff’, a period during which experimental investigations migrated away from mathematics education journals.
15 February 2018 12.30-14.00 Team meeting (half term)
Room 803
22 February 2018 12.30-14.00 Reading group
CANCELLED DUE TO UCU STRIKE ACTION
Pete Wright
Room 901
Reading: Becky Francis et al.'s (2017) paper in Cambridge Journal of Education 47(1)
Title: Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account
Click here for a direct link to the paper.
A key argument in the paper is that research evidence on mixed attainment/setting has been largely ignored by policy makers due to “hegemonic narratives that produce ‘ability’ grouping as natural and desirable” and that the only way to counter these is to conduct research which adopts experimental and large-scale RCT design, since this has the “requisite symbolic power for its findings to destabilise existing hegemonic narratives in the field”. Therefore I propose the following question for people to think about when reading the paper and to prompt discussion:
To what extent should researchers adopt methodologies whose findings are privileged by policy makers, even if they believe alternative methodologies might be more appropriate for addressing their research questions and generating trustworthy findings?
1 March 2018 12.30-14.00 Work in Progress meeting
CANCELLED
Room 603
8 March 2018 12.30-14.00 Work in Progress meeting
CANCELLED DUE TO UCU STRIKE ACTION
Jennie Golding, Cosette Crisan, Nicola Bretscher
Room 736
BCME preparation: Online pedagogies for mathematics teacher education
15 March 2018 12.30-14.00 Team meeting
CANCELLED DUE TO UCU STRIKE ACTION
12.30-13.15 MA in Maths Education team meeting - led by Cosette
Room 805
22 March 2018 12.30-14.00 Work in Progress meeting
Piers Saunders
Room 803
Learning from Scratch: an evolution of Teachers’ mathematical knowledge as they learn to program.
A three-year design-based research project in England, ScratchMaths, has developed a set of curriculum materials for the last two years of primary school. These materials use the Scratch programming language to blend computational and mathematical thinking. The doctoral research follows a group of teachers as they learn to programme, teach the ScratchMaths curriculum and intends to show that, through learning to program in Scratch, teachers can be helped to build an epistemological map of connections between mathematics and the programming instantiation of the mathematical idea which shapes their mathematical knowledge for teaching.
29 March 2018 12.30-14.00
No SIG - UCL Closure day
Autumn term
14 September 2017 12.30-14.00 Team meeting
Welcome back everyone! An informal meeting for the maths team to discuss 'Making our Maths SIG work better for us - future directions'.
Room 836
21 September 2017 12.30-14.00 Work in Progress meeting
Eirini Geraniou & Pete Wright, UCL Institute of Education
Room 805
The new Nuffield Foundation Research-funding Strategy 2017-2022: developing bids
Eirini and Pete will each present on their work so far towards submitting bids under the new Nuffield Foundation strategy. The session will give maths team members an opportunity to engage with the new strategy and what is involved in developing a bid. It should also provide an opportunity for the presenters to receive valuable feedback on their ideas. To make this session useful for everyone it would be useful if you read the new strategy, available here at the Nuffield Foundation website, in advance of the meeting.
28 September 2017 12.30-14.00 Work in Progress meeting
Nicola Bretscher & Jennie Golding
Room 826
Comparing ITE provision for teaching advanced mathematics
We will present our initial steps in undertaking a pilot study for an international comparison of ITE provision for teaching advanced mathematics. Feedback will be welcome and much appreciated!
05 October 2017 12.30-14.00 Team meeting
Room 744
12 October 2017 12.30-14.00 Seminar series - everyone welcome!
Helen Thouless, UCL Institute of Education
Committee Room 1 (Room 417)
Passionate about Patterns
Helen will present her research on the project Passionate about Patterns. This project involved a series of professional development seminars that engaged early years teachers in curriculum development and assessment around the topic of patterns. This presentation considers the initial analysis of how the teachers took up and implemented the ideas from the sessions and the implications that these observations have for future professional development work with early years teachers.
19 October 2017 12.30-14.00 Team meeting
Room 777
26 October 2017 12.30-14.00 Seminar series - everyone welcome!
John Jerrim, UCL Institute of Education
Room 803
What happens when econometrics and psychometrics collide? An example using the PISA data
International large-scale assessments such as PISA are increasingly being used to benchmark the academic performance of young people across the world. Yet many of the technicalities underpinning these datasets are misunderstood by applied researchers, who sometimes fail to take their complex sample and test designs into account. The aim of this paper is to generate a better understanding amongst economists about how such databases are created, and what this implies for the empirical methodologies one should (or should not) apply. We explain how some of the modelling strategies preferred by economists seem to be at odds with the complex test design, and provide clear advice on the types of robustness tests that are therefore needed when analyzing these datasets. In doing so, we hope to generate a better understanding of international large-scale education databases, and promote better practice in their use.
Go to John's website for his recent paper on this topic.
