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Current research projects
Developing
Mathematics through Contexts
This project is part-funded by a grant from the UK Gatsby Charitable Foundation.
DALEST: Developing an Active Learning
Environment for Stereometry (3D geometry)
This project is supported by a grant from the EU, award:
224269-CP-1-2005-1-CY-MINERVA-M
CalGeo:
teaching calculus using dynamic geometric tools
The project is supported by a grant from the EU, award:
11892-CP-1-2004-1-GR-COMENIUS-C21
Cross-national
Study of the Generation of Geometrical Knowledge in Lower
Secondary School Mathematics
This project is being carried out in collaboration with the
University of Glasgow, and the Universities of Shizuoka and
Kumamoto, Japan. The project is supported by a University of
Southampton School of Education Scholarship and ORS award
2005037007
The Impact of
Sustained Masters-level CPD on Teachers' Professional Development
This project is part-supported by an award from the UK National Centre for
Excellence in the Teaching of Mathematics (NCETM), award: G070723
School
Development Partnerships in Initial Teacher Education in Mathematics
This project is part-supported by an award from the UK Teacher Development
Agency.
The Impact
of Paired Placements on Mathematics Trainee Teacher Development
This project is part-supported by an award from the UK Teacher Development
Agency.
Enhancing Trainees’ and Partnership
Schools’ Shared Experiences of ITE
This project is part-supported by an award from the UK Teacher Development
Agency.
Other Projects
Further Mathematics Network
Through not strictly a research project, this is a collaborative effort between
the University of Southampton and the four Local Authorities in the Southampton region.
Funding is from the UK DCSF.
Recently completed research projects
The Role of Friendship Groups as Mediators
of Effective Mathematics Learning in Secondary Schools
This project was supported by a University of Southampton Research
Award, A2004/6
Motivating
gifted mathematicians in the mainstream secondary classroom
This project was funded by a grant from the UK National Academy for Gifted and
Talented Youth (NAGTY)
Mathematics Learning Difficulties in the Early Primary School
Years
This project was supported by a University of Southampton Research Award
Primary Trainee
Teachers' Spatial Subject Knowledge and their Classroom
Performance
This project was
part-supported by an award from the UK Teacher Training Agency.
Children
Moving Beyond Initial Success in Problem Solving
This project was supported through the award of an ESRC post-doc
Fellowship, award: PTA-026-27-0697
Developing
Web-based Teaching Resources for University Mathematics
This project was supported through the award
of a Hefce/ILT National Teaching Fellowship.
The
School-University Transition in Mathematics
This project was supported by a British Council
'Treaty of Windsor' Grant.
The
Effectiveness of using Interactive Whiteboards in Promoting
Mathematical Thinking
This project was part-supported by a DfES research
scholarship.
Developing
Geometrical Reasoning in the Secondary School
This project was supported by an award from the Qualifications
and Curriculum Authority.
Tools
and Technologies in Mathematical Didactics
This project was carried out in collaboration with colleagues
in France, Italy and Sweden.
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