This project is a teaching innovation project that will support students to create a digital artefact that communicates mathematical ideas to the general public, and why those ideas are relevant to society. Focusing on storytelling, this project takes the form of a competition (Mathstory) to promote the use of narrative in mathematics education as a practice that can change perception of the subject in learners. The project is funded by an Adobe innovation grant, and is a collaboration with A/Prof Therese Keane.
This was a teaching and learning development project aimed at designing a first-year foundation mathematics course using a narrative style of teaching, in order to bring purpose and direction to what is learnt. The objective was to produce a coherent and meaningful syllabus by using narrative principles that are universal to human experience. The project was funded by a Transforming STEM/Transforming Learning Inter-disciplinary course design grant from the Faculty of Science, Engineering and Technology at Swinburne University, and was a collaboration with Dr Nathan Clisby.
This was a continuation of a previous project titled: “Discourses of Mathematical Modelling in Higher Education in Norway and England”. In this project we aimed to investigate the characteristics that some MM practices have according to how lecturers’ talk about MM. The project was funded by a Norwegian Centre for Research, Innovation and Coordination of Mathematics Teaching (MatRIC) small research grant and was a collaboration between Prof Yuriy Rogovchenko (University of Agder, Norway), Dr Stephanie Treffert-Thomas (Loughborough University, UK) and Dr Olov Viirman (University of Gavle, Sweden).
This was a workshop jointly organised with Dr Angeles Dominguez Cuenca (Tecnologico de Monterrey, Mexico) and funded by the British Council and the Mexican Consejo Nacional de Ciencia y Tecnologia (CONACyT) through the International Newton Fund Programme. The workshop brought together early-career researchers from the UK and Mexico to discuss gender issues in STEM education.
This was a six-month fellowship to review the literature related to role models and their influence on the identity of students thinking on pursuing a STEM career. It was funded by the School of Science at Loughborough University.
This was a commissioned review by the British Academy on the literature on Mathematics Anxiety. It was a collaboration between Dr Maria Pampaka, Prof Julian Williams, Dr Jackie Carter and Prof Kevin Woods (The University of Manchester) and Dr Kevin Ralston (University of Edinburgh).
In this project we investigated how mathematics lecturers in Norway and England talk about Mathematical Modelling. It was funded by a Norwegian Centre for Research, Innovation and Coordination of Mathematics Teaching (MatRIC) small research grant and was a collaboration between Prof Yuriy Rogovchenko (University of Agder, Norway), Dr Stephanie Treffert-Thomas (Loughborough University, UK) and Dr Olov Viirman (University of Gavle, Sweden).
The MMPS project aimed to equip first year STEM undergraduates with a high level, transferable skill: “the ability to solve problems in science and engineering by setting up mathematical models and using mathematics”. It was funded by the HE STEM Programme.
This case study was part of the Mapping University Mathematics Assessment Project funded by the HE STEM Programme, and was a collaboration with Prof Carol Robinson and Mr Stephen Broughton.
This project was aimed at creating resources to introduce Mathematical Modelling in the teaching of Materials Engineers. It was funded by the Centre for Academic Practice at Loughborough University.
This was a knowledge transfer project that followed the Transmaths projects and aimed to promote participation and engagement in mathematics at post-compulsory education in the UK. It was funded by the UK Economic and Social Research Council (ESRC) and was led by Prof Geoff Wake.
This project aimed to understand how different pedagogical practices in mathematics at school (GCSE) and in transition to college (AS level) impact on students’ dispositions and choices of subjects in post-compulsory education, and how these interact with the students’ socio-cultural context. It was funded by the UK Economic and Social Research Council (ESRC). It was part of the Transmaths projects and was a collaboration with Prof Julian Williams.