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Marco Angelini

University of Technology Sydney, Faculty of Engineering and Information Technology, Faculty Member

University of Technology Sydney, Faculty of Arts and Social Sciences, Faculty Member

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B.Sc.: London School of Economics, 1992- Government and History (First Class).
M.Sc.: London School of Economics, 1993- Political Theory.
Ph.D.: Queen's University of Belfast, 1999- History of Philosophy.
PGCE: Institute of Education (London), 2007- Post-Compulsory Education.
Taught Politics, History, Sociology, Critical Thinking at LSE, Queen's, Belfast, West London College.
Transition Manager at University College London- 2006-2012
Equity Co-ordinator at University of Technology, Sydney from 2013
Research Project Manager, Faculty of Social Science, UTS, from 2015
Address: Sydney, New South Wales, Australia

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Papers by Marco Angelini

Springer eBooks, 2020

A central part of the project was to encourage student engagement through the use of rich pedagog... more A central part of the project was to encourage student engagement through the use of rich pedagogies. The chapter provides an educational rationale for how rich tasks can be used to increase student motivation and engagement in mathematics learning. This chapter explores three individual case studies of resource modules-Bees with Backpacks, Stargazing with the Square Kilometre Array and Maths in 3D. These case studies were selected because of the richness and variety of the data on the impact of their delivery, as well as the strong contrasts they presented in terms of learning tasks. Maths in 3D was our pilot topic, and the feedback from activities in this module was used to shape and develop the selections and content for the rest of the project modules. The Bees with Backpacks and Stargazing modules by contrast were developed later in the project; this chapter will, therefore, allow readers to track the development of the project material in terms of the quality and richness of the tasks.

Introducing Maths Inside and the Australian Maths and Science Partnerships Program (AMSPP)

Making School Maths Engaging, 2020

Conclusions and Answering the Research Questions

The Case for Mathematical Literacy

This chapter outlines the need for mathematical literacy in modern society. We make the case for ... more This chapter outlines the need for mathematical literacy in modern society. We make the case for the importance of particular aspects of numeracy and digital literacy for current and future generations. We consider how the Maths Inside Project is responding to recent research in this field, to policy discussions, and to the needs of students and teachers in mathematics classes. The prevalence of Big Data, the ways that people access their information and how decisions are currently shaped point to a need for increased understanding of mathematical processes and ways of thinking. We examine the need for students to gain mathematical insights to problem-solving, to shape their own lives and to be able to critically analyse data-rich arguments. In this chapter, we identify motivation, confidence and skills as the main factors in enhancing the development of mathematical literacy by secondary school students. We show how these key factors informed the development of our design for our M...

Student engagement as transformation

Journal of Applied Research in Higher Education, 2012

PurposeThe purpose of this paper is to examine the impact of student engagement in UCL’s Transiti... more PurposeThe purpose of this paper is to examine the impact of student engagement in UCL’s Transition Mentoring scheme upon the individuals who take the role of mentor.Design/methodology/approachThe study used data gathered from questionnaire responses from four cohorts of mentors from 2008‐2011.FindingsThe findings suggest that by assuming the role of mentor, students experience a development in their ability to critically reflect on their skills, knowledge and approaches to learning. From this increased awareness of their learning conceptions, and critical evaluation of their strengths and weaknesses, mentors actively develop new methods to accelerate their academic and personal development. In this way, the act of mentoring other students seems to enable the mentors to develop a more critical learner self‐concept. Through this process, many mentors experience a transformation from the learner they were before they took the mentoring role.Originality/valueThis paper explores the rol...

