# Melissa RoddUniversity College London | UCL · Mathematics Education

Melissa Rodd

PhD

## About

44

Publications

8,502

Reads

**How we measure 'reads'**

A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more

387

Citations

## Publications

Publications (44)

This paper reports on a research project based on designing and teaching in-service courses for Non-Specialist Teachers of Mathematics (NSTM). An NSTM is a school teacher who qualified to teach in a subject other than mathematics, yet teaches mathematics in secondary school (11-16 year old students). While the overall aim of our research was to des...

This paper reports on a research project based on designing and teaching in-service courses for Non-Specialist Teachers of Mathematics (NSTM). An NSTM is a school teacher who qualified to teach in a subject other than mathematics, yet teaches mathematics in secondary school (11-16 year old students). While the overall aim of our research was to des...

Graduate Teaching Assistants (GTAs) are postgraduate research students who contribute to the teaching of undergraduates while they pursue their own doctoral research. This paper reports on a mathematics-specific 10 learning hour introduction to teaching for postgraduate mathematics research student GTAs. The principles that guided the design of the...

This chapter uses psychoanalytical theory to help to understand emotion when a student has difficulties in learning mathematics. The centrality of the relationship between student and teacher is theorized and discussed, and issues related to teacher preparation and in-service training are put forward. The notion of a “math-care environment” is deve...

A non-specialist teacher of mathematics is a school teacher who qualified to teach in a subject other than mathematics yet teaches mathematics to students in secondary school. There is an emerging interest internationally in this population, a brief report of which is given in the paper. Because of concerns about the quality of non-specialists’ mat...

Within a practitioner researcher framework, this paper draws on a particular mathematics education theory and aspects of neuroscience to show that, from a learner's perspective, moving to a deductive reasoning style appropriate to basic Euclidean geometry, can be facilitated, or impeded, by emotion and/or directed attention. This shows that the iss...

The shortage of mathematics teachers in the UK has led to a number of government initiatives aiming to increase the supply of teachers of mathematics (e.g., DfE 2014). One set of initiatives concerns up-skilling teachers who are already employed at a school or college and who are teaching some mathematics, but who initially trained to teach in a su...

This chapter aims to identify the factors that relate to students’ intended choices with respect to mathematics in schools in England, using a mixed methods longitudinal approach. Throughout we highlight the methodological issues that surfaced in our study. Methodologically, we reach three principal conclusions. First, mathematics-specific measures...

This paper offers explanations as to why good candidates for mathematics or physics degrees might opt to study subjects other than STEM (science, technology, engineering, mathematics) subjects at university. Results come from analysis, informed by psychoanalytic theory and practice, of narrative-style interviews conducted with first-year undergradu...

The research on which this article is based was commissioned because of concerns about perceived shortages of willing and able young people choosing to study physics at university. Purpose This article reports on first year physics undergraduates’ narratives of why they are studying physics and uses these narratives to identify reasons for their ch...

e teach a masters' module called 'learning Geometry for teaching' which we designed for the institute of education Ma in mathematics education. Students on the course are all teachers of mathematics – some primary, most secondary; some from overseas, most from the london area; usually about a dozen students are enrolled. Having taught this course f...

To address the shortage of mathematics teachers in England, serving teachers, qualified in subjects other than mathematics yet teaching secondary mathematics, were eligible to participate in a Mathematics Development Programme for Teachers (MDPT) commissioned and funded by the Teacher Development Agency (TDA). A research project was set up to inves...

To address the shortage of mathematics teachers in England, serving teachers, qualified in subjects other than mathematics yet teaching secondary mathematics, were eligible to participate in a Mathematics Development Programme for Teachers (MDPT) commissioned and funded by the Teacher Development Agency (TDA). A research project was set up to inves...

We report on a project currently in progress that aims to identify through research the range of factors (individual, school
and out-of-school, including home) and their interactions that influence post-16 (i.e. post-compulsory) participation in mathematics
and physics in the UK and to assess their relative importance among different student popula...

This paper reports on some of the social and emotional complexities young people negotiate, consciously or otherwise, when applying to study at university and presents reasons for why good candidates for mathematics degrees may not opt to study mathematics. The research comes from one strand of the UPMAP project which is seeking to understand profi...

The nature of the justification for a learner's belief in mathematical propositions is central to the question of whether the learner could be said to have mathematical knowledge. In this paper, the philosophical concept of "warrant" is interpreted for the mathematics education context and then applied to 2 central questions: (a) In what sense does...

The purpose of the research was to identify pre-service teachers' understandings of risk, a concept which is being increasingly emphasised in United Kingdom secondary science curricula. Two groups of four secondary pre-service teachers containing a mix of science, mathematics and English specialists were prompted to discuss 'What risk means to you'...

