seminars and meetings in 2021-22
************************* SiG in the time of COVID ************************
We planning to deliver a hybrid SiG this year. We are hoping to be able to hold in-person meetings at UCL Institute of Education with online attendance facilitated where possible and appropriate.
Please understand a hybrid SiG is a work in progress and there are likely to be teething problems, especially in Term 1! Thank you for your patience and understanding in advance :-)
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We are working to make the SIG more inclusive. Part of this is improving our communication about what the different types of meetings are for and who is welcome to attend.
Seminar series - everyone welcome! As title suggests, all are welcome to attend Seminar series events. See note above how to request an invite to the Teams meeting.
Reading Group - everyone welcome! All are welcome to attend Reading Group events. We select and discuss readings of interest to the group.
Work in progress These meetings are open to UCL staff and post-graduate research students. Through work-in-progress meetings we 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.
Team meeting 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 administrative matters. These meetings mainly occur at the start and end of term.
Autumn term
9 September 2021 12.30-14.00 Seminar series - everyone welcome!
Martin Hassler-Halstedt and Henrik Rosvall
Location: online via Teams
Can a combination of learning psychology and game design improve learning outcomes in maths?
In 2018 Martin Hassler Hallstedt, a Swedish psychologist/PhD, published a randomized controlled trial which demonstrated that 8 year-old students could make substantial gains from practising maths in a gamified environment on tablets. The same year, Henrik Rosvall and Martin started the company Akribian with the mission to develop a more comprehensive and story driven version of the maths app with the goal to improve children’s mathematical learning on a larger scale. The revised version of the app Count on me! is aimed at 6-9 year old children. Henrik and Martin will present the framework of learning psychology and story driven game design behind the app, as well as show Count on me! for the participants. https://akribian.com
16 September 2021 12.30-14.00 Informal team meeting
Many people will be involved with BERA this week, so just an informal opportunity or 'water-cooler' time for the maths education team to catch up. For those who are at IoE and are able + would like to join, please meet outside Nicola’s office at 12.30 with their lunch and we will decide whether to go have a picnic in Russell Square or commandeer tables in the Lawton Room or some other indoor space, depending on the weather.
23 September 2021 12.30-1400 Reading Group - everyone welcome!
Location: Physical Room C3.12 and online via Teams
Last academic year, we began to engage with the recent ZDM issue on teacher noticing. This topic seemed worthy of further discussion, so this week we've decided to read a key paper on the subject, specifically:
Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of technology and teacher education, 10(4), 571-596.
Clicking on the link above will take you to a PDF of the paper located on UCL Sharepoint. If you are external to UCL, you will need to access the paper through your own institution.
30 September 2021 12.30-14.00 Team meeting
Location: online via Teams
Welcome back everyone! This will be a team meeting to discuss the upcoming academic year. Our new Head of CPA department, Nicola Walshe, will be visiting the SiG at the start of the meeting to meet the team.
7 October 2021 12.30-14.00
Location: physically in Suman's office and online via Teams
On the 23rd September, we didn't actually manage to discuss the reading, so we are re-reading the van Es and Sherin (2002) paper :-)
Last academic year, we began to engage with the recent ZDM issue on teacher noticing. This topic seemed worthy of further discussion, so this week we've decided to read a key paper on the subject, specifically:
Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of technology and teacher education, 10(4), 571-596.
Clicking on the link above will take you to a PDF of the paper located on UCL Sharepoint. If you are external to UCL, you will need to access the paper through your own institution.
14 October 2021 12.30-14.00 Seminar series - everyone welcome!
Jennie Golding
Location: physically in rm 728 and online via Teams
TIMSS, PISA and mathematics: the studies and the potential for involvement
Four-yearly TIMSS studies that focus on years 5 and 9 mathematics and science curriculum-close attainment, and three-yearly PISA studies focusing on 15-year-olds’ reading, mathematics and science literacy, are international assessments that are influential on education policy across much of the globe. England is a longstanding participant in both these studies. Both require recruitment for and delivery of the tests, and then analysis, exploration and reporting of the results. Pearson UK is fulfilling the former roles for both TIMSS23 and PISA22 and working in collaboration with IoE for TIMSS23 and OUCEA for PISA22 for the ‘research’ strand. I am involved in both studies, as co-PI and mathematics subject expert for TIMSS23 (having been involved as subject expert for TIMSS19), and as Pearson’s own subject- and ‘research’ expert for PISA22.
