Jehad Alshwaikh

Jehad Alshwaikh
Birzeit University · Department of Curriculum and Instruction

Mathematics Education, PhD

About

42
Publications
12,233
Reads
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156
Citations
Introduction
Professor of Mathematics Education. My research focuses on (Arabic) discourse of mathematics education and the sociopolitical dimensions of mathematics and mathematics education.
Additional affiliations
September 2015 - June 2017
University of the Witwatersrand
Position
  • PostDoc Position
Description
  • http://www.wits.ac.za/WitsMathsConnect
May 2007 - November 2008
University College London
Position
  • Research Officer
Description
  • Researching and developing digital media in maths education. Collecting data via classroom participant observation and video recording and working with software developers. Preparing and using data collection tools, analysing data and writing reports.
May 2007 - November 2008
University of London
Position
  • Research Officer
Description
  • ReMath: Representing Mathematics with Digital Media (http://remath.cti.gr/) a) researching and developing digital media in maths ed; b) collecting data via classroom participant observation and video recording; c) analysing data and writing reports.
Education
April 2006 - February 2011
University College London
Field of study
  • Mathematics Education

Publications

Publications (42)
Presentation
Full-text available
We intorduce the notion of Mathematical Arabic for teaching. The aim is to understand the way in which three Palestinian mathematics teachers make use of Arabic languages to teach mathematics.
Book
Full-text available
This book explores the formation of the Palestinian discourse about learning and teaching, with a focus on the influence of colonial and specifically British rule over Palestine. It weaves interviews with those who were born in the 1940’s and 1950’s, and were later taught and studied mathematics with reflections on current understandings of mathema...
Chapter
Full-text available
The Wits Maths Connect Secondary Project, a research-linked professional development project, included Lesson Study with teachers in school clusters. When two teachers shared their experiences of doing Lesson Study, they spoke spontaneously about how much they had learned about choosing and using examples in their teaching. Exemplification is a key...
Presentation
Full-text available
This is a plenary talk at the American University in Beirut, Lebanon. By focusing on the Arabic language, my goal in this talk is to show that what we say, write and do in mathematics lessons matters. The talk consists of two parts. First, I will explore communication of mathematics. I will address questions such as: How is mathematics presented in...
Conference Paper
Full-text available
In MES-9, we critically discussed problematising the notion of crisis within mathematics education since many of our lives are entangled around crisis all the while and everywhere and has become a social norm. Another face of crisis is the capricious combination of the presence and absence of mathematical knowledge in our national contexts. Part o...
Conference Paper
Full-text available
In MES-9, we critically discussed problematising the notion of crisis within mathematics education since many of our lives are entangled around crisis all the while and everywhere and has become a social norm. Another face of crisis is the capricious combination of the presence and absence of mathematical knowledge in our national contexts. Part o...
Article
The way in which mathematics is communicated and represented in schools (including the written language, symbols and diagrams of mathematics textbooks and the verbal/spoken classroom interaction itself) constructs particular views of the nature of mathematics and expectations about students’ participation in mathematical activity. In a previous art...
Article
Full-text available
This article suggests a tool for analysing diagrams in mathematical texts. The starting point for this tool is Halliday's Systemic Functional Grammar (SFG), which considered language as a social practice. Kress and Van Leeuwen (2006) applied Halliday’s SFG to images, suggesting a grammar for reading images. Morgan (1996) adopted Halliday’s SFG and...
Research
Full-text available
This symposium aims at engaging MES-9 participants to an intense, critical discussion to brainstorm and problematize the notion of crisis within mathematics education. Panelists from “developing” countries will reflect on how theoretical traditions are absent from acknowledging and delving into crisis situations that become so normalised and season...
Chapter
Full-text available
Lesson Study (LS) is a collaborative learning space of professional development for teachers and researchers who support them. Teachers selected a lesson on “simplifying algebraic expressions with brackets in different positions” with Grade 10 learners in the context of a professional development project in South Africa. Structured by a discursive...
Conference Paper
Full-text available
As a context for professional development, Lesson study (LS) has been used widely and differently around the world. Here, we look at LS as a community of practice (CoP) in which teachers and researchers work together on a specific object of learning. We highlight two ethical dilemmas that emerged in one cycle of LS in a project in South Africa, in...
Chapter
Full-text available
This chapter attempts to question the sociopolitical structure and conditions that Palestinian students live in and under which they are expected to learn mathematics and other subjects in schools. We describe these sociopolitical conditions and then focus on education and mathematics education in an attempt to illuminate the relationship between l...
Article
This article reports a review of research in mathematics education in South Africa published in local and international journals in the period 2007–2015. The purpose of the review was to describe the landscape of mathematics education research in the country over the past (almost) decade. Findings indicate that the mathematics education research co...
Poster
Full-text available
Describe how two critical incidents in one LS cycle were learning opportunities for both teachers and researchers.
Poster
Full-text available
