HAL (Le Centre pour la Communication Scientifique Directe), Feb 4, 2015
This paper presents an exploratory study, using a methodology based on the idea of building knowl... more This paper presents an exploratory study, using a methodology based on the idea of building knowledge through the use of social media such as blogs, discussion forums and twitter. The study builds on work carried out in the UK, collecting and synthesising reports related to mathematics education, and from this developing research on the perceived causes of the (assumed) problems with mathematics education in the UK. It develops the research to take account of the South African context, and investigates the same question in this context. The results are compared, and findings include the fact that in both countries 'negative attitudes' towards mathematics are seen as a major cause. The paper concludes by reflecting on the methodology adopted.
It is well recognised that professional development research often struggles to demonstrate that ... more It is well recognised that professional development research often struggles to demonstrate that changes in a teacher’s practice are as a result of a professional development initiative (e.g. Guskey, 2007). One reason is that teachers are influenced by a ‘patchwork’ of learning opportunities and it is sometimes impossible to pick out how, and to what extent, each opportunity may have contributed to these changes.
In response to teachers’ complaints about an overcrowded curriculum, FMSPW initiated a research p... more In response to teachers’ complaints about an overcrowded curriculum, FMSPW initiated a research project into the Flipped Classroom Approach (FCA) in two phases. We have already reported on teachers’ and students’ experiences of introducing and using the FCA (Phase 1) at previous conferences ( Joubert, Oakes, & Lyakhova, 2019; Oakes, Davies, Joubert, & Lyakhova, 2018). In this second phase of our research we are focusing on the teaching and learning of mathematics, looking at how teachers are using the time gained and teachers’ and students’ perceptions of improved mathematical learning.
The natural sciences are concerned with how things are. Design, on the other hand, is concerned w... more The natural sciences are concerned with how things are. Design, on the other hand, is concerned with how things might be.
Investigating the influence of the NCETM portal on extending networks and the professional development of teachers of mathematics
One of the aims of the Researching Effective CPD in Mathematics Education (RECME) project was to ... more One of the aims of the Researching Effective CPD in Mathematics Education (RECME) project was to investigate the influence of the NCETM portal on the professional development of teachers of mathematics. To gain an understanding of how the portal was being used, data was collected through in-depth interviews with a group of teachers who participated in the CPD initiatives that were part of the project. This session outlines the findings of this investigation by first considering the teachers' use of the NCETM portal ...
The working group has met four times at BSRLM to explore the relationships between research, prac... more The working group has met four times at BSRLM to explore the relationships between research, practice and policy. The particular focus is on 'impact' -for example, the group is interested in ways in which research might make an impact by informing practice at classroom, institutional and/or systemic level and influencing policy makers.
All in-text references underlined in blue are linked to publications on ResearchGate, letting you... more All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
Abstract. This article describes the results of a case study conducted amongst 21 doctoral candid... more Abstract. This article describes the results of a case study conducted amongst 21 doctoral candidates and three senior researchers at the Joint European Summer School on Technology Enhanced Learning 2010. The study aims to analyse the needs of early career researchers working within the field of TEL in geographically distant communities, particularly with respect to online collaboration, communication and information exchange. This study can be seen as a needs analysis on support structures to enable research 2.0 in TEL among young researchers.
of those that did so reported explicitly on how their theoretical frame shaped the design of rese... more of those that did so reported explicitly on how their theoretical frame shaped the design of research methodologies/ approaches guiding activities with teachers. One significant outcome has been the difficulty of relating teachers' learning to collaboration within a project, although many initiatives report developments in teaching, teacher learning and students' learning.
Characterising professional development for teachers of mathematics
One of the aims of the Researching Effective CPD in Mathematics Education (RECME) project was to ... more One of the aims of the Researching Effective CPD in Mathematics Education (RECME) project was to characterise CPD for teachers of mathematics. This paper presents an outline of the findings related to this aim, describing the landscape of professional development within thirty sample initiatives in terms of: 1 the different organisational structures of CPD initiatives 2 the ways in which CPD initiatives attend to interrelated aspects of mathematical knowledge for teaching: mathematics, students' concepts in mathematics and ways of ...