In this seminar I’ll say a bit more about the two studies, including outlining:
- the teams involved and the sort of work I’m doing, and have done, in each
- what I particularly enjoy
- a few challenges
- the potential for further research, and for publications
- the potential for another in the MEG to get involved in subsequent cycles
21 October 2021 12.30-14.00 Seminar series - everyone welcome!
Christian Bokhove
Location: online ONLY via Teams
Methodological innovation for mathematics education research
In this talk Christian will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
- The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
- The use of sequence analysis for analysing data from an online mathematics tool.
- The usefulness of open approaches to improve research transparency.
28 October 2021 12.30-14.00 Team meeting
Location: physically in rm 826 and online via Teams
It's school half term this week, so there will be no formally organised SiG. Instead, there is an informal opportunity for team members to catch up with each other either in person or online.
4 November 2021 12.30-14.00 Work in progress
Maria Yamak
Location: physically in rm 826 and online via Teams
Evaluating the impact of a teacher training module in Lebanon (during a revolution!)
This mixed-methods study explored Lebanese pre-service teachers’ mathematics dispositions and efficacy beliefs in the context of a mathematics methods course at a time when the country itself was facing the start of a political and social revolution. The sample consisted of 11 pre-service teachers who completed a survey on their dispositions and efficacy beliefs prior to and after completing the methods course, in addition to participating in a semi-structured interview shortly after beginning the course. Results revealed pre-service teachers had the most positive beliefs with regards to how math is learned, the nature and usefulness of mathematics, and personal teaching efficacy. Following the course, statistically significant differences were observed with regards to beliefs about how math is learned, personal teaching efficacy beliefs, and general teaching efficacy beliefs.
11 November 2021 9.00-10.30 *** Please note the unusual time for this SiG slot! Seminar series - everyone welcome!
Jodie Hunter
Location: online ONLY via Teams
Implementing culturally sustaining pedagogy for diverse students in schooling: Interrogating teacher practices and multiple student outcomes
Equity is one of the most complex and pressing issues related to education both in New Zealand and internationally. Developing Mathematical Inquiry Communities professional learning and development focuses on ambitious practices and culturally sustaining pedagogy to shift student outcomes for diverse learners in New Zealand (Hunter & Hunter, 2018). We are interested in the relationship between teacher practices and student outcomes in relation to pedagogy, mathematical achievement, well-being, and engagement. We have been using a mixed methods approach with data collection including the development of lesson profiles, teacher questionnaires, student questionnaires and student achievement using comparative judgement. This presentation will report on the design of this study and the early findings.
Please note, Jodie has kindly agreed to present to the SIG from New Zealand. Due to the time difference, we have shifted the usual SiG time to make her presentation manageable. Thank you for your understanding and to Jodie for staying up late to present to us!
18 November 2021 13.00-14.00 *** Please note the later start due to IoE Assembly. Work in progress
Dan O'Brien
Location: online ONLY via Teams
Exploring Undergraduates' Views related to Mathematics Service Teachers' Knowledge
Dan is a recently graduate of the MA in Mathematics Education who will be presenting the findings of of his highly-graded dissertation. Drawing on data from an online survey across two universities, it explores the perceptions of undergraduates who take at least one mathematics course, but for whom mathematics is not their degree specialism. As well as probing student perceptions of the extent to which their mathematical needs are met by their mathematics service teachers (who teach mathematics to a number of faculties or departments) it goes on to consider what their professional development priorities for such teachers might be. Recommendations include a proposal that service teachers should consider tailoring their approach to make it more interactive and in line with the individual needs of their students.
