BSRLM

British Society for Research into Learning Mathematics

  • Home
  • About
    • Who We Are
    • Solidarity Fund
    • Constitution
    • AGM Papers and Minutes
    • Leone Burton Fund
    • Janet Duffin Fund, Award and Lecture
    • BERA Special Interest Group on Mathematics in Education
    • Copyright statement
  • Publications
    • Proceedings of BSRLM day conferences
    • Research in Mathematics Education
    • BCME Conference Proceedings and Occasional publications
    • BSRLM Conference Proceedings Template
  • Events
    • Future Conferences
    • Working Groups
    • New Researchers’ Day
    • BERA SIG Events
    • Previous Conferences
    • Gallery
    • Conference Keynotes
  • Members
    • Members’ area
    • Become a member of BSRLM
  • News
  • blogs
  • Contact Us
  • Log In

Contents Vol 20 Nos 1 & 2

1 Teaching and learning numeracy: policy, practice and effectiveness

BERA National Event Report Margaret Brown University of London, King’s College

The BERA national event relating to numeracy took place on Saturday February 26th, 2000 at the School of Education at the University of Exeter.

2 A Vygotskian approach to measuring achievement

Chris Day
South Bank University

I will present some results from a teaching program in which a child scored poorly both on quantitative static tests and in a dynamic assessment procedure which indicated a low level of fluency. I will suggest that the developing buds of her ability did, however, become clearer in a video record. I will argue that the developing fruits of learning, and the child’s potential or readiness for further work, can be more fully assessed by means of a combination of dynamic and qualitative procedures.

3 Children’s numeracy skills and the use of educational television programmes

Christine Hopkins and Sue Pope
Faculty of Education, University of Surrey Roehampton

Four year I classes in different schools watched a series of programmes from one of two television series designed to support numeracy needs. In each school another year I group was identified as a control. The control group had lessons with the same learning objectives and similar worksheets and resources but did not use the television .’Jrogrammes. Pre- and post- tasks were used to assess the children’s progress in numeracy skills. The average gain from pre- to post- test results was higher for the television groups than the control in two schools and lower in one school. For all the television groups it was possible to identify small groups of children with low pre-test scores who made substantial improvement. This feature was not present in the control groups. In the control groups gains were focused on one or two assessment items. In the television groups gains were more evenly spread across the test items for children of all achievement levels.

4 The state’s attack on mathematics education research: a response

Stuart Rowlands
Centre for Teaching Mathematics, University of Plymouth
Robert Carson
Associate Professor of Educational Foundations, Department of Education, Montana State University

“Very considerable sums of taxpayers , money are invested in educational research, some £50-£60 million pounds a year. Much of that money is not having any benefit at all. We should ask where the money is going. My task is to question the gobbledegook that is promoted by the academics”. So says Chris Woodhead in the Sunday Telegraph (Nov. 211999). In this session I will argue that much gobbledegook does exist in mathematics education research, that this gobbledegook is a legacy of the mathematics curriculum reform of the 1950’s/60’s, that the State supported and legitimised this legacy and is therefore in no position to criticise it. I shall also argue that the State is ‘merely’ using the ‘gobbledegook’ card to legitimise the notion that education research ought to be subordinate to government policy.

5 Pupils dolng algebra: interviews with year 7 pupils in an ESRC project

Jan Winter
University of Bristol, Graduate School of Education

In this ESRC small grant project four teachers are working with their year 7 classes to develop algebraic activity. As one of the data collection activities I have interviewed 6 pupils in 3 of the classes (and, now, also the fourth class) and, in this session, presented data from these interviews for discussion of the pupils’ approaches to algebra. A mathematical activity was presented to the pupils and their work on it discussed with them. The same pupils were then re-interviewed about two months later and the same activity offered to them so that their developing strategies could be considered. This pattern wil/ be repeated each term during the year. Participants in the session were asked to consider what evidence of algebraic activity they could see in these interviews and samples of pupils’ work.

6 BSRLM Primary Working Group: Report of meetings on 13 Nov 1999 and 26 Feb 2000

On 13 November a substantial number of members discussed the remit of a BSRLM workingg roup and agreed that priroty should be given to the development of better communication between researchers and practitioners.

