These summaries are of research papers presented at the Online Conference on March 2025. Full papers are available at http://www.bsrlm.org.uk/publications/proceedings-of-day-conference.
Contents
01 Analysing the validity of ChatGPT’s solutions to statistical problems
Busra Caylan-Ergene1, Ozkan Ergene1 and Igor’ Kontorovich2
1Sakarya University; 2University of Auckland
This study examined the problems posed by pre-service teachers and the solutions to these problems provided by pre-service teachers and ChatGPT. Each of the fifty-four pre-service teachers posed and solved three statistical problems and then entered these problems into ChatGPT. We first analysed each problem in terms of the statistical concepts involved and their contexts. A detailed evaluation of the problems and solutions followed. The findings showed that all problems were well-formulated and solvable, with all pre-service teachers providing mathematically valid solutions. However, ChatGPT produced valid solutions in approximately two-thirds of the cases. The percentage of valid solutions varied by concept, but there was no marked difference. Notably, ChatGPT performed better on purely mathematical problems than on contextualised problems. Further analysis of the invalid solutions revealed four sources of error. These findings provide insights into the strengths and limitations of AI-generated mathematical solutions and their potential implications for mathematics education.
02 The impact of attainment on pupils’ active goal pathways within a problem-solving lesson
Elizabeth Hall
University of Brighton
Mathematics mastery advocates all pupils should have the opportunity to ‘keep up, not catch up’ within lessons. Consequently, teachers need an awareness of all pupils’ progress through a lesson. In-the-moment or active goals enable insight into a pupil’s cognitive progress across a period of time. By considering the affective domain, pupils’ active goals and their pathways can be identified. This paper addresses part of a PhD study where eight pupils within a year 5 problem-solving lesson were observed and video recorded. Four short video clips showing a change of pupils’ affect were identified, shared and discussed with the pupils and teachers via video stimulated recall interviews. This paper focuses on two pupils of differing attainment levels. Their active goal pathways are identified and compared, highlighting a difference in their pace and progression along these pathways. Current thinking for an active goal pathway model is proposed.
Chrysanthi Karathanasi and Christina Misailidou
Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens
The research study reported in this paper investigates the role of a multimedia application titled “Sums up to 10” in enhancing the pupils’ understanding of addition. The application was designed based on the Realistic Mathematics Education (RME) principles. It includes an interactive story with characters familiar to the children along with a variety of digital problem solving activities. The research took place in a first-grade class (18, 6-year-old, pupils) of a state primary school in Greece. Data were collected from observations, pre- and post-tests, and interviews. The selected results presented here indicate, first of all, that the application fostered a positive attitude toward mathematical explorations as the children exhibited motivation, enthusiasm, interaction and engagement with the learning process. Furthermore, it appeared to have successfully supported the young children in constructing themselves the concept of addition.
Tazreen Kassim-Lowe 1
1University of Nottingham
Stem sentences, which are speaking scaffolds used in some primary mathematics classrooms in England, are non-research driven yet highly endorsed. To address the lack of research, I utilize commognition – communication and cognition – as a theoretical lens to make sense of how stem sentences feature in textual discourse around the multiplicative conceptual field (MCF). By taking a prismatic view of a seemingly simple stem sentence, I hope to highlight their complexity and challenge an oversimplified narrative which endorses stem sentences as faultless discursive objects.
05 Improving student’s outcomes through real-life context
Lois Kerrison
The Open University
The research reported here is part of a wider action-research project to improve students’ outcomes by focusing on their ability to solve mathematics problems framed in real-life contexts. The project, set in an English comprehensive school, is motivated by a belief that a student’s cultural capital can support their understanding of real-life context questions, but for those that lack extensive cultural capital this lack can be a barrier to being able to solve real-life context questions. Existing research suggests that the different levels of experience of the teacher and their understanding of how mathematics is used outside of the mathematics classroom can impact success in students’ learning and understanding. Analysis of student performance over multiple GCSE examinations, attending to students’ socioeconomic background and gender, identified that students struggled with speed, distance, time questions when they involved real-life contexts. Through a process of departmental collaboration, a set of three lessons were designed, implemented, observed and the outcomes analyzed. This collaborative process provided ideas to move forward into further research, notably creating events in the students’ world and promoting mathematical discussion among students.
