Workshop 1 May 2019

Emine Şimşek from Loughborough, Reading group and Steve Watson from the University of Cambridge

2pm Emine Şimşek, Loughborough University

Abstract: A good understanding of mathematical equivalence is regarded as a prerequisite for arithmetic and algebra learning. However, much research has shown that many primary students in some countries have difficulties understanding mathematical equivalence. In this talk, I will present preliminary results from a cross-cultural study investigating whether difficulties with equivalence reported in the literature are widespread across the participating countries, namely China, England, New Zealand, South Africa, South Korea, Turkey, and the US. In addition, I will present some findings regarding teachers’ knowledge of students’ understanding of mathematical equivalence across six countries outlined, and discuss whether teacher knowledge could be a predictor of student understanding, in this context.

2.50-3.00pm Break

3.00-3.45pm Reading Groups

  • (Ian) Joan Peskin & Beverly Ellenbogen (2019) Cognitive Processes While Writing Poetry: An Expert-Novice Study, Cognition and Instruction, DOI: 10.1080/07370008.2019.1570931
  • (Tom) Simpson, A. (2017) 'The misdirection of public policy: Comparing and combining standardised effect sizes', Journal of Education Policy, 32(4), pp. 450-466.

3.45-4.00pm Break

4.00-5.00pm Steve Watson (Cambridge) "Revisiting teacher decision making in the mathematics classroom: a multidisciplinary approach"

Abstract: In this presentation we will consider the role of mathematics teachers’ thinking and decision making in the classroom. This has been a somewhat neglected area of research since the mid-1980s, but we will argue that understanding the nature of teachers’ thinking and decision making in lessons is important in understanding practice and can inform approaches to initial teacher education and professional development. While mathematics teachers’ knowledge and beliefs are important, the decisions they make and the actions they implement in the lesson influence the learning environment, culture and interpretation of tasks and activities. We draw on our own empirical research along with a multidisciplinary account based on developments in cognitive psychology, neuroscience and ontology (e.g. posthumanism) to provide a theoretical account of teacher thinking and decision making and how this influences practice.

Contact and booking details

Free of charge
Booking required?