Re-Imagining the Caesars

Opticon1826, 2007

Maths Inside from the Students’ Perspectives

by Marco Angelini and Mary Coupland

Making School Maths Engaging, 2020

This chapter traces the impact of the Maths Inside resources using aggregated student data from o... more This chapter traces the impact of the Maths Inside resources using aggregated student data from our research study. We used qualitative and quantitative data to give voice to the student perspective on their involvement with the project resources, including analysis of a longitudinal study of a group of students. At the beginning of our relationship with a school, each student completed a benchmarking survey, allowing us to gauge the students' level of engagement in their mathematics learning. At the end of each activity the students completed a post-activity survey, allowing us to track the impact of the Maths Inside resources on their learning development. We collected data from secondary schools from all educational sectors-Catholic, Independent and Public, mainly in New South Wales (NSW) but also from schools in Tasmania, Victoria and Western Australia. This chapter provides compelling evidence from students for the value of the Maths Inside resources and suggested pedagogies.

Making School Maths Engaging, 2020

A central part of the project was to encourage student engagement through the use of rich pedagog... more A central part of the project was to encourage student engagement through the use of rich pedagogies. The chapter provides an educational rationale for how rich tasks can be used to increase student motivation and engagement in mathematics learning. This chapter explores three individual case studies of resource modules-Bees with Backpacks, Stargazing with the Square Kilometre Array and Maths in 3D. These case studies were selected because of the richness and variety of the data on the impact of their delivery, as well as the strong contrasts they presented in terms of learning tasks. Maths in 3D was our pilot topic, and the feedback from activities in this module was used to shape and develop the selections and content for the rest of the project modules. The Bees with Backpacks and Stargazing modules by contrast were developed later in the project; this chapter will, therefore, allow readers to track the development of the project material in terms of the quality and richness of the tasks.

Maths Inside from Teachers’ Perspectives

by Marco Angelini and Mary Coupland

Making School Maths Engaging, 2020

As part of the Maths Inside Project, we designed teacher accredited professional development work... more As part of the Maths Inside Project, we designed teacher accredited professional development workshops to support teachers in understanding the research underpinning the materials and the context of the Maths Inside resources. As part of the dissemination strategy, we presented at local and interstate mathematics and science teacher education conferences. In this chapter we discuss the feedback we collected from the workshops both in participating schools and at the conferences. The collection of data from these different sources allows a rich picture to be formed of the perceptions of teachers about the project. Drawing on survey and interview data, we trace the impact of the Maths Inside resources on the teachers' and student teachers' professional development in mathematics, classroom activities and approaches to their own learning. At the beginning of the project, we asked teachers to complete a benchmarking form to describe their engagement with mathematics and confidence in their own mathematics professional practice. At the end of each activity, teachers were asked to complete a post-activity survey, allowing us to compare these data with benchmarked indicators. We also gained their feedback concerning their perceptions of their students' reactions to the Maths Inside resources. Keywords Teacher professional learning • Benchmark data • Champions • Mathematics teaching • Teacher confidence • Maths Inside Project

“Maths Inside”: A Project to Raise Interest in Mathematics

by Marco Angelini and Mary Coupland

Mathematics Education Research Group of Australasia, 2017

In this paper, we provide an overview of the “Maths Inside” project, funded by the Australian Mat... more In this paper, we provide an overview of the “Maths Inside” project, funded by the Australian Maths and Science Partnership Program (AMSPP). The overall aim of the AMSPP is to improve uptake and participation of students in mathematics and science at secondary and tertiary levels. In this research project, we aim to improve student interest in mathematics and support mathematics teachers in their professional learning, through provision of rich and investigative learning resources, including video case studies of CSIRO scientists and mathematicians. Data collection on the outcomes of the project is ongoing and will be reported in subsequent papers.

Engaging Australian students in mathematics learning

Reflections, 2016

This article introduces the project 'Maths Inside'; the main purposes and design choices that hav... more

"Maths Inside": A Project to Raise Interest in Mathematics

MERGA Conference Proceedings 2017, 2017

In this paper, we provide an overview of the "Maths Inside" ploject, funded by the Australian Mat... more In this paper, we provide an overview of the "Maths Inside" ploject, funded by the Australian Maths and Science Partnership Program (AMSPP). The overall aim of the AMSPP is to improve uptake and participation of students in mathematics and science at secondary ând tertialy levels. In this research project, we aim to improve student interest in mathematics and support mathematics teachers in their professional learning, through provision of rich and investlgative learning resources, including video case studies of CSIRO scientists and mathematicians. Data collection on the outcomes of the project is ongoing and will be reported in subsequent papers.