Lectures remain the lynchpin of mathematics teaching at university even with advances in information technology and access to the internet. This paper examines the requirements for learning mathematics and shows how important it is for lecturers to be aware of the different modes of presentation they are using. Ways to assist students to make the c...

The theoretical frameworks presented in this Special Issue are appraised with respect to how they might enhance teachers’ or researchers’ work with ‘special needs’ students learning mathematics. The notion of ‘special needs’ is used in a broad sense, encompassing specific Special Educational Needs as well as students with low attainment. The analys...

This paper reports on young women students' participation in their undergraduate mathematics degree programme: their gendered trajectory is characterized in terms of their being both ‘invisible' in the dominant university mathematics community and yet ‘special' in their self‐conception. It draws on data collected from a three‐year longitudinal proj...

This paper reports on a practitioner study of a first-year undergraduate service course that aligns a web-based, student–lecturer communication system with the mathematical curriculum. The report presents and analyses data from students and from the lecturer and outlines the nature of the technical interface. The paper indicates how communication o...

As part of an ESRC-funded longitudinal study, 'Student Experiences of University Mathematics', we followed a cohort of undergraduate mathematics students at two traditional universities with high ratings for research and teaching. This report centres on interpretations of successful students’ engagement with their course as gleaned from in-depth in...

As part of an ESRC-funded longitudinal study, 'Student Experiences of University Mathematics' [1], we followed a cohort of undergraduate mathematics students at two traditional universities with high ratings for research and teaching. This report centres on interpretations of successful students’ engagement with their course as gleaned from in-dept...

This paper reports views of studentteachers on a one year secondary teacherpreparation course about their undergraduateexperiences of learning mathematics. Writtenresponse data were collected from 173 studentteachers (trainees) from several differentinstitutions and their views were collated andthematised. The principal issues that arise arethose o...

Connections Aug 2003 Vol 3 No 3 W e draw on data from an ESRC study: Students' Experiences of Undergraduate Mathematics (R000238564). The aim of the study is to understand better the reasons why students experience undergraduate mathematics courses in different ways and why some maintain or develop more positive attitudes than others to the subject...

This article reports on the distribution of the use of graphic calculators over the whole secondary school population in a Local Education Authority (LEA) in the United Kingdom. Quantitative and qualitative census data on the extent and nature of graphic calculator use have been obtained. A feature of this project is in the use of a teacher researc...

Is Euclidean geometry the most suitable part of the school mathematics curriculum to act as a context for work on mathematical proof? This paper examines some of the issues regarding the teaching and learning of proof and proving specifically in relation to Euclidean geometry.

Presents an early and informal report on some research on learning and assessment of university mathematics. Investigates the attitudes of students who were intending to teach mathematics in secondary schools towards their undergraduate mathematical studies. (ASK)

How ‘pedagogical content knowledge’ is acquired within school‐based Initial Teacher Education (ITE) courses is particularly relevant in the UK where all post‐graduate student teachers for the secondary age range are required to spend two‐thirds of their time in school. Within such school‐based ITE it is principally the mathematics mentor who has th...

This paper broadens the notion of the internalisation of mathematical structure, investigated by Nada Stehlíková and Darina Jirotkova at CERME2, to include the roles of emotion and intention in developing a personal internalisation of mathematics. Hence the metaphor of 'construction', as used in learning, changes to that of 'embodiment'; 'inner mat...

The research on which this report is based was commissioned because of concerns about perceived shortages of willing and able young people choosing to study physics at university. This paper reports on first year physics undergraduates' stories of why they are studying physics. Narrative-style interviewing with a purposive sample of first year unde...

This paper reports on how choices to study mathematics at university (or not to do so) can be understood as being, in part, as a product of defending the self psychoanalytically. As part of a three year multi-methods project – Understanding Participation in Mathematics and Physics ('UPMAP') – over 50 narrative-style interviews were conducted with f...

The nature and presence of geometry in the school curriculum in England has undergone several changes over the past 40 years and today's curriculum includes some Euclidean-style geometric reasoning that was absent in the late 1980s and 1990s. Consequently, teachers of mathematics currently in secondary schools in England have a wide range of geomet...

We draw on data from an ESRC study: Students' Experiences of Undergraduate Mathematics (R000238564). The aim of the study is to understand better the reasons why students experience undergraduate mathematics courses in different ways and why some maintain or develop more positive attitudes than others to the subject. In this paper we focus on one g...

This paper draws on research from the ESRC-funded project Understanding Participation rates in post-16 Mathematics And Physics (UPMAP) and draws on the strand of this project that has interviewed undergraduates about their choice of university course. These interviews were conducted in a 'narrative-style' and their construction and analysis were in...