7 Working Group: QTS skills tests in numeracy

Pat Drake and Hilary Povey
University of Sussex and Sheffield Hallam University

The purpose of the session was to begin the process of developing a critical, research¬based response to the government’s imposition of skills tests in numeracy on those seeking to attain qualified teacher status (QTS). We asked

  • what are the key research questions we should be asking about this development?
  • how might we set about answering them?

8 BSRLM Geometry Working Group: Perspectives on the Design of the School Geometry Curriculum

Convenor: Keith Jones
University of Southampton

A report based on the meeting at the University of Exeter, 26th February 2000 by Tandi Clausen-May, Association of Teachers of Mathematics Keith Jones, University of Southampton, Alan McLean, Rolle School of Education, University of Plymouth Stuart Rowlands, University of Plymouth and Robert Carson, Montana State University.

The question of how to construct an appropriate geometry curriculum is a long-standing one. A recent estimate suggests that there are more than 50 geometries. This creates afundamental problem in devising a geometry curriculum: there are just too many interesting things to include so some decision has to be made as to what to include and what to exclude. This reportftatures three perspectives on the issue of the design of the school geometry curriculum.

9 Peer evaluation of whole-class teaching

Mundher Adhami
Kings College London

Lesson evaluation can imply an assumed general model for good teaching, pre-specified for all teachers, classes and lessons, and an assumed authority by the observer to make judgements. This is often challenged by reference to the specific conditions of the class and the teacher. An alternative mode of evaluation can simply be a ‘second opinion’ by a peer, based on an agreed desirable model for the given lesson and class. This would also take into account the professional development trajectory of the teacher ..
An example of a model of observation notes on a trial of a Thinking Maths lesson is discussed to disentangle some of the issues involved They point to Formative Interactive Feedback being the main aspect of the peer-tuition in evaluation.

10 The National Numeracy Strategy: teacher questions and pupil anxiety

Julie Anderson and Mark Boylan
Sheffield Hallam University

The Numeracy Strategy documentation and training materials encourage an increase in whole class questioning with an emphasis on directing questions at individual children. From classroom observations and interviews with children, we report on how such questioning strategies may be experienced by pupils. Initial findings lead to the contention that questioning of this type may lead to an increase in anxiety that could adversely affect attainment. In this report we focus on one aspect of teacher and pupil interaction; we do not have the space to discuss the importance of how these interactions are embedded in a whole variety of complex social behaviours.

11 Underwriting action: discursive psychology and the discourse of a primary mathematics classroom

Richard Barwell
University of Bristol

This paper introduces the discursive psychology of Edwards, Potter, WethereIl and others and sets out haw it addresses some of the difficulties I have encountered in interpreting interaction in multilingual classrooms. Discursive psychology rejects the possibility of analysing discourse as a way of gaining access to participants’ psychological states, such as what they know. Instead it seeks to understand haw states like knawing are rhetorically managed in discourse as a form of social action. In order to develop my understanding of this approach to discourse analysis. I have used it to examine a transcript of a primary school teacher working on an example of a hypothesis with her Year 4 class. The analysis reveals different ways in which she rhetoricaIly ‘underwrites’ her actions.

12 Researching resources for teaching and learning: the counting stick

Christine Bold
EdD student, Open University

The purpose is to present a short anecdotal account of the authors experience using a resource recommended by the National Numeracy Strategy (NNS). The aim is to encourage research into the effects of particular resources on children’s learning of mathematics. In primary classrooms, resources usually provide practical experience, along with language, that develops a concrete understanding in the early stages. Over time, through a range of activities children develop a more abstract understanding. The difficulty for the teacher lies in knowing the perceptions children have of practical situations, the mental images they might form and how these become translated into abstract mathematical concepts.

13 The mathematics of money at key stage one (5 – 7 year-olds)

Rona Catterall and Margaret Sangster
Sheffield Hallam University

There is an assumption that early number knowledge will directly support the learning of money. Here we consider one situation Key Stage One children experience, that of paired number bonds and its value in dealing with simple money equivalence and addition. An analysis of this situation will illustrate where positive and negative transfer might be taking place.

