Clare Lee

The Open University · Faculty of Education and Language Studies

In 1999 we published a review summarising the r ult from over 250 articl by researchers from several countries [1]. A full account of this work is given in an earlier paper in this volume [2] and, as explained in that paper this review showed that there was a strong body of evidence to support a claim that formative assessment practices can raise s...

Teaching using the principles of mathematical resilience can lead to a broad range of implementations with different emphases, all intended to mitigate the development of mathematical anxiety in learners and its attendant problems. This article considers 12 primary teachers’ responses to the challenge of developing mathematical resilience within th...

Issues in the environment drive societal change (Brown in Seven global issues to watch in 2018, blog post. United Nations Foundation, New York, 2018); and hence challenge the purpose of education. Participants on a Masters course, representing informal and formal education for children aged 4–19, discussed the question “How should the purpose of ed...

p>Resumo: Em seu amplamente divulgado artigo “Por dentro da caixa-preta”, Black e Wiliam demonstraram que melhorar a qualidade da avaliação formativa eleva o desempenho dos estudantes. Agora, eles e seus colegas reportam os resultados de um projeto que se seguiu ao primeiro com o intuito de ajudar professores a mudarem suas práticas e os estudantes...

This volume contains the papers presented at the International Conference on Theory and Practice: An Interface or A Great Divide? and held from August 4-9, 2019 at Maynooth University, Kildare, Ireland. The Conference was organized by The Mathematics Education for the Future Project – an international educational project founded in 1986 and dedicat...

The following publication contains book reviews of these titles: D. Randy Garrison, (2015) 'Thinking Collaboratively: Learning in a Community of Inquiry'. London and New York: Routledge. 147 pages ISBN-1138824313, ISBN-9781138824317. Elizabeth Losh (ed.), 2017. 'MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education'. Chica...

Mathematics anxiety, a prevalent, acquired, disabling and treatable condition, can be thought of as “an emotional handbrake” on mathematical thinking and problem solving. Thus, in order to develop mathematical thinking and problem solving as effectively as possi-ble, it is important to enable learners to address any mathematics anxiety explicitly....

Emotions play a critical role in mathematical cognition and learning. Understanding Emotions in Mathematical Thinking and Learning offers a multidisciplinary approach to the role of emotions in numerical cognition, mathematics education, learning sciences, and affective sciences. It addresses ways in which emotions relate to cognitive processes inv...

Mathematics qualifications in the UK and many other countries represent valued cultural capital. In the UK, the typical qualification sought for employment in teaching, nursing, policing and many other professions is a GCSE award (minimum grade C) in mathematics. Although GCSE is typically taken at age 16, there is no logical or statutory reason wh...

A significant number of students are known to have mathematics anxiety (Johnston-Wilder et al 2014). When such students begin to specialise, they may deliberately choose courses to keep mathematical content to a minimum or seek to avoid it altogether. Nevertheless, many courses employ more mathematics than expected, requiring students to apply math...

The Mathematical Resilience Scale (MRS) measures students’ attitudes toward studying mathematics, using three correlated factors: Value, Struggle, and Growth. The MRS was developed and validated using exploratory and confirmatory factor analyses across three samples. Results provide a new approach to gauge the likelihood of student participation an...

This book is subtitled “the essential guide to the big issues for every teacher” and that makes clear both its audience and its mission. It addresses its audience of teachers, making clear that they can see themselves as essential in educating the next generations and attempting to clarify their new role in the digital age. It also takes its missio...

The construct 'Mathematical Resilience' [1] has been developed to describe a positive stance towards mathematics, one that enables learners to approach mathematical learning in ways which allow them to overcome the barriers and setbacks that are frequently part of learning mathematics for many people. A resilient stance towards mathematics can be e...

Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in...

What is the role of mathematics in the secondary classroom?What is expected of a would-be maths teacher? How is mathematics best taught and learnt? Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in modern secondary school...

An important part of the role of a mathematics teacher is to present mathematics in a situated way, allowing pupils to 'work on open and closed tasks in a variety of real and abstract contexts that allow them to select the mathematics to use' (QCA, 2007a: 147). Whether you use a context-based question from a textbook, engage in an investigation tha...

The article discusses the aspects of resilience in mathematics. It states that mathematical resilience is about understanding which involves confidence and ability to learn mathematics, wherein mathematically resilient students learn mathematics effectively. It also explores psychological resilience, defined as a dynamic process in which individual...

As we read articles in MT, we see that there is a general agreement about what constitutes good practice in teaching mathematics. We also know that when teachers use that best practice, as described in articles in MT, the pupils get better at ‘something’, not just at passing examinations. We see that pupils gain a great deal from this good practice...

[About the book] What is the role of mathematics in the secondary classroom? What is expected of a would-be maths teacher? How is mathematics best taught and learnt? Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in modern...

This article describes changes in the practice of two teachers, observed over an 18-month period, who were participating in a study intended to support teachers in developing their use of assessment in support of learning. The design of the intervention allowed each teacher to choose for themselves which aspects of their practice to develop. Analys...

Incl. abstract and bibl. references 'Inside the Black Box' (Phi Delta Kappan, October 1998) summarized research evidence that showed that improving the quality of teachers' day-to-day classroom assessment could have substantial impact on students' learning. Here we report on one study that has attempted to put this into practice with 24 secondary s...

While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally‐set tests and examinations precludes its use. This paper reports on the achievement of secondary schoo...

The this paper has two foci. The first is to present an account of how we developed formative assessment practices with a group of 36 teachers. This is then complemented by a reflection on the productive and positive experience of these teachers, in the light of learning principles, of changes in the roles of teachers and pupils in the task of lear...

Discusses strategies that were developed by teachers in response to ideas about formative assessment. Reports teachers' ideas about ways to implement or improve formative assessment in their classrooms. (ASK)

This article describes my thinking about 'modelling' as a teaching technique in a mathematics classroom; it is not about mathematical modelling. I think this modelling process is very important as a way to help pupils learn and in this article I try to say why. I find it very difficult to define what I mean by using a model when teaching, although...

This article describes an investigation of how language is used in learning mathematics. An English teacher and a mathematics teacher videotaped a group of students working through a mathematics problem. The focus of the research was to consider students’ use of language (in both oral and written forms) to express their mathematical understanding....

Thesis (Ph.D.)--University of Oxford, 2004.

Thesis (M. Sc.)--University of Oxford, 1994. Includes bibliographical references.

In this paper, we set out why we feel that it is important for pupils to articulate their mathematical ideas as they come to learn mathematics, whether orally, in writing or through some other representation. We explain the connections we see between thinking, articulating, learning and building a pupil’s identity as a competent user of mathematica...

Assessment for learning is a powerful way to raise standards and improve learning. However, as this book shows, effective assessment for learning in the mathematics classroom depends on pupils being able and willing to use mathematical language to express their ideas. When discussion, negotiation and explanation are encouraged, teachers use assessm...