25 November 2021 12.30-14.00 Team meeting
Cosette Crisan & Candia Morgan
Location: physically in rm 826 and online via Teams
Cosette and Candia will be leading a discussion around effective and efficient strategies for marking, in particular, providing written feedback on academic writing. It is intended that this discussion will be relevant to the provision of feedback on a wide range of academic writing, including assignments for ITE and MA post-graduate taught programmes and also doctoral writing and reviewing journal papers. Further details tbc nearer the time.
2 December 2021 12.30-14.00
***Cancelled due to UCU Strike Action***
See UCU website for further information on the strike action.
Location: physically in rm 826 and online via Teams
9 December 2021 12.30-14.00
CERME practice presentations - part 1 (parts 2 &3 in January) Work in progress
Location: physically in rm 826 and online via Teams
Conceptualising and operationalising socio-mathematical agency by Pete Wright
In this paper, a new theoretical construct of ‘socio-mathematical agency’ (SMA) is introduced. This is defined as the ability to use mathematics effectively to argue collectively for social change. It presents a conceptualisation of SMA which embraces the need to generate powerful mathematical knowledge, and which draws on critical mathematics education in foregrounding the need to attend to learners’ individual and collective agency. It proposes that developing SMA in learning mathematics can make a significant contribution towards cultivating the collective knowledge and critical understanding needed to address environmental, economic and social challenges facing global society; it goes on make suggestions for how SMA might be operationalized in the classroom, with the hope of generating further debate about the efficacy and possible future development of SMA.
Identifying improvisation in the secondary mathematics classroom by Nick McIvor
This paper argues that improvisation is a common feature of expert mathematics teaching, but that the processes involved remain under-explored by the research community. Drawing on ideas from organisational theorists and improvisational theatre practitioners as well as educational writers, it proposes a framework for identifying and analysing the practice of improvisation in the secondary mathematics classroom. It then goes on to place a more clearly defined concept of classroom improvisation within a wider understanding of teacher expertise and suggests future directions of study.
16 December 2021 12.30-14.00 Work in progress
Wenfei Du and Maryam Ibrahim, two recent MA graduates present their highly graded dissertation findings
Location: physically in rm 826 and online via Teams
Transition from A-Level to Collegiate Mathematics: Improvement on Mathematical Competences
by Wenfei Du
This study compares the mathematical competences measured by pre-collegiate level mathematics examinations and considers their development following the transition from secondary to tertiary mathematics education. The use of an adapted "mathematical competences" model enabled a quantitative analysis of the requirements of pre-collegiate examinations and an investigation of the collegiate mathematics learning difficulties reported by previous researchers.
How Does Virtual Reality (VR) Affect Learning 3D Geometry among Secondary School Learners?
by Maryam Ibrahim
This study looks at how VR affects the learning of 3D geometry through the lens of the ‘embodied instrumentation’ framework and addresses the following questions: What are the affordances of VR technology and how do these affordances relate to learners’ potentialities in ways which could aid the learning of 3D Geometry?
Remember: 16th December 2021 18.00-20.00 Chrismaths supper at Nostimo, Brunswick Centre, yay! Team celebration ;-)
6 January 2022 12.30-14.00 Work in progress
CERME practice presentations - part 2
Location: physically in rm 826 and online via Teams
Design considerations for facilitating mathematical learning online
by Eirini Geraniou (presenting) and Cosette Crisan
This paper presents a graduate student’s reflections on the design of learning opportunities using the Desmos tool for carrying out mathematical activities and the online Zoom platform for facilitating mathematical learning. Using the theory of instrumental orchestration as our interpretative framework, we discuss the different types of orchestrations when a digital tool is used to support mathematical learning not in the familiar face-to-face classroom based environment, but online instead. The contribution of this paper lies in the discussion of the design considerations and orchestrations to overcome the challenges of online learning and at the same time to capitalise on the opportunities it offers for mathematical learning.