14 Students’ concept images for period doublings using computer experiments in chaos theory

Soo D. Chae and David Tall
Mathematics Education Research Centre
University of Warwick

This research was conducted using computers and oscillators at the University of Warwick, UK. Several kinds of concept images are found, including those related to: J. supervision, 2. an experiment using computers, 3. an experiment using oscillators, 4. past learning. Empirical evidence is presented to support the hypothesis that graphic representations play an important role in conceptualising the notion of period doubling in chaos theory. That is, graphic representations generated by computers and oscillators are not only visual but also conceptual.

15 Revisiting the ‘materials of play’: effective learning in some aspects of shape and space

Penny Coltman, Dinara Petyaeva and Julia Anghileri
Homerton College, Cambridge

With the current focus on the teaching and learning of number skills aspects of mathematics relating to shape and space have recently received rather less attention. This paper reports research into the role of a supporting adult in promoting effective learning relating to aspects of 3D shape in young children, using wooden blocks, in this case Poleidoblocs. Children in the study carried out problem solving tasks embedded within playful contexts. The study showed that under these conditions, structured adult intervention increased the effectiveness of learning and led to an enhanced development of secure and transferable concepts.

16 Assessing early mathematical development in england and slovenia

Ray Godfrey and Carol Aubrey
Canterbury Christ Church University College
Marija Kavk1er, Simone Tancig and Lidija Magajna
University of Ljubljana

The work discussed here is part of an international study involving Dutch, Belgian, German, Greek, Finnish, Slovenian and English children. The project, co-ordinated by the University of Utrecht, employs the Utrecht Early Mathematical Competence Test. This paper looks at comparisons of performance between England, where children were in formal schooling throughout, and Slovenia, where they had not startedformal schooling at the end of the year. Major contrasts include the following. English rather than Siovenian younger and older children within a cohort are more drawn towards the cohort’s mean performance at anyone time. English schools differ more than Siovenian nursery classes; but there is less variation within English groups than Siovenian groups. Children are more fIXed in position within a cohort in England than they are in Slovenia. The relative emphasis on Piagetian developmental tasks compared with more arithmetical tasks differs between the two countries.

17 Nice and easy does it: pupil responses to non¬challenging tasks

Jenny Houssart
Centre for Mathematics Education, Open University

The work reported below is based on participant observation research carried out with a Year 5 bottom mathematics set. The focus is on a group of children who respond positively in class discussion but do less well on apparently easier written tasks. This raises the question of why the tasks were not completed correctly. It is argued that for some children with non-mathematical difficulties, making the mathematics easy does not help. It isfurther argued thatfor some children, being asked to do work which is too easy may actually have a negative effect on performance. This raises questions about assessment and about setting.

18 research or Research and its relation to mathematics teaching

Barbara Jaworski
University of Oxford

This paper is about relationships betweell teaching and research ill mathematics classrooms. Its main focus is research in whicll teacllers participate in some way. This research is contrasted with established forms of researcll, and judged agaillst its purposes ill contributing to developing teaching.

19 Mathematical recognition

Adriana C.M. Marafon
School of Education, University of Birmingham

In my PhD I am looking at how is operated the recognition that constitutes the ‘individual’ while ‘working mathematician’. Seven working mathematicians were interviewed who belong to the Brazilian and the Sao Paulo Academies of Science, as the professional life of these working mathematicians carry also prestige which make them mathematicians above any suspicion.

20 The concept of supremumiinfimum of a set: a problematic overture to the concept of limit?

Elena Nardi
School of Education, University of East Anglia

In their first encounter with the subtle concepts of supremum/infimum, mathematics undergraduates often construct perceptions such as: a set contains its infimum; the Approximation Lemma, the second condition of the concept definition, is redundant; any number smaller than the supremum of a set, must necessarily be in the set. Furthermore the students are perplexed with the alternation of the terms ‘greatest’, ‘least’. ‘upper’ and ‘lower’ in the concept definition. Given the epistemological relevance of supremum/infimum to the notion of limit and that, in finding suprema and infima, set-theoretical perceptions become implicated as do strategies for manipulating algebraic inequalities. these concepts provide a rich pedagogical milieu. Here I exemplify the above with a characteristic learning episode.

