Melissa Rodd

Institute of Education, University College London, GEMS, Faculty Member

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My areas of interest centre around learning and teaching mathematics at secondary and early university level across a wide range of courses and levels of specialism. I am particularly interested in the interplay between affect (emotion) and cognition and have written on learners with special needs participation in mathematics and also those with high attainment chosing to do mathematics. A related area of interest is teaching mathematics and how a teacher's mathematical and pedagogical knowledge are intertwined and how their affect enhances or inhibits their performance as a teacher. This has lead to research on identities of teachers who are becoming mathematics specialists. My favourite branch of mathematics is geometry (in which I specialised for my Masters degree) and I am active both in teaching and researching the teaching of geometry.

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Armando Marques-Guedes

UNL - New University of Lisbon

Prof. Dr. Raffaele Pisano, MSc, HDR (Habil.)

Université des Sciences et Technologies de Lille (Lille-1)

Gulcin Tan Sisman

Hacettepe University

Patrick Blessinger

St. John's University

DAMIAN K O F I MEREKU

University Of Education, Winneba

Nikos Mantzakouras

National & Kapodistrian University of Athens

Deniz Çeliksoy Eroğlu

Mehmet Akif Ersoy University

Jana Javornik

University of East London

Gwen Robbins Schug

University of North Carolina at Greensboro

Gabriel Gutierrez-Alonso

University of Salamanca

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Special Needs in Mathematics Classrooms: Relationships With Others

This chapter uses psychoanalytical theory to help to understand emotion when a student has diffic... more 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 theorized and discussed, and issues related to teacher preparation and in-service training are put forward. The notion of a “math-care environment” is developed and ways to help a teacher pause, in order to relate to a learner, are advocated.

Space for geometric work: points of affect

This paper uses ideas from the field of neuroscience of attention to investigate emotional (or ot... more This paper uses ideas from the field of neuroscience of attention to investigate emotional (or other affective) responses - ‘points of affect’ - that instigate change in teachers’ or learners’ Space for Geometric Work (‘SWG’). SWG theorises that physical space and tools or artefacts, together with suitable language development, are the components from which a cognitive grasp of geometry is formed. Research from the neuroscience of attention theorises a distinction between ‘top-down’ and ‘bottom-up’ attention. ‘Points of affect’ divert attention and thus can change a person’s SGW. The main body of the paper concerns relationships between deductive and perceptual reasoning in terms of attention processing and points of affect. Application to teaching geometry is discussed.

Mathematics Education Review , No 12 , July 2000 Connections

This description/analysis of a secondary mathematics PGCE session is a case study about mathemati... more This description/analysis of a secondary mathematics PGCE session is a case study about mathematics PGCEteaching practice. The session described and analysed was called 'Preparing for rich mathematical activity' and was taught towards the end of the one-year mathematics PGCE students' course at the University of Leeds in 1999. The aim of the session was to increase the student-teachers' teaching repertoires to include problem-solving activities based on pupils' conceptual problems with National Curriculum (DjEE 1995) topics.

Learning in lectures : multiple representations Article Type : paper Learning in lectures : multiple representations

Learning in lectures: multiple representations LEIGH. N. Wood*†, SADHBH. JOYCE†, PETER. PETOCZ† a... more Learning in lectures: multiple representations LEIGH. N. Wood*†, SADHBH. JOYCE†, PETER. PETOCZ† and MELISSA RODD§ † Division of Economic and Financial Studies, Macquarie University, Australia, 2109 § Institute of Education, University of London, UK Correspondence *Corresponding author. Email: [email protected] Lectures remain the lynchpin of mathematics teaching at university even with advances in information technology and access to the internet. This paper examines the requirements for learning mathematics and shows how important it is for lecturers to be aware of the different modes of presentation they are using. We consider ways to assist students to make the connections between different representations with particular reference to students whose first language is not English.

Melissa Rodd

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