From C.Foster at lboro.ac.uk Mon Jun 10 07:10:25 2019 From: C.Foster at lboro.ac.uk (Colin Foster) Date: Mon, 10 Jun 2019 06:10:25 +0000 Subject: [Maths-Education] Online survey for parents of children in reception or key stage 1 Message-ID: <2EEE88BC-B6C1-46F3-893B-3A756594D456@lunet.lboro.ac.uk> Paul Andrews (Stockholm University) and Judy Sayers (University of Leeds) are conducting an online survey about the experiences of parents of children in reception or key stage 1. They would be very grateful for responses (there is a QR code in the attached). Please circulate to anyone you think might be able to help. With many thanks, Colin. Dr Colin Foster Reader in Mathematics Education Mathematics Education Centre Schofield Building Loughborough University Loughborough LE11 3TU www.foster77.co.uk @colinfoster77 Editor-in-Chief of the International Journal of Mathematical Education in Science and Technology: http://www.tandfonline.com/tmes Recent publications Inglis, M., & Foster, C. (2018). Five decades of mathematics education research. Journal for Research in Mathematics Education, 49(4), 462?500. http://www.foster77.co.uk/JRME2018-07-462.pdf Foster, C. (2018). Developing mathematical fluency: Comparing exercises and rich tasks. Educational Studies in Mathematics, 97(2), 121?141. https://doi.org/10.1007/s10649-017-9788-x Hodgen, J., Foster, C., Marks, R., & Brown, M. (2018). Evidence for Review of Mathematics Teaching: Improving Mathematics in Key Stages Two and Three. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Support/Links/Campaigns/Maths/EEF_Maths_Evidence_Review.pdf -------------- next part -------------- A non-text attachment was scrubbed... Name: Parents have your say V5 (B&Y added).pdf Type: application/pdf Size: 325224 bytes Desc: Parents have your say V5 (B&Y added).pdf URL: From I.Tasara at leeds.ac.uk Thu Jun 13 16:07:18 2019 From: I.Tasara at leeds.ac.uk (Innocent Tasara) Date: Thu, 13 Jun 2019 15:07:18 +0000 Subject: [Maths-Education] Post 16 maths survey across England In-Reply-To: <20128240-60A7-4E00-8785-1C0B24EAC2CD@lunet.lboro.ac.uk> References: <20128240-60A7-4E00-8785-1C0B24EAC2CD@lunet.lboro.ac.uk> Message-ID: Dear all We would be very grateful if you could please circulate our on-line survey (details are in the message below). To all with an interest in post-16 (Level 3) maths provision As part of a wider project , we have designed an online survey aimed at all institutions in England teaching at Level 3. We are interested in teacher and manager views on Core Maths (whether or not individuals or institutions are teaching it). The link to the survey is https://leeds.onlinesurveys.ac.uk/core-maths We would be grateful if you could share this link with teachers and managers within your own maths networks, and encourage participation via social media as appropriate. The survey should only take 10-15 minutes to fill in, and there is a prize of ?250 to encourage participation. This research forms part of a three-year project looking at how Core Maths provision is developing in schools and colleges across the country, funded by the Nuffield Foundation, and carried out by a research team at the University of Leeds. Many thanks for your help and support, Dr Matt Homer Leader of Core Maths project and Associate Professor Schools of Education University of Leeds https://essl.leeds.ac.uk/staff/475/dr-matt-homer From M.J.Inglis at lboro.ac.uk Sat Jun 15 15:59:53 2019 From: M.J.Inglis at lboro.ac.uk (Matthew Inglis) Date: Sat, 15 Jun 2019 14:59:53 +0000 Subject: [Maths-Education] Opportunities at Loughborough Message-ID: <85ED275F-9C30-4DF2-BAB4-8E2568CBE468@lboro.ac.uk> Dear all I?m pleased to announce that Research England has awarded Loughborough University ?6.6m to set up a new Centre for Mathematical Cognition. Here?s a press release: https://www.lboro.ac.uk/media-centre/press-releases/2019/june/mathematics-research-centre-aims-to-boost-numeracy/ The important news is that we will soon be advertising eleven new posts. These will be: - eight permanent academic posts, available at all levels from professor to lecturer - three research fellowships, fixed term until August 2021, designed for early career researchers interested in conducting their own programme of independent research. We also have funding for a number of phd studentships. The basic idea of the Centre is to bring together three different types of researchers in one unit: people who conduct basic research on mathematical cognition, people who design research-based educational resources (especially those who want to integrate insights from more basic research), and people who evaluate