21 Using and applying mathematics: desirable teaching style or assessment construct?

Cathy Smith
Homerton College, University of Cambridge

From 1994 to 1997 schools could choose between two GCSE syllabus optionsfor assessing Using and Applying Mathematics: coursework tasks or written Mal papers. This paper sets out to examine the effict of this choice on the nature of the assessment. In attempting to establish methods of comparing assessment instruments without reftrence to candidates’ performance, I trace the origins of these modes in ‘authentic’ and ‘competence~based’ assessment. Scrutiny of the papers and examiners’ reports suggests that the original purposes underlying the choice of mode have been subjugated to the examiners’ requirement for reliability, and that the combination of new assessment instruments with traditional examining processes can lead to less valid assessment.

22 How do secondary mathematics teachers view homework?

Lin Taylor
University of North London

The recent publication of the guidelines for homework and the development of initiatives such as out of school learning show the government’s interest in the area ofhomework. How do teachers view homework and the role of parents. This paper reports on data gatheredfrom interviews with teachers and discusses the implications.

23 Primary Children’s Understanding of Probability

John Threlfall
University of Leeds

The National Curriculum for England and Wales introduced in 1989 brought probability into the mainstream primary curriculum for the first time, but just over ten years later in the curriculum review 2000 it has to a large extent been taken out again. This paper examines some evidence from the analysis of children’s performance in national assessments to try to decide what children have learned from extensive teaching of probability in primary schools in the intervening years, but concludes that the assessment of probability in the primary school is unavoidably ambiguous.

24 Working Group: QTS skills tests in numeracy

Pat Drake and Hilary Povey
University of Sussex and Sheffield Hallam University

At the first meeting of the working group, a variety of suggestions was made for producing a critical research-based response to the Government’s imposition of the skills tests in numeracy on those seeking to attain Qualified Teacher Status. At Loughborough, we met to review those suggestions, to report on progress to date and to discuss ways forward either jointly or separately.

24 “An outrageous requirement”? Some reponses from initial teacher training education students to the imposition of teh Numeracy Skills Test

Mark Boylan, Sue Elliott, Hilary Povey and Kathy Stephenson
Sheffield Hallam University

The aim of our project was to catalogue our trainees’ initial feelings with respect to the imposition of the Numeracy Skills Test and their perceptions of its impact on their sense of professionalism and of what it means to be a teacher.

Our Aim

BSRLM is for people interested in research in mathematics education and provides a supportive and inclusive environment for both new and experienced researchers to develop their ideas.

Become a Member

Members of BSRLM can attend and present at our termly Day Conferences. You will also receive the three annual issues of Research in Mathematics Education published for BSRLM by Taylor and Francis.
Join BSRLM

Social

  • E-mail
  • Twitter

Latest Updates

BSRLM Follow

BSRLM is a national organisation for people who are passionate about mathematics education research. RTs are not endorsements. Posts by K Skilling

BSRLM_maths
bsrlm_maths BSRLM @bsrlm_maths ·
16 Oct

Looking forward to the next BSRLM day conference at the University of Southampton- November 2nd 📢

Reply on Twitter 1846476717973463051 Retweet on Twitter 1846476717973463051 3 Like on Twitter 1846476717973463051 5 Twitter 1846476717973463051
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
28 Aug

https://doi.org/10.1080/14794802.2024.2382459
Article online now 📷 “The evaluation of computational modelling performance within the context of rationality theory: finding the area between two curves” by Selin Urhan
@BSRLM_maths

#iTeachMath #MathsEd #Maths #Research

Reply on Twitter 1828715644768112964 Retweet on Twitter 1828715644768112964 1 Like on Twitter 1828715644768112964 1 Twitter 1828715644768112964
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
7 Oct

https://doi.org/10.1080/14794802.2024.2379301
Article online now 📷 “Investigating insight and rigour as separate constructs in mathematical proof” by C. J. Sangwin & George Kinnear
@BSRLM_maths

#iTeachMath #MathsEd #Maths #Research #OpenAccess

Reply on Twitter 1843212417779536249 Retweet on Twitter 1843212417779536249 1 Like on Twitter 1843212417779536249 2 Twitter 1843212417779536249
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
9 Oct

https://doi.org/10.1080/14794802.2024.2388064
Article online now 📷 “Reinterpreting the numerical discourse: a commognitive study of teachers’ support of students’ transition into the proving discourse” by Sigrid Iversen Klock
@BSRLM_maths