Charlotte Lighter
University of Bristol, School of Education
This paper presents preliminary findings from a pilot study on engaged research in A-level mathematics and statistics research placements at a university. Through interviews with students and supervisors, it explores how school students engage with contemporary research, aiming to promote equitable involvement in knowledge production. Findings suggest students engage in research through tasks like solving unsolved problems and translating research, with one student contributing to a research paper. Supervisor expectations, however, may contribute to epistemic injustice by limiting students’ contributions and underestimating their potential to co-create knowledge.
07 The construction of ‘reasoning’ in a KS3 textbook
Candia Morgan1, Jill Adler2, Magnus Österholm3, Ewa Bergqvist3
1UCL Institute of Education, 2University of Witwatersrand, 3Umeå University
Analysis of a textbook scheme for Key Stage 3 characterises the ways students are expected to engage with mathematical reasoning. Key findings include the lack of a clear distinction between problem-solving and reasoning and strong differences in both the types and amounts of reasoning expected of students perceived to need support or depth. We discuss relationships between the discourse of reasoning in the textbook and the discourses found in research and in the official curriculum.
08 A conceptual framework for optimising number line development in Augmented Reality
Dan O’Brien, Korbinian Moeller and Colin Foster
Loughborough University
The benefits of Augmented Reality (AR) in mathematics education are of increasing interest to researchers. However, even widely available applications of this technology are still rarely used in classrooms. This seems surprising, as AR enhances methods for teaching and learning mathematics, such as number lines beyond 2D formats. Number lines are widely used in primary mathematics and are effective at improving student achievement. Integrating research on number lines and AR, we systematically evaluated AR number line characteristics (e.g. horizontal vs. vertical, on the floor vs. the wall) to compare layout and implementation, considering ratable aspects from embodied cognition to programming ease. We propose a partially quantitative conceptual framework to guide selection of optimal AR number line designs for learning directed numbers, which may well be applied more broadly.
09 Teachers’ perception of using games in teaching mathematics at Vietnamese secondary schools.
Quang-Linh Pham
University of East Anglia
In Vietnamese education, game integration in teaching mathematics is not yet considered an orthodox pedagogical method, leading to a lack of teachers’ acknowledgement of the game’s usage. This project explores teachers’ perceptions of game implementation at secondary schools, followed by disentangling the multi-dimensional engagement in gamification and game-based learning settings. With the sociocultural approach, the commognition theory served as a theoretical background and an analysis tool for participants’ interpretation. The findings reveal that although teachers have a generally positive perspective on game use, gamification is merely considered a tool for classroom management, regardless of its educational values, rather than as a method for fostering an effective learning environment, as game-based teaching can. Additionally, public school teachers expressed their preferences for the use of gamification because of simplicity, while those in private schools are more inclined to employ game-based teaching focusing on conceptual development.
Lucy Rycroft-Smith, Darren Macey
University of Cambridge
Current discourse around AI (artificial intelligence) tools suggest they can offer users quick access to research evidence, with the goal of improving our practice and policies in mathematics education. However, recent evaluations suggest that AI often falls short of human capabilities in accurately summarising complex information, raising questions about trust, credibility, and reliability. In this paper, we investigate whether AI tools are able to successfully perform the educational knowledge brokering function of finding, selecting, and summarising research with implications for practitioners. In particular, we ask if AI tools are able to find research papers that actually exist (accuracy), are relevant to the question (relevancy) and are able to interpret findings into useful, actionable implications for practitioners (applicability). We find that generally they are not, and even when they are, they do so in a way that is so inconsistent as to be a serious threat to credibility.
Saddiq Khalid1, Sabitu, Kamoru Abiodun2 & Nasrudeen, Ayinde Malik3
University of Tasmania1, Federal College of Education (special), Oyo1,2 & Osun State University3
This qualitative study explored factors influencing silence and participation among pre-service mathematics teachers (PSTs) during mathematics lectures at a Nigerian university. Through lecture observations, field notes, and video-based reflections, the research identified key reasons behind PSTs’ silence, including negative feedback, limited foundational knowledge, and peer pressure. Conversely, a strong motivation to clarify doubts and receive supportive guidance encouraged active participation. The findings emphasised how speaking up enhances PSTs’ conceptual understanding, builds their confidence, fosters collaborative problem-solving skills, and promotes a sense of classroom community. The study suggests practical implications such as promoting positive lecturer-student interactions, providing structured support to bridge knowledge gaps, and nurturing inclusive classroom cultures that respect diverse communication styles. Addressing these barriers through professional development can equip mathematics educators to create more engaging and inclusive learning environments. Ultimately, the research highlights the transformative benefits of encouraging active student participation in mathematics education.