An exploratory study on mathematics teacher educators’ beliefs and understandings about computational thinking
by Jeremy Hodgen (presenting) and Eirini Geraniou
This paper reports an investigation of mathematics teacher educators’ views and perceptions on computational thinking (CT) and its impact on mathematical learning. We conducted semi-structured interviews with experienced mathematics teacher educators, all of whom have extensive experience with the use of digital technologies for mathematical teaching and learning and report on data from two of them. Our aim is to offer insights into how CT is perceived and understood by them, to support them in self-assessing their possession of CT practices, and how to support mathematics teachers and students in gaining CT. We offer ideas regarding the promotion of CT and its integration in mathematics teaching and learning.
13 January 2022 12.30-14.00 Work in progress
CERME practice presentations - part 3
Location: physically in rm 826 and online via Teams
On ‘STACKification’: automating assessments in tertiary mathematics
by Ben Davies (presenting) Teresa Smart, Eirini Geraniou and Cosette Crisan
We report on university lecturers’ first-time experiences with computer-aided assessments. They were required to automate a significant proportion of the pre-existing weekly coursework for modules in first- or second-year undergraduate mathematics using STACK. We consider lecturers’ perspectives on the role of computer-aided assessments in course design for undergraduate mathematics; the knowledge of technical aspects required to implement STACK-based assessments; and the perceived merits of automated assessment for different aspects of mathematical study. We conclude with a series of reflections on areas for future research and the process of enculturating mathematicians into the realm of automated assessment.
Teachers’ knowledge for supporting transitions between dynamic digital technologies and static paper-and-pencil environments
by Nicola Bretscher
This paper explores teachers’ knowledge for supporting students to transition between technologies, for example, moving between using dynamic digital technologies and using static, paper-and-pencil environments for mathematics. The TPACK framework is used to explore such knowledge through an examination of one teacher’s frustration with the ‘rigidity’ of angle definition and measurement in GeoGebra, expressed in a task-based interview on circle theorems, compared with the relative ‘flexibility’ of a paper-and-pencil environment. The nature of the central TPCK construct is discussed and implications for teacher education are identified.
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20 January 2022 12.30-14.00 Work in progress
Becky Taylor
Introducing CPA's very own Impact Lead to the Maths Ed SiG :-)
Location: online via Teams
Becky will be reminding us what counts as research impact, how it can be 'measured' and the importance of building planning for impact into research projects from the outset. She'll introduce her role as Impact Lead, what she does and current opportunities for people to get involved/learn more about developing impact with the purpose of starting a discussion about how we can work together to improve and develop the impact of our research.
27 January 2022 12.30-14.00 Reading Group - everyone welcome!
Laurie Jacques
Location: in-person in rm 736 and online via Teams
Following up on Jodie Hunter's seminar, Laurie will lead a discussion of one of Jodie's recent papers:
Hunter, Jodie. "An Intersection of Mathematics Educational Values and Cultural Values: Pāsifika Students’ Understanding and Explanation of Their Mathematics Educational Values." ECNU Review of Education (Online) 4.2 (2021): 307-26. Web. https://journals.sagepub.com/doi/full/10.1177/2096531120931106#_i5
3 February 2022 12.30-14.00 ***CERME: No SIG this week***
10 February 2022 12.30-14.00 Team meeting
Just an informal team meeting this week to catch up after CERME.
Location: online via Teams or in Nicola's office (no other room was available)
17 February 2022 12.30-14.00 Team meeting
No planned meeting due to half term, but if people want to meet informally for lunch then of course they can :-)
Location: online via Teams and in 826
24 February 2022 12.30-14.00 Seminar series - everyone welcome!
Anna Baccaglini-Frank
Location: online via Teams and physically in rm 780
Opening doors into mathematical discourse using dynamic interactive mediators
In this talk, Anna will focus on students’ mathematical discourse emerging from interactions in the digital environment GeoGebra, in which one can construct virtual objects that realize mathematical signifiers, and then interact with them. These virtual object realizations can become dynamic interactive mediators (DIMs) that influence the development of the learners’ mathematical discourse. She will present some findings from a case study, in which she analyzes in fine detail the discourse developed by two dyads of students in response to an unfamiliar interview question. According to the analysis, the lower-achieving dyad ended up succeeding where standard-to-high-achieving peers did not. She will suggest a hypothesis as to why this may have been the case, suggesting that in general appropriate integration of DIMs into the teaching and learning of high school algebra can be beneficial for low-achieving students.