#iTeachMath #MathsEd #Maths #Research #OpenAccess

Reply on Twitter 1843937697049841980 Retweet on Twitter 1843937697049841980 1 Like on Twitter 1843937697049841980 Twitter 1843937697049841980
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
11 Oct

https://doi.org/10.1080/14794802.2024.2388067
Article online now 📷 “Comparing contrasting instructional approaches: a way for research to develop insights about backward transfer” by Charles Hohensee, Sara Gartland, Matthew Melville & Laura Willoughby
@BSRLM_maths

#MathsEd #Maths #Research

Reply on Twitter 1844662976110104962 Retweet on Twitter 1844662976110104962 1 Like on Twitter 1844662976110104962 Twitter 1844662976110104962
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
14 Oct

https://doi.org/10.1080/14794802.2024.2401484
Article online now 📷 “Immigrant students’ experiences of (Re)producing school mathematics in home-School transitions – epistemological positioning” by Ulrika Ryan & P. S. Källberg
@BSRLM_maths
#MathsEd #Maths #Research #OpenAccess

Reply on Twitter 1845736802206073149 Retweet on Twitter 1845736802206073149 1 Like on Twitter 1845736802206073149 3 Twitter 1845736802206073149
bsrlm_maths BSRLM @bsrlm_maths ·
4 Oct

Save the date for the next BSRLM conference - Sat 2nd November at the University of Southampton 📢

Reply on Twitter 1842073254887932206 Retweet on Twitter 1842073254887932206 5 Like on Twitter 1842073254887932206 4 Twitter 1842073254887932206
Retweet on Twitter BSRLM Retweeted
drhelendrury Helen Drury @drhelendrury ·
6 Jun

Only one more sleep until @BSRLM_maths conference at @LboroDME 🏫👩‍🏫

Who else is excited?!

@TFrancome @MarkBoylanEd @SmartJacques @USaad @Iro_XD @colinfoster77 @VolodymyrProsh @mathsacharya @B_Woollacott @sheard_simon @Tassaara

Reply on Twitter 1798713741854523421 Retweet on Twitter 1798713741854523421 5 Like on Twitter 1798713741854523421 18 Twitter 1798713741854523421
bsrlm_maths BSRLM @bsrlm_maths ·
7 Jun

Interesting and stimulating discussion at the Mathematics Education and Policy Working Group @BSRLM_maths - summer conference @SmartJacques @MarkBoylanEd @GillRAdams @AlfColes

Reply on Twitter 1799036016055173391 Retweet on Twitter 1799036016055173391 2 Like on Twitter 1799036016055173391 4 Twitter 1799036016055173391
bsrlm_maths BSRLM @bsrlm_maths ·
26 May

Don't forget to register for the BSRLM summer conference and New Researchers' Day taking place 7th and 8th June - registration closes 31st May. (Committee @AlfColes @CristinaMio11 @MandyLLiu1 @OuhaoC @SmartJacques @karen_skilling)

Reply on Twitter 1794582210403602625 Retweet on Twitter 1794582210403602625 4 Like on Twitter 1794582210403602625 4 Twitter 1794582210403602625
Retweet on Twitter BSRLM Retweeted
oxunimaths Oxford Mathematics @oxunimaths ·
10 May 2024

The newly created UK-wide Academy for the Mathematical Sciences today appointed Oxford Mathematician Alison Etheridge as its first President.

The Academy's focus will be on mathematical sciences everywhere: in teaching & education, academic research, & business & government.

Reply on Twitter 1788859653448736981 Retweet on Twitter 1788859653448736981 39 Like on Twitter 1788859653448736981 173 Twitter 1788859653448736981
bsrlm_maths BSRLM @bsrlm_maths ·
22 Apr 2024

The next BSRLM conference will be our Summer conference on the 7th and 8th June at Loughborough University. Please use this link to find out about registration and the call for session proposals. https://www.bsrlm-members.org.uk/pages/15-conferences

Reply on Twitter 1782402985768685723 Retweet on Twitter 1782402985768685723 6 Like on Twitter 1782402985768685723 4 Twitter 1782402985768685723
Retweet on Twitter BSRLM Retweeted
scottishmaths SMC @scottishmaths ·
10 Mar 2024

CALL for PRESENTERS: SMC Stirling Maths Conference Saturday 18th May 2024. Open to all from across early years, primary, secondary and tertiary education. Fill in this form by **14 March 2024** https://forms.office.com/e/iPHkKqME0E

