BSRLM

British Society for Research into Learning Mathematics

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BSRLM Proceedings: Vol 38 No 2 at the University of Wales Trinity St David, on Friday 8 th June and Saturday 9th June 2018.

01 Are there mathematical differences in what is addressed through different modes of interaction in classrooms?

Nick Andrews  

University of Oxford

Is what is addressed in lessons through classwork likely to be mathematically different to what is addressed through seatwork? And if so, is this a planning issue to which mathematics teachers might usefully attend? This paper will address the above questions, which arose from an explorative study in which four series of lessons were analysed by treating each as a sequence of episodes. Focusing on the mathematics, a finding of this study was indeed that across each of the four lesson series what was addressed through classwork episodes was different to what was addressed through seatwork.

 

02 “I’ve done this before, but I can’t remember how to do it!”:  Improving retention of learning in mathematics

Emma Baker

Caldicot School, Wales

A frequent complaint of mathematics teachers is that students cannot recall their prior learning, thus hindering efforts to build on this, to make further progress.  This session reports on an action research project that aims to improve Year 7 students’ retention of mathematical learning and memory through recall and application of knowledge and skills. The research draws on the work of pioneering psychologist, Ebbinghaus whose work included the discovery of the forgetting curve, demonstrating how newly gained information is lost from memory over time when no attempt is made to retain it. Initial findings indicate that it is not only the act of retrieval that is important but also the associated feedback.

 

03 The design of ‘Numeracy Mats’ as a visual aid and model of self-questioning to support memory retention and self-regulation strategies.

Emma Bishop

Ysgol Bryn Elian

This strand of design research is part of an on-going study that aims to evaluate the impact of domain specific self-questioning prompts and regular exposure to common mathematical methods and formulae in the form of ‘Numeracy Mats’. The concept of the mats is based on the theory of metacognition and its influence on problem solving. Important mathematical information was connected on the mats by questions that model a self-regulatory approach to arriving at the methods or formulae needed to calculate solutions.

 

04 How much item formulations affect the probability of a correct answer? An experimental study.

Giorgio Bolondi1, Clelia Cascella2, Chiara Giberti1

1Free University of Bolzano-Bozen,  2University of Manchester

Different words, numeric values or semiotic registers, figures, graphs or tables, namely elements of item formulation, affect students’ probability of encountering an item correctly. An experimental study was carried out to compare different formulations and their effect for validating a comparative technique.  Four anchored math achievement tests were administered to a sample of 1647 students attending grade 8 to explore students’ misconception about the relationship between perimeter and area. Results confirmed that item formulation channels students’ solving strategy and thus modifies the probability of a correct answer more than item content.

 

05 A logical perspective on Cuisenaire and bar modelling

George A. Constantinides1 and Charlotte Neale2  

1Imperial College London, 2Langham Primary School

Drawing on the theory of formal mathematical logic, it is shown that precisely defined syntaxes and semantics can be introduced for Cuisenaire rods and part-whole bar models. By interpreting sentences expressed in these representations as sentences in the first-order theory of arithmetic, it is possible to rigorously study the potential and limits of these representations. It is shown that different approaches to bar modelling vary depending on the semantic content given to geometric bar length, and the implications of this observation are studied to reveal the relative power of these representations for expression of word problems and their subsequent solution within the representation.

 

06 Reducing mathematics anxiety in primary school teachers through collaborative reflection using the knowledge quartet

Fay Cosgrove

St Joseph’s Cathedral Primary School

The current research concerns a possible professional development intervention to reduce anxiety felt by teachers when teaching mathematics, in turn aiming to reduce the anxiety passed on by teachers to their pupils. Four teachers in primary schools videoed their own lessons and in pairs discussed critical incidents captured, linking to the 20 codes of the Knowledge Quartet. Findings suggest that mathematics anxiety may be reduced and teacher learning promoted.

 

07 How does the use of structured discussion in mathematics change the students’ experience of A level mathematics?

Theresa Hendy

Gower College, Swansea

This paper will explore the changes in students’ experience through the use of structured discussion in mathematics, looking at the issues of creating an environment to catalyse dialogic teaching. The student response to this initiative is considered, comparing it to more traditional forms of teaching and this intervention is recommended as a valuable, straightforward, teaching tool for discursive learning.      

 

08 Learners creating video revision resources to promote mathematics self-efficacy

Holly Heshmati, Sue Johnston-Wilder, Ben Sinclair

University of Warwick

This paper will report on action research aimed at improving pupils’ self-efficacy in mathematics. There are four factors influencing learners’ appraisal of their self-efficacy: learner’ past attainment, their vicarious experiences, their experiences of being ‘persuaded’, and their physiological reactions.  The results will confirm that pupils’ engagement in creating VLE resources exposed pupils to various sources of experience in developing self-efficacy. Pupils’ collaboration and teachers’ feedback improved pupils’ subject mastery along with their experiences of vicarious success and persuasion, and positive physiological reactions.