3 March 2022 12.30-14.00 Reading Group - everyone welcome!
Nicola Bretscher & Eirini Geraniou
Location: online via Teams and physically in rm 736
We are planning to create a survey investigating teachers' mathematical digital competences, see also next week's SiG. As part of this survey, we want to collect data on teachers' beliefs about teaching maths with technology. We are proposing to use the items from Thurm & Barzel (2021) . In the SiG, we will briefly present the paper, then we'd like to SiG attendees to have a go at the items as a starting point for discussion.
10 March 2022 12.30-14.00 Team meeting
Eirini Geraniou & Nicola Bretscher
Location: online via Teams and physically in rm 804
We are creating a survey investigating teachers' mathematical digital competences and would like to try out our items on SiG members and get constructive feedback as part of the design process. The survey is part of our CTTR seed-funded project.
17 March 2022 12.30-14.00 Seminar series - everyone welcome!
Shirley Tan
Location: online via Teams and physically in rm 736
Presenting multiple representations at the chalkboard: Bansho analysis of a Japanese Mathematics classroom
Pupils' ability to represent mathematical concepts in multiple ways is a central aspect of mathematical competence and communication. Thus, classroom instructions should be able to support learners to use multiple representations (MRs) to increase the quality and quantity of connections to a network of ideas. Given the importance of bansho (board writing and organisation) in Japanese mathematics classrooms, this study aimed to investigate how MRs are presented as bansho in a mathematics classroom. Guided by a coding scheme of MRs on bansho content, the analysis revealed the ways the MRs are facilitating (or hindering) pupils' understanding. In considering the effect of the sequence and translation of MRs identified in this study, it is important to focus on these aspects of lesson design in the future. The relevant findings are also crucial to illustrate to the educators and researchers how to explore the processes involved in the use of MRs and the critical factor that contribute to the success/failure of such processes through a detailed examination of the bansho.
24 March 2022 12.30-14.00 Work in progress
*** Cancelled due to UCU Strike Action ****
28th April 2022 12.30-14.00 Seminar series - everyone welcome!
Chronis Kynigos
Location: physically in rm 826 (and online via Teams)
Designs for the mathematical in tinkering with a) 3D graphical models and b) socio-scientific games
Expressive digital media can be designed to provide students with dense opportunity to engage in mathematical experiences by means of interacting with the media and developing a mathematical discourse while doing so. In my Lab in Athens we've developed two authoring systems allowing for such designs. One affords tinkering with programs of dynamically manipulable 3D figural models, and invites posing problems regarding their mathematical properties and behaviors. The other affords the modding of socio-scientific 'choices with consequences' games, exposing students to wicked problems and inviting them to consider the use and the role of mathematical thinking in doing so. Taking an example from each, I'll discuss three modes of design a) embedding mathematical concepts and properties in a model/game, b) half-baking a model/game so that students engage in questionning and de-bugging and c) student mathematisations with such half-baked models.
5th May 2022 12.30-14.00
Cosette Crisan
Location: physically in rm 804 (and online via Teams)
12th May 2022 12.30-14.00 Informal team meeting
Location: physically in rm 804 (and online via Teams)
19th May 2022 12.30-14.00 Work in progress
Wenfei Du, Maryam Ibrahim, Shuhui (Sophie) Li, Bohan Liu, Daniel O'Brien, Katherine Riding
Location: physically in rm 804 (and online via Teams)
Exploring a framework for mobile augmented reality (MAR) applications in mathematics education
At the start of 2022, a group of UCL Mathematics Education MA graduate students established a reading group; Mathematics Education in Extended Reality (XR). We meet once a week and have expanded to include members from East China Normal University. In the SiG, we will summarise discourse emerging from our reading sessions, invite SiG members to interact with some of the MAR apps we've been examining and welcome constructive feedback on the BSRLM workshop we plan to propose.
