PhD research student
Tel +44 (0)1509 22 8212
Dr Dave Hewitt and Dr Ian Jones
I obtained my B.Ed.(Hons.) and M.Ed. from the University of Malta where I specialised in mathematics education and the use of ICT for teaching and learning. I have taught mathematics in secondary and post-secondary schools in Malta for the last 20 years. At the moment I teach advanced level pure mathematics at De La Salle College (Malta). I am also a visiting lecturer at the University of Malta where I teach mathematics content and pedagogy to prospective mathematics and technology teachers, a post which I have held since 2003.
My research interests are in mathematics education, with particular focus on algebra, educational technology, and radical constructivism.
Borg, P., Hewitt, D., & Jones, I. (2016a). Negotiating between learner and mathematics: A conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom. Constructivist Foundations, 12, 59‒69.
Borg, P., Hewitt, D., & Jones, I. (2016b). Authors' Response: The M-N-L framework: Bringing radical constructivist theories to daily teaching practices. Constructivist Foundations, 12, 83‒90.
Borg, P. (2016). The university lecture room and the school classroom: Does the stage affect the acting? Constructivist Foundations, 12, 107–108.
Borg, P. & Hewitt, D. (2015). Gaining meaning for expressions with Grid Algebra: Developing the CAPS framework. In: Adams, G. (Ed.) Proceedings of the British Society for Research into Learning Mathematics, 35, 1–6.
Borg, P. (2011). The use of computers to help secondary level pupils learn mathematics: An investigation of teachers’ attitudes before and after their first year of teaching. Unpublished M.Ed. dissertation, University of Malta.
Borg, P. (2009). Driving a car in a carriage road: Why don’t Mathematics teachers use computers in their lessons? Mathsline, 20, 10–11.
Borg, P. (2004, October 10). The difference between teaching and training. The Sunday Times, p. 43.
Borg, P. (1997). Rote learning in Algebra: An investigation of students’ reasoning in transforming equations at Form 5. Unpublished B.Ed.(Hons.) dissertation, Univeristy of Malta.