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Practitioner Research in Mathematics Education (PRiME)
Online registration has now closed. If you want to attend this event, please emailÌý[email protected]Ìýfor details of how to register onsite.
The aim of theÌýPractitioner Research in Mathematics Education (PRiME)Ìýevent is to provide a platform for EYFS-KS5 mathematics teachers to share their classroom research projects about any aspects of mathematics teaching and learning with fellow practitioners. The event also aims to developÌýpractitioners’ research skills through a keynote talk, workshops and presentations by fellow practitioners.Ìý
The day is organised and supported by ½¿É«µ¼º½ Special Interest Group on Mathematics Education, in collaboration with the British Society for Research in Learning Mathematics (BSRLM) and The Mathematical Association (MA).Ìý
Draft programme
| 10.00 | Registration, followed by tea and coffee | ||
| 10.30 | Introduction and welcome Dr Natthapoj Vincent Trakulphadetkrai, University of Reading |
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| 10.35 | Keynote Lecture: Developing practitioner-led classroom inquiry into action research Pete Wright, UCL Institute of EducationÌý |
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| Ìý | Parallel Research Presentations # 1 | ||
| Ìý | Chair: Johnny Worthington | Chair: Jessica Barnecutt | Chair: Tiago Carvalho |
| 11.40 | Learning from variation: How Variation Theory might be relevant in fostering young children’s developing mathematics sense Helen Williams, Ruth Trundley, Leone Pulley, Chris Dayment, and Misa Magee, Independent consultancy; Babcock LDP; St Ives Infant School, Cornwall and Great Torrington Bluecoat Primary, Devon |
What can we do to improve Year 6/7 Maths transition? Mari Palmer, Janet Spittal and Stuart Beeby, Settrington All Saints’ Primary CofE; Scalby Secondary and Wykeham; Hackness Federation (North Yorkshire) |
Cultural Capital and primary mathematics Rebecca Turvill, Bosco Catholic Education Trust (West Sussex) |
| 12.10 | Exploring partner talk in primary school maths Johnny Worthington, Gallions Primary School (London) |
Teachers in transition: The challenges of facilitating student-led Project-Based Learning (PBL) Jessica Barnecutt, Oaklands School (London) |
Visible maths pedagogy: Making teachers’ intentions explicit in a maths classroom Tiago Carvalho and Alba Fejzo, Stoke Newington School & Sixth Form (London)Ìý |
| 12.40 | Lunch | ||
| Ìý | CPD Workshops | ||
| 13.40 | Interviews and video-stimulated reflection Pete Wright,ÌýUCL Institute of EducationÌý |
Ìý | Writing for a practitioner audience Colin Foster, Loughborough University and Helen Williams, Independent consultant |
| Ìý | Parallel Research Presentations # 2 | ||
| Ìý | Chair: Anna Tapper | Chair: Andy Ash | Chair: Despoina Boli |
| 14.25 | Using reflective journals in mathematics in Key Stage 2 to develop deeper thinking and understanding of mathematical processes Renata Bobik-Dawes and Nasreen Majid, St Joseph’s College (Reading); University of Reading |
Solving mathematical word problems using passively received visualisation (PRV) and self-constructed visualisation (SCV): The case of primary school students with Attention Deficit Hyperactivity Disorder (ADHD) in Kuwait Fatemah Almuwaiziri, University of Reading |
Volunteers or conscripts? Investigating the impact of compulsory mathematics on students’ maths motivation and attainment in a Further Education college Jennifer Norris, City of Bristol College / University of Bristol |
| 14.55 | Exploring how pre-teach interventions and assigning competence develop both pupil’s self-efficacy and their learning behaviours to fully access maths lessons Carly Maguire, Sheringham Primary School (London) |
Teachers’ mathematical beliefs and knowledge and the use of multiple representations Andy Ash, Our Lady of Pity Primary School (Merseyside) |
Building a pedagogical framework inspired by Socratic pedagogy to teach GCSE maths in Further Education Despoina Boli, Westminster Kingsway College (London) |
| 15.25 | Making the difference: Closing the gap in pupil attainment in Key Stage 2 Maths Anna Tapper, Unity Research School (Suffolk) |
Teaching Isometric drawings in a middle school class: A design-based research cycle Ipek Saralar, University of Nottingham |
A preliminary enquiry into students’ conceptions of the topic of quadratics Mark Hobson, Doncaster College |
| 15.55 | Completion of evaluation form | ||
| 16.00 | Close of event | ||
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Full programme including abstracts
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