Dept of Mathematics Education seminar: 11 February 2026

[14:00-15:00] (40 mins Presentation + 20 mins Q&A): Vic Simms

Department of Mathematics Education, Loughborough University, V.simms@lboro.ac.uk 

Mathematical development following preterm birth

Globally there are increasing numbers of children born very preterm (<32 weeks' gestation). There is a growing body of evidence that indicates that children who are born very preterm may struggle in school, specifically with attention and attainment in mathematics. Our research has taken a variety of approaches to understanding why these difficulties may arise, including longitudinal follow-up, secondary data analyses, and observational research. In this talk I will discuss some of our latest evidence and sign-post to the potential impact this research may have. 

[15:15 – 15:50] Paper discussions

The role of math games for children's early math learning: A systematic review

[16:00-17:00] (40 mins Presentation + 20 mins Q&A): Tom Francome

Department of Mathematics Education, Loughborough University, T.J.Francome@lboro.ac.uk 

Developing Algebraic Thinking in the LUMEN Curriculum 

Algebra is often seen as a hard-to-teach topic, particularly for some groups of learners, but do there have to be difficulties? Or can we devise an approach to curriculum design that builds fluency and understanding, whilst highlighting the essence of algebraic thinking?

In this active session, I explore the potential of Grid Algebra, a free interactive tool underpinning the introduction of Algebra in the department’s research-informed LUMEN Curriculum for ages 11-14, available free in the LUMEN website. Grid Algebra was developed over many years by our colleague Dave Hewitt. I will offer a brief background to some of the issues the LUMEN algebra units are designed to address. You’ll be doing some of these tasks, so please bring a laptop/tablet!

The session will give some insights into research-informed educational design and will also offer an opportunity to consider how the ordering of elements in the curriculum story – such as rearranging equations before solving – can enhance fluency with formal notation, alongside conceptual understanding, whilst highlighting the essence of algebraic thinking.