Mathematical Pedagogy Group
The Mathematical Pedagogy Group has expertise in a broad range of areas related to the analysis of teaching and learning from primary through to tertiary levels of education. The group draws on a wide range of methodological approaches including grounded theory, experimental and quantitative study designs, eye-tracking studies, comparative judgement techniques, international comparisons, social network analyses, and applications of activity theory. Recent and current research has focussed on conceptual understanding, student comprehension of mathematical texts, teacher knowledge, summative assessment, and classroom technologies. This work involves close collaboration with institutions across the UK and overseas, including the University of Agder in Norway, Massey University in New Zealand, and Rutgers University in New Jersey.
Members of the group have been involved in various recent and ongoing areas of reseaerch. These include using comparative judgement methods for assessing student knowledge in collaboration with No More Marking Ltd. This programme of research has ranged from understanding young learners' understanding of basic arithmetic through to research mathematicians' understanding of proof. Research activities also focus on students' meaning making, oral assessment of undergraduates, teachers' development through the tools such as the Teaching Triad, and the impact of technologies such as Grid Algebra on teaching and learning.
The work of the MPG has been supported by numerous funders including the Royal Society, the Nuffield Foundation, the British Academy, the Norwegian Research Council, the Higher Education Aacdemy and AQA.