02 November 2017 12.30-14.00 Team meeting
Committee Room 1 (Room 417)
09 November 2017 12.30-14.00 Reading group
Jennie Golding, UCL Institute of Education
Room 836
Special issue of ZDM on applying cognitive pyschology in the teaching & learning of maths
The focus for the SIG will be the ZDM Special Issue 49/4 (click to link to the issue) which focuses on applying cognitive theory-based instructional design principles in mathematics teaching and learning. Jennie will give a brief overview of the Special Issue, then colleagues will each have a 15 minute slot - maximum ten minutes' presentation, plus a few minutes for questions/discussion - as follows and in this order:
Nicola: Rau and Matthew
Eirini: Dackerman et al
Elizabeth: Kullberg et al
Jeremy: Rittle-Johnson et al
16 November 2017 12.30-14.00 Seminar series - everyone welcome!
Dave Hewitt, Loughborough University
Room 639
Grid Algebra: an approach to avoid/address some known common difficulties for students.
Grid Algebra is software which uses an innovative and kinaesthetic approach to teaching early algebra. It’s use of imagery taps into what students already know about making journeys and relates those knowings to algebraic notation and activity. I will offer a mixture of reporting on some work I did with an mixed attainment group of Year 5 students and offer some principles upon which the design of the software was based.
23 November 2017 12.30-14.00 Work in Progress meeting
Jennie Golding, UCL Institute of Education
Room 777
Pearson Mathematics 5-16 Efficacy projects: findings from the first full year
These projects aim to explore the efficacy of each of three sets of Pearson materials developed for National Curriculum Mathematics 2014 in England, in relation to key learner outcomes. They are expected to run from March 2016 through to January 2019. I am academic lead for all aspects of the research, and provide external validation for all 3 projects. I manage all aspects of the first two as PI. The projects between them employ 4 independent experienced mathematics ‘experts’ for fieldwork, drawing also on a range of Pearson Research and Efficacy team and support personnel, and supported by Pearson’s Director of Research UK.
Project 1: Evaluating the efficacy of Key Stage 1/2 ‘Abacus’ materials for pupils’ learning experience and mathematics skills development.
Project 2: Evaluating the efficacy of ‘Key Stage 3 Maths Progress’ and ‘GCSE 9-1 Mathematics’ for students’ learning experience and mathematics skills development.
Project 3: Evaluating the efficacy of Pearson GCSE Mathematics 2017 and free surround materials for students’ progress and confidence at Key Stage 4 and beyond.
It is anticipated (and my professional interest is centred here) these projects have the potential to contribute to knowledge of
30 November 2017 12.30-14.00 Work in Progress meeting
Jeremy Hodgen, UCL Institute of Education, and Colin Foster, University of Nottingham
Room 780
Addressing low attainment in mathematics in lower secondary: What do teachers believe and how do they teach?
In this seminar , we will present emerging findings from the Nuffield Foundation funded project, Low attainment in mathematics: an investigation focusing on Year 9 students in England. Specifically, we will present our analysis of interviews with secondary mathematics teachers, and discuss these in the light of interviews with low attaining secondary students, and a review of effective pedagogic approaches. We will consider the implications for practice and policy.
07 December 2017 12.30-14.00 Team meeting
Room 675
Team meeting agenda
12.30-13.30 MA in Maths Education team meeting - led by Cosette
13.30-14.00 Symposium update: instructions for chairing session - led by Nicola, Pete, Sinead
14 December 2017 10.00-17.30
Maths Education Symposium
Key note lectures, workshops and discussion groups organised by members of the Mathematics Education Special Interest Group at UCL Institute of Education. See here.
21 December 2017 Informal Christmas Team meeting :-)
Room 826
Christmas holiday
14 September 2017 12.30-14.00 Team meeting
Welcome back everyone! An informal meeting for the maths team to discuss 'Making our Maths SIG work better for us - future directions'.
Room 836
21 September 2017 12.30-14.00 Work in Progress meeting
Eirini Geraniou & Pete Wright, UCL Institute of Education
Room 805
The new Nuffield Foundation Research-funding Strategy 2017-2022: developing bids
Eirini and Pete will each present on their work so far towards submitting bids under the new Nuffield Foundation strategy. The session will give maths team members an opportunity to engage with the new strategy and what is involved in developing a bid. It should also provide an opportunity for the presenters to receive valuable feedback on their ideas. To make this session useful for everyone it would be useful if you read the new strategy, available here at the Nuffield Foundation website, in advance of the meeting.
28 September 2017 12.30-14.00 Work in Progress meeting
Nicola Bretscher & Jennie Golding
Room 826
Comparing ITE provision for teaching advanced mathematics
We will present our initial steps in undertaking a pilot study for an international comparison of ITE provision for teaching advanced mathematics. Feedback will be welcome and much appreciated!
05 October 2017 12.30-14.00 Team meeting
Room 744
12 October 2017 12.30-14.00 Seminar series - everyone welcome!
Helen Thouless, UCL Institute of Education
Committee Room 1 (Room 417)
Passionate about Patterns
Helen will present her research on the project Passionate about Patterns. This project involved a series of professional development seminars that engaged early years teachers in curriculum development and assessment around the topic of patterns. This presentation considers the initial analysis of how the teachers took up and implemented the ideas from the sessions and the implications that these observations have for future professional development work with early years teachers.