 

09 Tensions and opportunities when working in a collaborative video group

Jenni Ingram and Nick Andrews

University of Oxford

In this paper we will explore the tensions and opportunities that arose during a collaboration between mathematics teachers and researchers which took the form of both a research project and a professional learning opportunity for all involved. Throughout the process there are choices and decisions that needed to be made and the relationship between the research and professional practice can bring complexities to these choices that can both open up new possibilities and raise tensions between the two roles within the collaboration. This exploration includes considering the goals, processes and participants and the different roles each plays as the project evolves.

 

10 A literature review on rigour in mathematics education

Xiaowei Liu

University of Bristol

In this paper I will review the existing definitions of rigour in the literature within the realm of mathematics education. From the review, I suggest that there are four categories of discussion of rigour: mathematical definition of rigour, rigour in curriculum, rigour in teaching, and learner’s rigour. I will attempt to form a definition of learner’s rigour, with the thought that different views of rigour may be at the heart of cultural differences in mathematics teaching and learning (e.g. between China and England).

 

11 Reviewing 15 years of research in UK mathematics education: Continuity, change and lessons for the future

Rachel Marks, Nancy Barclay, Alison Barnes, Páraic Treacy  

University of Brighton

This paper will provide an overview of work on a commissioned review offering a critical reflection of BSRLM conference proceedings from the last 15 years (2003-2017). We give a statistical overview of the 773 Informal Proceedings papers published during this period, examining trends in research, highlighting strengths and identifying gaps. We will present our coding system, methodology and rigorous approach to inter-coder reliability. We find a heavy focus on empirical studies, early support for seminal projects and a strong interest in specific topics such as geometry and teacher development. There are limited papers addressing the Early Years Foundation Stage (EYFS) and students with Special Educational Needs and Disabilities (SEND). We contrast these findings with the previous BSRLM proceedings review (1995-2002).

 

12 Teachers’ attitudes towards children with special educational needs: A comparative case study with pre-service and in-service mathematics teachers

Nejla Tugcem Sahin

University of Aberdeen, UK

Almost one in six children in England has special educational needs (SEN), and considering the large proportion of children with SEN in general education classrooms, teachers’ preparedness to teach in inclusive settings has become an important issue. This study will examine the attitudes of in-service and pre-service secondary school mathematics teachers towards children with SEN in a comparative way, considering years of experience in teaching. The results indicated that teachers’ attitudes were generally positive towards children with SEN. Additionally, the findings suggested that teachers’ prior experience with individuals with SEN affected their attitude positively.

 

13 Integrating mathematics and science in secondary classrooms

Páraic Treacy

University of Brighton

This theoretical paper will discuss the value of integrating mathematics and science in the secondary classroom, understanding gained from previous studies in this field, and the means by which lessons of this nature can be effectively designed.  Attempts to integrate mathematics and science in the classroom often encounter barriers such as the rigid nature of the school timetable, deficiencies in teacher knowledge of their non-specialist subject, and lack of instructional materials, amongst other issues.  A model for integrating mathematics and science in the secondary classroom is presented here which aims to account for these barriers and allows for the development of students’ problem-solving skills and the facilitation of meaningful applications of mathematics to other disciplines.

 

14 What do primary school teachers really think about mathematics?

Eleni Tsikalaki and Christina Misailidou

Department of Primary Education, National and Kapodistrian University of Athens

We will present selected results from a study on Greek primary school teachers’ attitudes and beliefs about mathematics. Contrary to previous findings, most of the teachers of our sample exhibited a positive attitude towards mathematics. This is an encouraging result since primary school teachers in Greece do not usually have a strong mathematical background from their secondary school years.

 

15 Developing a consistent concrete, pictorial, abstract approach to the teaching of mathematics in upper key stage two.

Ross Williams

Gelliswick Church in Wales Voluntary Controlled Primary School

Concrete mathematical resources are generally much less common in upper Key Stage Two classes than in lower years. However, I believe they still have an important role and in this action research project within my own classroom, I report on an intervention to promote the use of concrete resources focusing on developing understanding of key concepts as opposed to mathematical processes. After spending time experimenting with manipulatives such as Cuisenaire rods, number counters, bead bars and numicon, learners are moved towards a pictorial representation, commonly the bar model. Although the approach has been adopted with all children, the research has focused upon the progress of four children.

 

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

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bsrlm_maths BSRLM @bsrlm_maths ·
16 Oct

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

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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
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rme_resmathed RME Journal @rme_resmathed ·
7 Oct

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Article online now 📷 “Investigating insight and rigour as separate constructs in mathematical proof” by C. J. Sangwin & George Kinnear
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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
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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
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#MathsEd #Maths #Research

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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
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#MathsEd #Maths #Research #OpenAccess

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bsrlm_maths BSRLM @bsrlm_maths ·
4 Oct

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

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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

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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

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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)

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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.

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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

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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

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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
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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
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bsrlm_maths BSRLM @bsrlm_maths ·
1 Mar 2024

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

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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

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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

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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

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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

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Laurie Jacques
Treasurer:
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Ouhao Chen
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Day Conference Organisers:
Cristina Mio and Bohan Liu
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Karen Skilling

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