Teaching Mathematics and its Applications: An International Journal of the IMA
This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales ... more This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experienced the Further Mathematics (FM) courses which are delivered either face-to-face or online and, more generally, to negotiate a place of alternative forms of delivery in post-16 mathematics curriculum. Sixteen students, eight of whom studied through the online course, were interviewed; overall, although they found the course challenging both in terms of the content and relatively limited teaching time, they enjoyed it and appeared to perceive benefits from taking the course. Most volunteered ‘tips’ about coping with the challenges of the course and the tips can be seen as strategies of self-regulation. Self-regulation strategies were reported more strongly by the students taking the course...
Digital Technologies in Designing Mathematics Education Tasks, 2016
Teachers should and do design tasks for the mathematics classroom, with specific mathematical lea... more Teachers should and do design tasks for the mathematics classroom, with specific mathematical learning as the objective. Completing the tasks should require students to engage in dialectics of action, formulation and validation (Brousseau in Theory of didactical situations in mathematics : didactique des mathematiques, Dordrecht: Kluwer Academic Publishers, 1997) and to move between the pragmatic/empirical field and the mathematical/systematic field (Noss et al. in Educational Studies in Mathematics, 33(2), 203-233, 1997). In the classroom, students act within a milieu, and where computers are part of this milieu, particular considerations with respect to task design include questions about the mathematics the student does and the mathematics the computer does, and the role offeedback from the computer. Whilst taking into account the role of the computer, the design of tasks can also be guided by theoretical constructs related to obstacles of various kinds; ontogenic, didactical and epistemological (Brousseau in Theory of didactical situations in mathematics : didactique des mathematiques, Dordrecht: Kluwer Academic Publishers, 1997), and, whereas the first two should be avoided, the third should be encouraged. An example of a task taken from empirical research in an ordinary classroom is used to illustrate some of these ideas, also demonstrating how difficult and complex it is for many teachers to design tasks that use computer software in ways that provoke the sort of student activity that would be likely to lead to mathematical learning. Implications for teacher professional development are discussed.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 4, 2015
This paper presents an exploratory study, using a methodology based on the idea of building knowl... more This paper presents an exploratory study, using a methodology based on the idea of building knowledge through the use of social media such as blogs, discussion forums and twitter. The study builds on work carried out in the UK, collecting and synthesising reports related to mathematics education, and from this developing research on the perceived causes of the (assumed) problems with mathematics education in the UK. It develops the research to take account of the South African context, and investigates the same question in this context. The results are compared, and findings include the fact that in both countries 'negative attitudes' towards mathematics are seen as a major cause. The paper concludes by reflecting on the methodology adopted.
It is well recognised that professional development research often struggles to demonstrate that ... more It is well recognised that professional development research often struggles to demonstrate that changes in a teacher’s practice are as a result of a professional development initiative (e.g. Guskey, 2007). One reason is that teachers are influenced by a ‘patchwork’ of learning opportunities and it is sometimes impossible to pick out how, and to what extent, each opportunity may have contributed to these changes.
In response to teachers’ complaints about an overcrowded curriculum, FMSPW initiated a research p... more In response to teachers’ complaints about an overcrowded curriculum, FMSPW initiated a research project into the Flipped Classroom Approach (FCA) in two phases. We have already reported on teachers’ and students’ experiences of introducing and using the FCA (Phase 1) at previous conferences ( Joubert, Oakes, & Lyakhova, 2019; Oakes, Davies, Joubert, & Lyakhova, 2018). In this second phase of our research we are focusing on the teaching and learning of mathematics, looking at how teachers are using the time gained and teachers’ and students’ perceptions of improved mathematical learning.
The natural sciences are concerned with how things are. Design, on the other hand, is concerned w... more The natural sciences are concerned with how things are. Design, on the other hand, is concerned with how things might be.