19 October 2017 12.30-14.00 Team meeting
Room 777
26 October 2017 12.30-14.00 Seminar series - everyone welcome!
John Jerrim, UCL Institute of Education
Room 803
What happens when econometrics and psychometrics collide? An example using the PISA data
International large-scale assessments such as PISA are increasingly being used to benchmark the academic performance of young people across the world. Yet many of the technicalities underpinning these datasets are misunderstood by applied researchers, who sometimes fail to take their complex sample and test designs into account. The aim of this paper is to generate a better understanding amongst economists about how such databases are created, and what this implies for the empirical methodologies one should (or should not) apply. We explain how some of the modelling strategies preferred by economists seem to be at odds with the complex test design, and provide clear advice on the types of robustness tests that are therefore needed when analyzing these datasets. In doing so, we hope to generate a better understanding of international large-scale education databases, and promote better practice in their use.
Go to John's website for his recent paper on this topic.
02 November 2017 12.30-14.00 Team meeting
Committee Room 1 (Room 417)
09 November 2017 12.30-14.00 Reading group
Jennie Golding, UCL Institute of Education
Room 836
Special issue of ZDM on applying cognitive pyschology in the teaching & learning of maths
The focus for the SIG will be the ZDM Special Issue 49/4 (click to link to the issue) which focuses on applying cognitive theory-based instructional design principles in mathematics teaching and learning. Jennie will give a brief overview of the Special Issue, then colleagues will each have a 15 minute slot - maximum ten minutes' presentation, plus a few minutes for questions/discussion - as follows and in this order:
Nicola: Rau and Matthew
Eirini: Dackerman et al
Elizabeth: Kullberg et al
Jeremy: Rittle-Johnson et al
16 November 2017 12.30-14.00 Seminar series - everyone welcome!
Dave Hewitt, Loughborough University
Room 639
Grid Algebra: an approach to avoid/address some known common difficulties for students.
Grid Algebra is software which uses an innovative and kinaesthetic approach to teaching early algebra. It’s use of imagery taps into what students already know about making journeys and relates those knowings to algebraic notation and activity. I will offer a mixture of reporting on some work I did with an mixed attainment group of Year 5 students and offer some principles upon which the design of the software was based.
23 November 2017 12.30-14.00 Work in Progress meeting
Jennie Golding, UCL Institute of Education
Room 777
Pearson Mathematics 5-16 Efficacy projects: findings from the first full year
These projects aim to explore the efficacy of each of three sets of Pearson materials developed for National Curriculum Mathematics 2014 in England, in relation to key learner outcomes. They are expected to run from March 2016 through to January 2019. I am academic lead for all aspects of the research, and provide external validation for all 3 projects. I manage all aspects of the first two as PI. The projects between them employ 4 independent experienced mathematics ‘experts’ for fieldwork, drawing also on a range of Pearson Research and Efficacy team and support personnel, and supported by Pearson’s Director of Research UK.
Project 1: Evaluating the efficacy of Key Stage 1/2 ‘Abacus’ materials for pupils’ learning experience and mathematics skills development.
Project 2: Evaluating the efficacy of ‘Key Stage 3 Maths Progress’ and ‘GCSE 9-1 Mathematics’ for students’ learning experience and mathematics skills development.
Project 3: Evaluating the efficacy of Pearson GCSE Mathematics 2017 and free surround materials for students’ progress and confidence at Key Stage 4 and beyond.
It is anticipated (and my professional interest is centred here) these projects have the potential to contribute to knowledge of
- the processes of teacher development in relation to curriculum and assessment change;
- effective ways to support teachers in making deep change aligned with valued curriculum goals, and impediments to that;
- the ways in which curriculum and assessment, and related materials, impact on young people’s inclination, ability and enjoyment to function mathematically and on their mathematical and wider progression 5-16 and beyond.
30 November 2017 12.30-14.00 Work in Progress meeting
Jeremy Hodgen, UCL Institute of Education, and Colin Foster, University of Nottingham
Room 780
Addressing low attainment in mathematics in lower secondary: What do teachers believe and how do they teach?
In this seminar , we will present emerging findings from the Nuffield Foundation funded project, Low attainment in mathematics: an investigation focusing on Year 9 students in England. Specifically, we will present our analysis of interviews with secondary mathematics teachers, and discuss these in the light of interviews with low attaining secondary students, and a review of effective pedagogic approaches. We will consider the implications for practice and policy.
07 December 2017 12.30-14.00 Team meeting
Room 675
Team meeting agenda
12.30-13.30 MA in Maths Education team meeting - led by Cosette
13.30-14.00 Symposium update: instructions for chairing session - led by Nicola, Pete, Sinead
14 December 2017 10.00-17.30
Maths Education Symposium
Key note lectures, workshops and discussion groups organised by members of the Mathematics Education Special Interest Group at UCL Institute of Education. See here.
21 December 2017 Informal Christmas Team meeting :-)
Room 826
Christmas holiday