Carla Finesilver

Carla Finesilver
King's College London | KCL · School of Education, Communication and Society

PhD Mathematics Education

About

14
Publications
1,537
Reads
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30
Citations
Introduction
I work mainly in the areas of Mathematics Education and Inclusion, with a particular focus on the intersection of these two fields – inclusive mathematics education. I am also increasingly involved in wider research in Disability and Neurodiversity. I specialise in qualitative research, and have particular experience with visual and multimodal data, microanalytic methods, and designing bespoke methodologies for data collection and analysis.
Additional affiliations
September 2014 - present
King's College London
Position
  • Lecturer
September 2014 - present
King's College London
Position
  • Lecturer
Description
  • Currently teaching on PGCE and MA courses, and supervising postgraduate research.
September 2014 - December 2016
King's College London
Position
  • Lecturer
Education
September 2007 - June 2014
University College London
Field of study
  • Mathematics Education
September 2005 - August 2006
University College London
Field of study
  • Educational and Social Research Methods
September 1994 - June 1995
University of East Anglia
Field of study
  • Mathematics (secondary)

Publications

Publications (14)
Chapter
In this chapter, we explore how classroom cultures might be established that are more congruent with the diverse needs of all the learners who compose them and identify features that support the development of conceptual understanding of mathematics in learners currently marginalized by normative classroom expectations. We focus in particular on tw...
Article
Full-text available
Visuospatial representations of numbers and their relationships are widely used in mathematics education. These include drawn images, models constructed with concrete manipulatives, enactive/embodied forms, computer graphics, and more. This paper addresses the analytical limitations and ethical implications of methodologies that use broad categoriz...
Conference Paper
Full-text available
This paper focuses on the arithmetical understandings and behaviours of one fifteen-year old student with very low attainment in mathematics, as she worked on a sequence of scenario-based partitive division (sharing) tasks with individually-tailored verbal and visuospatial support. The student's independent and co-created visuospatial representatio...
Conference Paper
Full-text available
Teachers in the UK are required to teach a diverse range of students, with increasing inclusion of those with Special Educational Needs and Disabilities (SEN/D) in mainstream classrooms. This exploratory research investigates the initial conceptions of a Secondary Mathematics PGCE cohort regarding inclusive education of students with SEN/D, and the...
Article
There are many potential ways to represent arithmetical tasks, but students’ choices may be limited by beliefs that only certain standardised representations are ‘legitimate’ in school mathematics. Furthermore, concern for the quantity and speed of ‘work done’ can override opportunities for meaningful engagement with the content. This paper draws o...
Article
The move from additive to multiplicative thinking requires significant change in children’s comprehension and manipulation of numerical relationships, involves various conceptual components, and can be a slow, multistage process for some. Unit arrays are a key visuospatial representation for supporting learning, but most research focuses on 2D (rec...
Conference Paper
Full-text available
Visuospatial representations of quantities and their relations are widely used to support the understanding of basic arithmetic, including multiplicative relationships. These include drawn imagery and concrete manipulatives. This paper defines four particular configurations of nonstandard representation according to the spatial organization of thei...
Conference Paper
Full-text available
The move from understanding and working with arithmetical structures in one dimension (i.e. additive) to two or more dimensions (i.e. multiplicative) requires a significant change in children's thinking. This paper investigates the varied and developing strategies and understandings of young people struggling with that change, through a series of 3...
Thesis
Full-text available
This thesis examines the particular difficulties with multiplicative thinking experienced by students with very low attainment in school mathematics, and the representational strategies they use for multiplication and division-based tasks. Selected students in two mainstream secondary schools, all performing significantly below age-related expecta...
Article
Full-text available
This paper presents the visual data generated from a single mathematical task, presented to thirteen students during a larger project researching the representational strategies of students with difficulties in mathematics. Students were aged between eleven and fourteen years, from two London comprehensive schools, placed in "bottom sets" for Mathe...

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