26th May 2022 12.30-14.00 Seminar series - everyone welcome!
Melissa Rodd
Location: physically in rm 804 (and online via Teams)
Artwork glosses from graduate students’ mathematics
In this seminar I will firstly introduce the brief for the London School of Geometry and Number Theory’s ‘artist in residence’, mention Covid-related challenges and present images of some of the artworks produced during 2020 and 2021. Then I would like to open a discussion on, for example, how to capture or become aware of another person’s mathematical creativity, or how doing art (which for many but not me includes music as well as other arts) can afford creativity in mathematics, or more broadly on art and maths.
9th June 2022 12.30-14.00 Work in progress
Manolis Mavrikis, Eirini Geraniou & Stefanie Vanbecelaere
Location: physically in rm 804 (and online via Teams)
Primary school teachers meet learning analytics dashboards: the case of multiplication tables mastery
Manolis will provide a short introduction to this interesting project.
The remainder of the SiG will provide time to catch up and perhaps to reflect on the CPA away day.
16th June 2022 12.30-14.00 Team meeting
Jeremy Hodgen
Location: physically in rm 804 (and online via Teams)
Discussing next year's workload.
23rd June 2022 14:30 - 16:00
IOE Staff Summer Party
30th June 2022 12.30-14.00
Jessica Barnecutt and Ijeaku Mezue Work in progress
Location: physically in rm 804 (and online via Teams)
Two of our recent successfully completed doctoral students present their research and then reflect on their respective doctoral journeys and routes (Ijeaku - PhD; Jessica - EdD).
Jessica - My thesis reports on a real-world enactment of teacher-initiated Mathematical Project Based Learning (MaPBL) by teachers and students in one school in the UK. The thesis aims to illuminate our understanding of the relationship between these 12-15-year-old students’ attitudes to mathematics and MaPBL, of the challenges they faced and the pedagogical strategies they perceived supportive, when leading their own learning during MaPBL.
Ijeaku - My thesis explores the notion of students shared epistemic agency as they enact an innovative mathematics pedagogy. The participation of the individual student, the classroom as a learning community and the behaviour of the teacher emerge as forms of empowerment in the mathematics classroom.
7th July 2022 12.30-14.00 Work in progress
Piers Saunders and Ali Simsek
Location: physically in rm 804 (and online via Teams)
Piers and Ali will present their doctoral research in a joint SiG, with both studies relating to teachers' use of digital technologies in mathematics teaching.
Piers - Tracing the evolution of teachers' mathematical knowledge and pedagogy through programming: Learning from Scratch
My research explores the role of primary school teachers’ mathematical and pedagogical knowledge as they taught with computer-based microworlds that formed part of the ScratchMaths curriculum to explore and reason about place value, variable and angle. The conceptual framework incorporated the Mathematical Pedagogical Technology Knowledge (MPTK) framework and the Instrumental Orchestration model. I used an adaptation of Schoenfeld’s Teaching for Robust Understanding framework for classroom observation analysis. I will discuss how teaching mathematics through computer programming requires the teacher to bridge between the computing and the mathematics domains and how some teachers managed to do this whist creating new connections within and between the knowledge domains.
Ali - Secondary Mathematics Teachers’ Classroom Teaching Practices with Dynamic Digital Technology: The Case of Geometric Similarity
In this talk, I will present my doctoral study which I completed officially in June 2021 at UCL Institute of Education. Employing Ruthven's Structuring Features of Classroom Practice framework, this study investigated secondary teachers’ incorporation of dynamic digital technology into their classroom practices when teaching geometric similarity. Data were collected from three case study teachers, using video-recorded classroom observations, audio-recorded post-lesson teacher interviews, and classroom resources. I will discuss the findings that point to key characteristics of teachers’ practices incorporating dynamic digital technology for teaching geometric similarity.
14th July 2022 12.30-14.00
Location: physically in rm 804 (and online via Teams)