Did Protagoras Have an Epistemology?

Interpreting the Elder Sophists

Protagoras on Metron and Poiesis- extract from PhD thesis, QUB

I believe that part of the reason that a good deal of scholarly attention has been paid to Protag... more I believe that part of the reason that a good deal of scholarly attention has been paid to Protagoras has something to do with the compliment Plato paid to the fifth century Sophist in making him his chief philosophical nemesis. And yet, in the many recent articles on Protagoras, nowhere is the case made that he left more than a modest contribution to the Western philosophical tradition. In what follows, I intend to offer some arguments in favour of re-locating the Protagorean terms metron (DK80 B1) and poiesis (DK80 A21) in the oral/poetic culture of pre-classical Greece; in this way, I wish to suggest that the Sophist is best understood not just outside of the philosophical tradition but as fundamentally opposed to it.

Rationality and the Political Process

Re-imagining the Caesars

Evaluation of UCL Transition Programme

Peer-Assisted Learning in Maths-Based Teaching Programs

The UCL Transition Programme (TP) began in 2005 as a pilot in three undergraduate teaching progra... more The UCL Transition Programme (TP) began in 2005 as a pilot in three undergraduate teaching programs. From 2006/07 it has been rolled out to include all undergraduate teaching areas, and since 2009/10 every first-year student has been allocated a mentor, and has benefited from study skills workshops, information sessions, peer-assisted learning and online support. The TP pilot report provides a comprehensive discussion of how it was developed [1].

Student Engagement as Transformation

Springer eBooks, 2020

A central part of the project was to encourage student engagement through the use of rich pedagog... more A central part of the project was to encourage student engagement through the use of rich pedagogies. The chapter provides an educational rationale for how rich tasks can be used to increase student motivation and engagement in mathematics learning. This chapter explores three individual case studies of resource modules-Bees with Backpacks, Stargazing with the Square Kilometre Array and Maths in 3D. These case studies were selected because of the richness and variety of the data on the impact of their delivery, as well as the strong contrasts they presented in terms of learning tasks. Maths in 3D was our pilot topic, and the feedback from activities in this module was used to shape and develop the selections and content for the rest of the project modules. The Bees with Backpacks and Stargazing modules by contrast were developed later in the project; this chapter will, therefore, allow readers to track the development of the project material in terms of the quality and richness of the tasks.

Introducing Maths Inside and the Australian Maths and Science Partnerships Program (AMSPP)

Making School Maths Engaging, 2020

Conclusions and Answering the Research Questions

The Case for Mathematical Literacy

This chapter outlines the need for mathematical literacy in modern society. We make the case for ... more This chapter outlines the need for mathematical literacy in modern society. We make the case for the importance of particular aspects of numeracy and digital literacy for current and future generations. We consider how the Maths Inside Project is responding to recent research in this field, to policy discussions, and to the needs of students and teachers in mathematics classes. The prevalence of Big Data, the ways that people access their information and how decisions are currently shaped point to a need for increased understanding of mathematical processes and ways of thinking. We examine the need for students to gain mathematical insights to problem-solving, to shape their own lives and to be able to critically analyse data-rich arguments. In this chapter, we identify motivation, confidence and skills as the main factors in enhancing the development of mathematical literacy by secondary school students. We show how these key factors informed the development of our design for our M...