Describe how two critical incidents in one LS cycle were learning opportunities for both teachers and researchers.
Article
Full-text available
هذه الدراسة جزء من دراسة عامة تناولت وضع تعلم وتعليم الهندسة في فلسطين من خلال دراسة مستويات التفكير الهندسي لدى الطلبة والمعلمين وكذلك مستويات التفكير الهندسي المقدمة في كتب الرياضيات المدرسية في فلسطين، لكننا نركز هنا فقط على الطلبة والمعلمين. تكونت عينة الطلبة من 1240 طالبا وطالبة في الصفوف السادس والثامن والعاشر. أما عينة المعلمين فكانت عينة عش...
Article
هذه الدراسة جزء من دراسة عامة تناولت وضع تعلم وتعليم الهندسة في فلسطين من خلال دراسة مستويات التفكير الهندسي لدى الطلبة والمعلمين وكذلك مستويات التفكير الهندسي المقدمة في كتب الرياضيات المدرسية في فلسطين، لكننا نركز هنا فقط على الطلبة والمعلمين. تكونت عينة الطلبة من 1240 طالبا وطالبة في الصفوف السادس والثامن والعاشر. أما عينة المعلمين فكانت عينة عش...
Article
The analytical scheme used in the project The Evolution of the Discourse of School Mathematics (EDSM) was developed to analyse the change over time in examination texts. An adapted version of the EDSM scheme has been deployed to analyse the nature of mathematics construed in Palestinian schools textbooks and the mathematical activity expected of st...
Article
Full-text available
http://thisweekinpalestine.com/history-of-education-in-palestine/
Conference Paper
Full-text available
The language of mathematics textbooks, including symbols and diagrams, constructs particular views of the nature of mathematics and expectations about students’ participation in mathematical activity. In a collaborative project between the Institute of Education and Birzeit University, we developed an analytic framework for examining the nature of...
Article
Full-text available
Jehad Alshwaikh & Candia Morgan
Article
Full-text available
The project reported here aims to produce an analysis of Palestinian school mathematics textbooks, focusing on the nature of the mathematics portrayed in the texts and of the mathematical activity expected of students. The academic collaboration enabled by the project includes comparison with a sample of English textbooks. We share some results of...
Article
Full-text available
In this article we consider data arising from student-teacher-researcher interactions taking place in the context of an experimental teaching program making use of multiple modes of communication and representation to explore three-dimensional (3D) shape. As teachers/researchers attempted to support student use of a logo-like formal language for co...
Article
Full-text available
In this paper, we consider data arising from student-teacher-researcher interactions taking place in the context of an experimental teaching programme making use of multiple modes of communication and representation to explore three-dimensional shape. As teachers/researchers attempted to support student use of a Logo-like formal language for constr...
Conference Paper
Full-text available
In this paper, we consider data arising from student-teacher-researcher interactions taking place in the context of a teaching experiment making use of multiple modes of communication and representation to explore three-dimensional shape. As teachers/researchers attempted to support student use of a Logo-like formal language for constructing 3D tra...
Article
Full-text available
Students' intuitive assumptions and arguments about motion are often discontinuous with the principles and styles of reasoning underpinning the Newtonian model. Traditional approaches to the teaching of mechanics and everyday physical experience do not sufficiently challenge these assumptions and arguments. In this paper, we report and reflect on a...
Conference Paper
Full-text available
Different semiotic systems provide different sets of resources for the construction of mathematical meanings. In this paper, we argue that a multi-semiotic environment not only affords rich potential for developing mathematical concepts but may also affect more fundamentally the goals of student activity. We present a multimodal analysis of an epis...
Conference Paper
Full-text available
INTRODUCTION: In my study, I intend to investigate the role of mathematical visual representations in the construction of mathematical meaning. It has been argued that meaning does not reside only in written and spoken language but also in other different modes of communication such as visual representations, gestures and actions (Kress & van Leeuw...
Conference Paper
Full-text available
Mathematics is a multimodal/multisemiotic discourse where different modes of communication take place such as verbal language, algebraic notations, visual forms and gestures. These different modes offer different mathematical meaning potentials. Based on Halliday's SFL, Morgan (1996) has developed a linguistic framework to describe the verbal compo...
Conference Paper
Full-text available
Mathematics is a multimodal discourse in which mathematical texts use, at least, three different semiotic systems: verbal language, algebraic notations and visual forms. Beside the research that has been done concerning the verbal components of mathematical texts, there is a need to develop tools to describe the non-verbal components. Based on Hall...
Article
Full-text available
This article reports a review of research in mathematics education in South Africa published in local and international journals in the period 2007–2015. The purpose of the review was to describe the landscape of mathematics education research in the country over the past (almost) decade. Findings indicate that the mathematics education research co...
Article
Full-text available
Use of the metaphor of 'playing turtle' is commonly seen as an important and successful way in which students may make sense of construction of two-dimensional shapes in Logo turtle geometry. During teaching with a three-dimensional 'turtle world', teachers and researchers made extensive use of specialised hand gestures when attempting to communica...
Article
Full-text available
Diagrams are part an parcel of mathematics. However, the main stream among mathematician is prejudiced against the use of diagrams in public. In my PhD study, I consider diagrams as a semiotic mode of representation and communication which enable us to construct mathematical meaning. I suggest a descriptive 'trifunctional' framework that can be use...