Reply on Twitter 1766898905394848114 Retweet on Twitter 1766898905394848114 14 Like on Twitter 1766898905394848114 8 Twitter 1766898905394848114
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
28 Feb 2024

https://doi.org/10.1080/14794802.2024.2306928
Article online now 📷 “Teacher identities and teacher identity change in pre-service mathematics teachers’ metaphors” by Okan Arslan and Çiğdem Haser
@BSRLM_maths
#iTeachMath #MathsEd #Maths #Research

Reply on Twitter 1762768351758274726 Retweet on Twitter 1762768351758274726 1 Like on Twitter 1762768351758274726 3 Twitter 1762768351758274726
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
1 Mar 2024

https://doi.org/10.1080/14794802.2024.2306633
Article online now 📷 “The impact of realistic mathematics education on secondary school students’ problem-solving skills: a comparative evaluation study” by Georgios Ventistas, Ourania Maria Ventista & Paraskevi Tsani
@BSRLM_maths
#MathsEd #Research

Reply on Twitter 1763493630218801441 Retweet on Twitter 1763493630218801441 3 Like on Twitter 1763493630218801441 2 Twitter 1763493630218801441
bsrlm_maths BSRLM @bsrlm_maths ·
1 Mar 2024

Looking forward to meeting up online tomorrow at our Spring Conference...choose your sessions

Reply on Twitter 1763552009200759220 Retweet on Twitter 1763552009200759220 1 Like on Twitter 1763552009200759220 2 Twitter 1763552009200759220
bsrlm_maths BSRLM @bsrlm_maths ·
5 Feb 2024

Professor Jodie Hunter will be the plenary speaker at our online conference on Saturday 3rd March. Please use this link to register and submit a proposal https://www.bsrlm-members.org.uk/pages/15-conferences

Reply on Twitter 1754399410014880174 Retweet on Twitter 1754399410014880174 4 Like on Twitter 1754399410014880174 8 Twitter 1754399410014880174
bsrlm_maths BSRLM @bsrlm_maths ·
16 Jan 2024

Happy New Year to all members. Please note that our next conference will take place via zoom on Saturday 2nd March. Registration for session proposals are open - click here for more details https://bsrlm-members.org.uk/pages/15-conferences…@BSRLM_maths

Reply on Twitter 1747108128573751584 Retweet on Twitter 1747108128573751584 4 Like on Twitter 1747108128573751584 4 Twitter 1747108128573751584
Retweet on Twitter BSRLM Retweeted
londmathsoc London Mathematical Society @londmathsoc ·
8 Dec 2023

The 2023-24 Round of LMS Early Career Fellowships are live, open to early career mathematicians in the transition between PhD and a postdoctoral position.

For further details ➡️ https://www.lms.ac.uk/grants/lms-early-career-fellowships

Reply on Twitter 1733166301923738025 Retweet on Twitter 1733166301923738025 11 Like on Twitter 1733166301923738025 14 Twitter 1733166301923738025
bsrlm_maths BSRLM @bsrlm_maths ·
8 Dec 2023

We already have some interest for this Special Issue @RME_ResMathEd and the call for abstracts is open for another week so please consider making a submission Call for Special Issue 2025 Abstracts💡 https://bsrlm.org.uk/call-for-papers-for-the-2025-special-issue-of-research-in-mathematics-education-rme-contemporary-issues-in-mathematics-education-within-a-stem-climate/… Send an Abstract to rme@bsrlm.org.uk by 15th Dec 2023

Reply on Twitter 1733172582793330723 Retweet on Twitter 1733172582793330723 4 Like on Twitter 1733172582793330723 2 Twitter 1733172582793330723
Load More

Contact

Chair:
Alf Coles
Secretary:
Laurie Jacques
Treasurer:
Dave Hewitt
Membership Coordinator:
Rosa Archer


Outreach Coordinator:
Ouhao Chen
Publications Officer:
Taro Fujita
Day Conference Organisers:
Cristina Mio and Bohan Liu
Online Communications Coordinator:
Karen Skilling

© Copyright 2023 BSRLM · All Rights Reserved · All Logos & Trademark Belongs To Their Respective Owners · Web Design Agency - Bowler Hat