The BERA Postgraduate Forum research symposium I attended provided me with the opportunity to present my work in a supportive and critically constructive environment, providing me with invaluable feedback and suggestions with regards to my next... [...]
The SIG is linked to the British Society for Research into Learning Mathematics (BSRLM) and aims to bring together researchers interested in a wide range of issues involving the teaching and learning of mathematics, both inside and outside of formal educational settings. Our intention is to be inclusive and accessible for all researchers, both new and experienced, encouraging them to work together to develop ideas and methodologies. The SIG aims to embrace an eclectic range of methodological and conceptual approaches to mathematics education research. It provides academics and practitioners working within the field with a mechanism for sharing research ideas and disseminating findings. The SIG importantly also provides the mathematics education community an opportunity for debate and networking at a national level. In recent years concerns have been raised in the UK about the state of mathematics education; official reports have made recommendations for improvement and national strategies have been implemented. Politically, we are at a critical point in the debate that will shape the structures that will frame the development of mathematics education over the next few years. It is essential that this debate is informed by a robust evidence base of research about the teaching and learning of mathematics. BSRLM has been a BERA Associated Society for many years, and it is clear that a stronger alliance between BSRLM and BERA benefits both societies, supports the strengthening of the evidence base and thus informs the debate.
Latest SIG Content
How do we truly assess success and long-term achievement in learning: exams, or innovative contextualised creative assessment?
There is a continual debate and discussion about exams – whether it is standard attainment tests (SATs) at primary school or GCSEs and A-levels at secondary – and how effective they are not only at assessing but, more importantly, preparing a... [...]
In a recent study (Prytz 2017), I show that a standard narrative about Swedish school governance in the 20th century does not fit how the school subject mathematics (years 1–9) was governed in the period of 1910–1980. Now I wonder whether... [...]
Bridging the gap: Trainee and Teacher knowledge in Primary Maths and its impact on children’s understanding. How will the commitment to Maths Mastery fit in around this?
This article argues that the valid pursuit of Mastery style Maths teaching could lead to deeper understanding in children and is a worthy goal. However, it will not be achieved fully without greater government support and funding to equip primary... [...]
Online registration has now closed. If you want to attend this event, please email email@example.com for details of how to register onsite. Recent national initiatives, such as the Maths Hubs, are promoting teacher research in mathematics... [...]
When I told teaching colleagues I was thinking about ‘manipulatives’, there was a sense we all knew what this meant: the resources in our maths cupboard. This seems at odds with what has been written about manipulatives; much of the equipment... [...]