educational interventions. The rationale is our belief that education research would benefit from more bidirectional communication between these different stages of research (so basic researchers could ask questions relevant to issues designers face in their work, and so on). The bulk of the teaching associated with the new permanent posts would be education or psychology modules on a new BSc Psychology and Education programme, but there will also be a possibility to contribute to teacher professional development courses, existing undergraduate mathematics or statistics modules (especially modules designed for engineering students), or our mathematics teacher training programmes. We expect to formally advertise these posts in the next few weeks. But in the mean time, if you have any questions about these opportunities, please do get in touch with me or Camilla Gilmore. All the best Matthew From cathy.smith at open.ac.uk Thu Jun 20 20:20:40 2019 From: cathy.smith at open.ac.uk (Cathy.Smith) Date: Thu, 20 Jun 2019 19:20:40 +0000 Subject: [Maths-Education] mathematics education post at the Open University Message-ID: Hallo all Can I please draw colleagues' attention to the advertisement for a lecturer post at the Open University supporting the development of new undergraduate distance-learning material in mathematics education. This post is fixed term and can be part-time. https://www.jobs.ac.uk/job/BSW161/lecturer-in-mathematics-education Best wishes Cathy [cid:image004.jpg at 01D527A5.A01FE6B0] [rule.png] Dr Cathy Smith | Mathematics Education The Open University, Alan Turing Building, Walton Hall, Milton Keynes MK7 6AA +44 (0) 1908 659707 | cathy.smith at open.ac.uk | www.open.ac.uk [rule.png] -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.png Type: image/png Size: 156 bytes Desc: image003.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 4754 bytes Desc: image004.jpg URL: From a.hosein at surrey.ac.uk Tue Jun 25 11:51:23 2019 From: a.hosein at surrey.ac.uk (Anesa Hosein) Date: Tue, 25 Jun 2019 10:51:23 +0000 Subject: [Maths-Education] Leadership in Learning and Teaching in Higher Education - Call for Chapter Contributions In-Reply-To: References: Message-ID: *Apologies for cross-posting Hello all, Following our successful book on Academics' International Teaching Journeys: Personal Narratives of Transitions in Higher Education, Namrata Rao and myself (Anesa Hosein) are putting together a proposal for a new book that also utilises personal narratives. This book has a proposed title of "Leadership in Learning and Teaching in Higher Education: Narratives of Academics' Personal Journeys". We are looking for chapter contributions from across the world and initially we would need an outline of your chapter by Monday, 5th August 2019 submitted via this link: https://forms.gle/5WaPtEMTTeiCJaTZ8. More information follows below. Best wishes Anesa Proposed title of the book: Leadership in Learning and Teaching in Higher Education: Narratives of Academics' Personal Journeys Description: Whilst the path traversed by those seeking research leadership are well-defined and recognized, journey to leadership in learning and teaching (L&T) is often not widely discussed and/or recognized. The indicators of what might count as L&T leadership are very vague and how might individuals become leaders in L&T is not widely understood. This edited book aims to bring together personal narratives of leadership journeys of academics working at various levels within higher education (either in universities or further education colleges). With an increased emphasis on L&T in higher education globally, the narratives will provide an insight into the contemporary challenges and issues faced by those academics seeking to focus on leadership in L&T. Although the academics contributing the narratives work in different national contexts, we anticipate taken together the first-hand authentic personal accounts of their leadership journeys will highlight commonalities and differences in their experiences. In particular, this edited volume intends: * To inspire other academics to consider leadership in learning and teaching as a valid academic recognition to strive for, in-spite of the counter-narratives widely prevalent against pedagogic expertise and pedagogic research. * To contribute to our collective understanding of leadership in L&T in the contemporary higher education context. To ensure our selection of contributors does not pre-suppose what a leader in L&T is and constrain/limit how leadership in L&T is conceived, we are inviting chapter contributions from individuals who self-identify as (emerging or established) leaders in L&T. We anticipate that the chapter contributions will present first-hand, authentic and personal accounts of: * The challenges/issues faced in your L&T leadership journeys in HE. * The strategies and strengths you developed to overcome the challenges * Any theoretical frameworks/ ideologies that you could use to explain or inform your journey and current L&T leadership practices. * Any other issues that might be relevant to shaping your L&T leadership practice such educational/cultural systems; other contextual factors, such as discipline, country context, etc. We welcome contributions from a variety of disciplinary contexts and also from regions that are less represented in the leadership literature such as from Africa, South America and Asia. Deadlines: If you are interested in submitting a book chapter proposal, please submit the following latest by Monday, 5th August 2019. * A maximum of 500 words outline of your chapter (excluding references). * A 100 word biography. Please submit your chapter proposal using the following Google form https://forms.gle/5WaPtEMTTeiCJaTZ8. Outcome of your submission will be communicated on Monday, 30th September 2019. Other details: We anticipate that if the proposal is accepted the final chapters submission will be due in/around September 2020. The chapters will be approximately 5000 words long including references. For further details on the style of writing we would request contributors to adopt you may like to refer to the chapters in from our recently published book, Hosein, A., Rao, N., Shu-Hua Yeh, C. and Kinchin, I. (eds.) (2018) Academics' International Teaching Journeys: Personal Narratives of Transitions in Higher Education. London: Bloomsbury Academic. If you would like to discuss your chapter proposals prior to submission please contact the editors. Potential publisher: Bloomsbury Publications Editors: Dr Namrata Rao, Liverpool Hope University (Email: raon at hope.ac.uk) Dr Anesa Hosein, University of Surrey (Email: a.hosein at surrey.ac.uk) Anesa Hosein Lecturer in Higher Education Programme Director for the PhD in Higher Education Department of Higher Education 04CE01, Education Centre (Guildford Cathedral) University of Surrey Guildford GU2 7XH Tel: 0148-368-3759 Web: https://www.surrey.ac.uk/people/anesa-hosein Blog: https://anesaresearch.wordpress.com/ Twitter: @anesa Associate Editor: Journal of International Students Latest articles: Rao, N., Mace, W., Hosein, A., & Kinchin, I. M. (2019). Pedagogic democracy versus pedagogic supremacy: migrant academics' perspectives. Teaching in Higher Education, 24(5), 599-612. Hosein, A. (2019). Girls' video gaming behaviour and undergraduate degree selection: A secondary data analysis approach. Computers in Human Behavior, 91, 226-235. Kinchin, I., Heron, M., Hosein, A., Lygo-Baker, S., Medland, E., Morley, D., & Winstone, N. (2018). Researcher-led academic development. International Journal for Academic Development, 23(4), 339-354. Hosein, A. and Harle, J. (2018). The relationship between students' prior mathematical attainment, knowledge and confidence on their self-assessment accuracy. Studies in Educational Evaluation. 56(1) pp. 32-41 Latest books: Hosein, A., Rao, N., Shu-Hua Yeh, C., & Kinchin, I. M. (2018). Academics' International Teaching Journeys: Personal Narratives of Transitions in Higher Education. Bloomsbury. https://tinyurl.com/internationalteaching Medland, E., Watermeyer, R., Hosein, A., Kinchin, I.M. and Lygo-Baker, S. (Eds) (2018). Pedagogical Peculiarities: Conversations at the Edge of University Teaching and Learning. Brill (Sense) Publishers. https://tinyurl.com/ycjjo77f ________________________________ To unsubscribe from the LDHEN list, click the following link: https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=LDHEN&A=1 From alexandre at borovik.net Tue Jun 25 15:48:25 2019 From: alexandre at borovik.net (Alexandre Borovik) Date: Tue, 25 Jun 2019 14:48:25 +0000 Subject: [Maths-Education] New Book: The Essence of Mathematics Through Elementary Problems Message-ID: Dear Colleagues, I am pleased to say that the book: The Essence of Mathematics Through Elementary Problems Alexandre Borovik and Tony Gardiner is now available at https://www.openbookpublishers.com/product/979 A pdf file can be downloaded for FREE. I hope that these problems could be useful for kids who show some interest in mathematics. With thanks -- Alexandre Borovik -- Alexandre Borovik www.borovik.net www.borovik.net/selecta Views expressed do not necessarily represent position of my employer, or any other person, organisation, or institution.