These are the research and teaching development projects in which I have been involved to date:
(2018-2019) Using narrative in the teaching of mathematics to science students.
This is 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 is to produce a coherent and meaningful syllabus by using narrative principles that are universal to human experience. The project is funded by a Transforming STEM/Transforming Learning Inter-disciplinary course design grant from the Faculty of Science, Engineering and Technology at Swinburne University, and is a collaboration with Dr Nathan Clisby.
(2018-2019) Practices of Mathematical Modelling in Higher Education in Norway and England.
This is a continuation of a previous project titled: "Discourses of Mathematical Modelling in Higher Education in Norway and England". In this project we aim to investigate the characteristics that some MM practices have according to how lecturers' talk about MM. The project is funded by the Norwegian Centre for Research, Innovation and Coordination of Mathematics Teaching (MatRIC) and is 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).
(2017) Researcher Links Workshop: Gender issues in STEM education.
(2017) Maria Agnessi Fellowship: Identity and Role Models in STEM.
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.
(2016-2017) Unsettling understandings of mathematics anxiety: A critical synthesis to inform policy and practice.
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).
(2015-2016) Discourses of Mathematical Modelling in Higher Education in Norway and England.
(2012-2013) Mathematical Modelling and Problem Solving in Science and Engineering.
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.
(2012) Mathematics Lecturers' Practice and Perception of Computer-Aided Assessment.
(2011-2012) Engaging Materials Engineering Students by Teaching Mathematics in Context.
(2011) Promoting Participation and Engagement in Post-compulsory Mathematics Education for STEM.
(2008-2009) Mathematics Learning, Identity and Educational Practice: the Transition into Post-compulsory Education.
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
. It was part of the Transmaths projects.