Investigating the influence of the NCETM portal on extending networks and the professional development of teachers of mathematics
One of the aims of the Researching Effective CPD in Mathematics Education (RECME) project was to ... more One of the aims of the Researching Effective CPD in Mathematics Education (RECME) project was to investigate the influence of the NCETM portal on the professional development of teachers of mathematics. To gain an understanding of how the portal was being used, data was collected through in-depth interviews with a group of teachers who participated in the CPD initiatives that were part of the project. This session outlines the findings of this investigation by first considering the teachers' use of the NCETM portal ...
The working group has met four times at BSRLM to explore the relationships between research, prac... more The working group has met four times at BSRLM to explore the relationships between research, practice and policy. The particular focus is on 'impact' -for example, the group is interested in ways in which research might make an impact by informing practice at classroom, institutional and/or systemic level and influencing policy makers.
All in-text references underlined in blue are linked to publications on ResearchGate, letting you... more All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
Abstract. This article describes the results of a case study conducted amongst 21 doctoral candid... more Abstract. This article describes the results of a case study conducted amongst 21 doctoral candidates and three senior researchers at the Joint European Summer School on Technology Enhanced Learning 2010. The study aims to analyse the needs of early career researchers working within the field of TEL in geographically distant communities, particularly with respect to online collaboration, communication and information exchange. This study can be seen as a needs analysis on support structures to enable research 2.0 in TEL among young researchers.
of those that did so reported explicitly on how their theoretical frame shaped the design of rese... more of those that did so reported explicitly on how their theoretical frame shaped the design of research methodologies/ approaches guiding activities with teachers. One significant outcome has been the difficulty of relating teachers' learning to collaboration within a project, although many initiatives report developments in teaching, teacher learning and students' learning.
Characterising professional development for teachers of mathematics
One of the aims of the Researching Effective CPD in Mathematics Education (RECME) project was to ... more One of the aims of the Researching Effective CPD in Mathematics Education (RECME) project was to characterise CPD for teachers of mathematics. This paper presents an outline of the findings related to this aim, describing the landscape of professional development within thirty sample initiatives in terms of: 1 the different organisational structures of CPD initiatives 2 the ways in which CPD initiatives attend to interrelated aspects of mathematical knowledge for teaching: mathematics, students' concepts in mathematics and ways of ...
Teaching Mathematics and its Applications: An International Journal of the IMA
This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales ... more This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experienced the Further Mathematics (FM) courses which are delivered either face-to-face or online and, more generally, to negotiate a place of alternative forms of delivery in post-16 mathematics curriculum. Sixteen students, eight of whom studied through the online course, were interviewed; overall, although they found the course challenging both in terms of the content and relatively limited teaching time, they enjoyed it and appeared to perceive benefits from taking the course. Most volunteered ‘tips’ about coping with the challenges of the course and the tips can be seen as strategies of self-regulation. Self-regulation strategies were reported more strongly by the students taking the course...
Digital Technologies in Designing Mathematics Education Tasks, 2016
Teachers should and do design tasks for the mathematics classroom, with specific mathematical lea... more Teachers should and do design tasks for the mathematics classroom, with specific mathematical learning as the objective. Completing the tasks should require students to engage in dialectics of action, formulation and validation (Brousseau in Theory of didactical situations in mathematics : didactique des mathematiques, Dordrecht: Kluwer Academic Publishers, 1997) and to move between the pragmatic/empirical field and the mathematical/systematic field (Noss et al. in Educational Studies in Mathematics, 33(2), 203-233, 1997). In the classroom, students act within a milieu, and where computers are part of this milieu, particular considerations with respect to task design include questions about the mathematics the student does and the mathematics the computer does, and the role offeedback from the computer. Whilst taking into account the role of the computer, the design of tasks can also be guided by theoretical constructs related to obstacles of various kinds; ontogenic, didactical and epistemological (Brousseau in Theory of didactical situations in mathematics : didactique des mathematiques, Dordrecht: Kluwer Academic Publishers, 1997), and, whereas the first two should be avoided, the third should be encouraged. An example of a task taken from empirical research in an ordinary classroom is used to illustrate some of these ideas, also demonstrating how difficult and complex it is for many teachers to design tasks that use computer software in ways that provoke the sort of student activity that would be likely to lead to mathematical learning. Implications for teacher professional development are discussed.
Uploads
Papers by Marie Joubert