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Projects

Projects (3)
Project
The project aims to investigate the efficacy of a teacher professional development model based on PCK and to develop that model. In particular, we aim to answer the following questions: 1. What are the effects of participation of teachers of science and mathematics for grade 10 in a PCK-based professional learning community on their PCK, their teaching practices and student learning outcomes? 2. How do prior teacher characteristics, namely their PCK and their knowledge and beliefs, interact with this mode of teacher development? We shall establish a PCK-based professional learning community to investigate how a certain science topic and another mathematics topic are taught by about 12 participating science and 12 math teachers, that is their initial PCK will be described. The workshops will focus on the PCK associated with a specific topic. Teachers will consequently collaborate to develop their PCK related to the teaching of that topic while planning to teach a unit about the topic. Finally, teachers will teach the topic, and meet regularly to reflect on their teaching during the previous week and to jointly plan for teaching during the subsequent week. A mixed method (quantitative and qualitative) research design will be employed. Description of initial teacher PCK will be done through the use of questionnaires and individual interviews. Other sources of data will be: a) occasional evaluation questionnaires which will be distributed at the end of certain sessions, b) audio-recording of sessions, c) post-workshop questionnaire that will be distributed after the design of the unit and prior to its implementation in schools, d) final questionnaire which will be distributed after teaching the unit in schools, and e) group discussions of the impact of participating in the Project on their professional development. Additionally, teachers will be asked to keep diaries to document their experiences and thoughts during sessions and during teaching the unit, and they will submit portfolios documenting their development during the project. The will be was analyzed to discover patterns that describe the professional development of the participants and to explain this development. Some teachers will be followed in the classroom to observe their teaching and the observed periods will be video recorded. An end of unit, a student test and questionnaire will be administered to assess student learning outcomes. The test will emphasize the development of concepts and the persistence of alternative conceptions, while the questionnaire will assess affective outcomes. A group of 12 other teachers will act as a control group. The PCK of these teachers and the learning outcomes of their students will be assessed. These will be compared to the PCK of the “experimental” group and to the learning outcomes of their students. Statistical tests will be used to determine the significance of differences between the two groups.
Project
www.witsmathsconnectsecondary.co.za