[Maths-Education] Research webinar

[Geoffrey Wake]

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Centre for Research in Mathematics Education Seminar Series 2019/20

School of Education, University of Nottingham Webinar

Understanding and addressing low attainment in lower secondary mathematics



Presented by Professor Jeremy Hodgen<https://www.ucl.ac.uk/ioe/news-and-events/ioe-public-debates/jeremy-hodgen>, UCL Institute of Education, London

& Dr Colin Foster<https://www.lboro.ac.uk/departments/mec/staff/colin-foster/>, Loughborough University



Tuesday 21st April 2020 4.30 - 6.00 pm (British Summer Time)

Link to join this webinar: https://zoom.us/j/794032517

(Please note you will be asked to supply a name and email address)



Evidence continues to highlight the problem of low attainment in lower secondary mathematics. In this seminar, we present the results from the Investigating Mathematical Attainment and Progress (IMAP) project, which was funded by the Nuffield Foundation and focused on low attaining students in Year 9. Drawing on the results of a specially designed test, analysis of the National Pupil Database and interviews with students and teachers, we discuss what these students understand about mathematics. Then, drawing on a wider systematic review and secondary meta-analysis, we consider what teaching strategies and other approaches could be used to raise the attainment of these students.



Biographies:

Jeremy Hodgen is a Professor of Mathematics Education at University College London Institute of Education. His research interests include mathematics education at all levels, assessment, international comparisons, approaches to grouping pupils and the evaluation of several large-scale educational trials. He has a particular interest in research that directly informs policy and practice. He is currently Chair of the British Society for Research into Learning Mathematics.

Colin Foster is a Reader in Mathematics Education in the Mathematics Education Centre at Loughborough University. His research interests focus on the learning and teaching of mathematics in ways that support students’ conceptual understanding. He is particularly interested in the design and use of rich tasks in the mathematics classroom, and in finding ways to enable students to develop the necessary fluency in mathematical processes to support them in solving mathematical problems.


Professor Geoff Wake
Centre for Research in Mathematics Education, University of Nottingham


https://www.nottingham.ac.uk/research/groups/crme/index.aspx