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Department: Doctor of Education/ Doctor of Philosophy in Education
Module Description: This module aims to give students an overview of contemporary research on teaching and learning mathematics in schools and colleges. The purpose is not to prepare students to do a research study per se but to help them to become critical consumers of mathematics education research relevant not only to the school and college, but also at the policy level. A major focus is the reading and interpretation of a range of different types of research studies and research methods in mathematics education, and the drawing of implications from these for teaching, learning and policy making. During the module, students are expected to develop a framework for critically examining research in mathematics education in their own jurisdiction, be that at school, district, region or national level.
- Baroody, A. & Coslick, R. T. (1998). Fostering children's mathematical power. Mahwah, NJ: Lawrence ErIbaum.
- Lamon, S. J. (1999). Teaching fractions and ratios for understanding. Hillsdale, NJ: Lawrence Erlbaum.
- Lamon, S. J. (2001). ‘Presenting and representing: from fractions to rational numbers’, in A. Cuoco & F. R. Curcio (eds). The roles of representation in school mathematics. Reston, VA: The National Council of Teachers of Mathematics. pp. 146-165.
- Mack, N. K. (1993). ‘Learning rational numbers with understanding: the case of informal knowledge’, in T. P. Carpenter, E. Fennema &T. A. Romberg (eds). Rational numbers: an integration of the research. Hillsdale, NJ: Lawrence Erlbaum. pp. 85-105.