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Research expertise
Our research expertise crosses many areas of the mathematics curriculum and many aspects of mathematics pedagogy. The table below illustrates some of our areas of expertise, with links to current or recent projects on the right. Further below are links to selected earlier research projects showing the full range of our research expertise.
A theme that pervades our expertise is the use and influence of computer technology. In terms of curriculum development, the School Mathematics Project (SMP) began as a University of Southampton research project and continues to be based near the University.
Selected earlier research projects
Curriculum
Continuity in Mathematics between Primary and Secondary School
This project was supported by a DfES research
scholarship.
The
Validity and Reliability of the Inspection Procedures for Initial
Teacher Education in Mathematics
This project was carried out in collaboration with the University
of Cambridge
The Role of Pupil-Pupil Talk within
Collaborative Group Work in Developing
Mathematical Reasoning
This project was supported by ESRC awards K00429713511 and R00429834557
The
Role of Representation in Solving Addition Problems
This project was supported by ESRC research award R00429934454
Teachers'
Understanding of the Teaching and Learning of Algebra
This project was supported by a full-time research student funded
by the Government of Oman.
Developments
in the Geometry Curriculum in the UK and Japan
This project was supported by a full-time research
student with funding from Japan.
Evaluation
of the Training Schools Initiative
This small-scale project was funded by the School of Education
and examined the quality of the local Training Schools Initiative
(which receives funding from the DfES)
Evaluation
of the TTA School-Based Research Consortia
(jointly with other colleagues in the School of Education and
from the University of the West of England)
This major project was funded by the Teacher Training Agency. A
particular focus for staff from the group was the research being
carried out by teachers on the teaching of numeracy.
Evaluation
of the NRICH Online Mathematics Enrichment project
This project was an independent external evaluation
of the NRICH online
mathematics project. It was funded by the University of
Cambridge, UK as represented by the Millennium Mathematics
Project.
The
Mediation of Learning in Dynamic Geometry Environments
This project examined the impact of using dynamic
geometry software on lower secondary school students' (aged 12)
conceptions of geometrical objects. This research was
part-supported by grant A94/16 from the University of Southampton
Research Fund.
Young
Children's Ideas About Number Words
The project was supported by an ORS award
The
Nature of Mathematical Memory
The aim of this research project was to explore the nature of mathematical
memory
Co-occurrence
of Arithmetic and Reading Difficulties in Early Years of
Schooling
The aim of this project was to diagnose and remediate those children
with severe difficulties in counting in the first few years of schooling.
Students' Conceptions of Proof
This project concerned students' conceptions
of proof, particularly in undergraduate mathematics.
Manipulatives in Teacher
Education in Geometry
This project was supported by grant number 201535/93 from the Brazilian
Ministry of Education Conselho Nacional de Desenvolvimento
Científico e Tecnológico (CNPq).
The
Metacognitive Behaviour of Mathematics Undergraduates when
Solving Calculus Problems
This project was supported by ESRC research award
R00429524142
Psychology
of Experimental Mathematics
The aim of this project was to consider the implications
of the rise of experimental mathematics for learners and teachers
of mathematics.
Using Spreadsheets to
Enhance Algebraic Understanding
This research project focussed on the effects of a
series of lessons on using spreadsheets on secondary students'
skills in, and understanding of, algebra.
Last updated 19 November 2007