Student engagement as transformation

Journal of Applied Research in Higher Education, 2012

PurposeThe purpose of this paper is to examine the impact of student engagement in UCL’s Transiti... more PurposeThe purpose of this paper is to examine the impact of student engagement in UCL’s Transition Mentoring scheme upon the individuals who take the role of mentor.Design/methodology/approachThe study used data gathered from questionnaire responses from four cohorts of mentors from 2008‐2011.FindingsThe findings suggest that by assuming the role of mentor, students experience a development in their ability to critically reflect on their skills, knowledge and approaches to learning. From this increased awareness of their learning conceptions, and critical evaluation of their strengths and weaknesses, mentors actively develop new methods to accelerate their academic and personal development. In this way, the act of mentoring other students seems to enable the mentors to develop a more critical learner self‐concept. Through this process, many mentors experience a transformation from the learner they were before they took the mentoring role.Originality/valueThis paper explores the rol...

Re-Imagining the Caesars

Opticon1826, 2007

Maths Inside from the Students’ Perspectives

by Marco Angelini and Mary Coupland

Making School Maths Engaging, 2020

This chapter traces the impact of the Maths Inside resources using aggregated student data from o... more This chapter traces the impact of the Maths Inside resources using aggregated student data from our research study. We used qualitative and quantitative data to give voice to the student perspective on their involvement with the project resources, including analysis of a longitudinal study of a group of students. At the beginning of our relationship with a school, each student completed a benchmarking survey, allowing us to gauge the students' level of engagement in their mathematics learning. At the end of each activity the students completed a post-activity survey, allowing us to track the impact of the Maths Inside resources on their learning development. We collected data from secondary schools from all educational sectors-Catholic, Independent and Public, mainly in New South Wales (NSW) but also from schools in Tasmania, Victoria and Western Australia. This chapter provides compelling evidence from students for the value of the Maths Inside resources and suggested pedagogies.

Making School Maths Engaging, 2020

A central part of the project was to encourage student engagement through the use of rich pedagog... more A central part of the project was to encourage student engagement through the use of rich pedagogies. The chapter provides an educational rationale for how rich tasks can be used to increase student motivation and engagement in mathematics learning. This chapter explores three individual case studies of resource modules-Bees with Backpacks, Stargazing with the Square Kilometre Array and Maths in 3D. These case studies were selected because of the richness and variety of the data on the impact of their delivery, as well as the strong contrasts they presented in terms of learning tasks. Maths in 3D was our pilot topic, and the feedback from activities in this module was used to shape and develop the selections and content for the rest of the project modules. The Bees with Backpacks and Stargazing modules by contrast were developed later in the project; this chapter will, therefore, allow readers to track the development of the project material in terms of the quality and richness of the tasks.

Maths Inside from Teachers’ Perspectives

by Marco Angelini and Mary Coupland

Making School Maths Engaging, 2020

As part of the Maths Inside Project, we designed teacher accredited professional development work... more As part of the Maths Inside Project, we designed teacher accredited professional development workshops to support teachers in understanding the research underpinning the materials and the context of the Maths Inside resources. As part of the dissemination strategy, we presented at local and interstate mathematics and science teacher education conferences. In this chapter we discuss the feedback we collected from the workshops both in participating schools and at the conferences. The collection of data from these different sources allows a rich picture to be formed of the perceptions of teachers about the project. Drawing on survey and interview data, we trace the impact of the Maths Inside resources on the teachers' and student teachers' professional development in mathematics, classroom activities and approaches to their own learning. At the beginning of the project, we asked teachers to complete a benchmarking form to describe their engagement with mathematics and confidence in their own mathematics professional practice. At the end of each activity, teachers were asked to complete a post-activity survey, allowing us to compare these data with benchmarked indicators. We also gained their feedback concerning their perceptions of their students' reactions to the Maths Inside resources. Keywords Teacher professional learning • Benchmark data • Champions • Mathematics teaching • Teacher confidence • Maths Inside Project

“Maths Inside”: A Project to Raise Interest in Mathematics

by Marco Angelini and Mary Coupland

Mathematics Education Research Group of Australasia, 2017

In this paper, we provide an overview of the “Maths Inside” project, funded by the Australian Mat... more In this paper, we provide an overview of the “Maths Inside” project, funded by the Australian Maths and Science Partnership Program (AMSPP). The overall aim of the AMSPP is to improve uptake and participation of students in mathematics and science at secondary and tertiary levels. In this research project, we aim to improve student interest in mathematics and support mathematics teachers in their professional learning, through provision of rich and investigative learning resources, including video case studies of CSIRO scientists and mathematicians. Data collection on the outcomes of the project is ongoing and will be reported in subsequent papers.

