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Flattening the awarding gap through identity work

The awarding gap is starkest between the likelihood of White (domiciled) students and Black, Asian and minority ethnic (BAME) (domiciled) students being awarded a ‘good’ degree in the United...

Does breaking up a video into parts improve learning?

With Covid-19 pushing video deeper into our pandemic-affected classrooms, studying multimedia design has taken on a new urgency. My recent article in the British Journal of Educational Technology...

Anti-racist mathematics teacher education

On 28 August 2020 thousands marched through Washington DC to mark the 57th anniversary of the famous ‘I have a dream’ speech by Martin Luther King Jr. My research interests include anti-racism...

Maths at the kitchen table: Capturing teacher and family voices on online teaching and learning in Covid-19 times

The Covid-19 pandemic has had an unprecedented impact on everyday life across the world. In January 2020, we could not have imagined that in just a few months as many as 138 countries would...

The new core maths qualifications: A welcome opportunity, but what is their place in the curriculum?

We are approaching the end of a three-year project, funded by the Nuffield Foundation, investigating the successes and challenges of core maths (CM), a set of post-16 qualifications introduced in...

Is educational research evidence-based?

One issue raised in the debate over evidence-based policymaking and practice has been what should count as evidence. I was prompted to think further about this by a recent paper in the British...

Language counts when learning mathematics with interactive apps

Educational maths apps are increasingly popular in young children’s early learning experiences. When available in multiple languages, maths apps can offer the opportunity for learning in the...

Learning from variation

BCF Curriculum Investigation Grant Research Reports

How can variation theory can be applied to the use of manipulatives to support understanding of early number? This report makes an important contribution to the existing literature on how to teach...

Practitioner Research in Mathematics Education (PRiME)

Online registration has now closed. If you want to attend this event, please email events@bera.ac.uk for details of how to register onsite. The aim of the Practitioner Research in Mathematics...

What is ‘variation’ in early years mathematics?

As we near the end of our year-long project into what effects five- and six-year-olds’ ability to count-on when adding, here we reflect upon our journey. What led us to this topic was the recent...

Experience, represent, apply (ERA): A heuristic for digital engagement in the early years

Presenting a powerful new mechanism for encouraging play-based learning that reflects a more up-to-date and holistic view of technology use in the early years.

Alison Clark-Wilson

Principal Research Associate