Engaging Australian students in mathematics learning

Reflections, 2016

This article introduces the project 'Maths Inside'; the main purposes and design choices that hav... more

"Maths Inside": A Project to Raise Interest in Mathematics

MERGA Conference Proceedings 2017, 2017

In this paper, we provide an overview of the "Maths Inside" ploject, funded by the Australian Mat... more In this paper, we provide an overview of the "Maths Inside" ploject, funded by the Australian Maths and Science Partnership Program (AMSPP). The overall aim of the AMSPP is to improve uptake and participation of students in mathematics and science at secondary ând tertialy levels. In this research project, we aim to improve student interest in mathematics and support mathematics teachers in their professional learning, through provision of rich and investlgative learning resources, including video case studies of CSIRO scientists and mathematicians. Data collection on the outcomes of the project is ongoing and will be reported in subsequent papers.

Did Protagoras Have an Epistemology?

Interpreting the Elder Sophists

Protagoras on Metron and Poiesis- extract from PhD thesis, QUB

I believe that part of the reason that a good deal of scholarly attention has been paid to Protag... more I believe that part of the reason that a good deal of scholarly attention has been paid to Protagoras has something to do with the compliment Plato paid to the fifth century Sophist in making him his chief philosophical nemesis. And yet, in the many recent articles on Protagoras, nowhere is the case made that he left more than a modest contribution to the Western philosophical tradition. In what follows, I intend to offer some arguments in favour of re-locating the Protagorean terms metron (DK80 B1) and poiesis (DK80 A21) in the oral/poetic culture of pre-classical Greece; in this way, I wish to suggest that the Sophist is best understood not just outside of the philosophical tradition but as fundamentally opposed to it.

Rationality and the Political Process

Re-imagining the Caesars

Evaluation of UCL Transition Programme

Peer-Assisted Learning in Maths-Based Teaching Programs

The UCL Transition Programme (TP) began in 2005 as a pilot in three undergraduate teaching progra... more The UCL Transition Programme (TP) began in 2005 as a pilot in three undergraduate teaching programs. From 2006/07 it has been rolled out to include all undergraduate teaching areas, and since 2009/10 every first-year student has been allocated a mentor, and has benefited from study skills workshops, information sessions, peer-assisted learning and online support. The TP pilot report provides a comprehensive discussion of how it was developed [1].

Student Engagement as Transformation

Making School Maths Engaging

by Marco Angelini and Mary Coupland

Springer Singapore, 2020

This book provides an account of a large-scale, national STEM initiative in Australia, the Maths ... more This book provides an account of a large-scale, national STEM initiative in Australia, the Maths Inside Project, which is designed to increase secondary school students’ engagement and participation in mathematics. The project’s modules include videos illustrating how scientists use mathematics to find solutions to real-world problems, as well as themed activities linked to the school curriculum for mathematics.
Outlining the current debates concerning mathematics education in Australia and beyond, the book describes the development and implementation of the modules to guide their use by teachers in year 8-12 Australian mathematics classrooms. It concludes with a discussion of the research, showing how the project increased student engagement.
The book discusses the partners involved in the project, including scientists, a national mathematics teachers’ association and the authors’ university. It also offers insights into how to embark on pedagogical improvement through collaboration between individual institutional stakeholders. Providing details of the modules to enable teachers and teacher educators to help their students better understand and utilise the curriculum resources of Maths Inside, the book is a useful resource for educators around the globe wanting to make mathematics engaging, topical and relevant for secondary school students.