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Paul Andrews

Position/Status

University Senior Lecturer

E-mail Address

pra23@cam.ac.uk

Phone

01223 767569

Qualifications

BSc, MA, MEd, PhD, PGCE

Membership of Professional Bodies/Associations

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Profile

Before becoming a teacher educator at the Manchester Metropolitan University in 1990, Paul Andrews taught mathematics for thirteen years in several comprehensive schools in Telford, Shropshire. Throughout his career he has been committed to improving equality of opportunity in mathematics education through his work in initial teacher training, professional conference presentations and writing, commissioned in-service, and research. He joined the staff of the Faculty in 1999 and was promoted to senior lecturer in 2002. He was, until this year, the UK representative to the International Commission on Mathematics Instruction (ICMI) and, for the year 2011-2012, President of the Mathematical Association.

Academic Area/Links

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Research Topics

He has several research interests, and would be interested in receiving PhD enquiries related to them. These are:

Current Research Projects

He recently directed the Mathematics Education Traditions of Europe (METE) project. Funded by the European Union for the two years from January 2003 through December 2004, the project team has been examining the mathematics education traditions of Flemish Belgium, England, Finland, Hungary and Spain.

In 2008 he received a grant from the European Science Foundation to host an invited conference in Cambridge to discuss, with colleagues from across Europe, a comparative project to examine students' mathematical problem solving competence in relation to their mathematics-related beliefs, mathematical cognition and their teachers' mathematics-related beliefs and practices.

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Course Involvement

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Recent Publications

Refereed Journal articles

Andrews, P. (2013). Finnish mathematics teaching from a reform perspective: A video-based case study analysis. Comparative Education Review, 57(2), 189-211.

Andrews, P., & Sayers, J. (2013). Comparative studies of mathematics teaching: does the means of analysis determine the outcome? ZDM: The International Journal on Mathematics Education, 45(1), 133-144.

Andrews, P., & Sayers, J. (2012). Teaching linear equations: Case studies from Finland, Flanders and Hungary. The Journal of Mathematical Behavior, 31(4), 476-488.

Xenofontos, C. and Andrews, P. (2012) Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions, Research in Mathematics Education 14 (1) 49-65.

Andrews, P., Diego-Mantecón, J., Vankúš, P., & Op ’t Eynde, P. (2011). Construct consistency in the assessment of students' mathematics-related beliefs: a three-way cross-sectional pilot comparative study. Acta Didactica Universitatis Comenianae - Mathematics, 11, 1-25.

Andrews, P. (2010). The importance of acknowledging the cultural dimension in mathematics teaching and learning research. Acta Didactica Napocensia, 3(2), 3-16.

Andrews, P. (2009) Mathematics teachers' didactic strategies: Examining the comparative potential of low inference generic descriptors, Comparative Education Review, 53 (4), 559-581.

Andrews, P. (2009) Comparative studies of mathematics teachers' observable learning objectives: validating low inference codes. Educational Studies in Mathematics, 71 (2), 97-122.

Andrews, P., Diego-Mantecon, J., Vankuš, P., Op 't Eynde, P., & Conway, P. (2008) A tanulók matematikai meggyőződéseinek értékelése: Egy három országot érintő összahasonlító viszgálat (Construct consistency in the assessment of students' mathematics-related beliefs: A three-way cross-sectional pilot comparative study) Iskolakultúra Online, 2008(2), 141-159. (in Hungarian)

Andrews, P. (2007) Mathematics teacher typologies or nationally located patterns of behaviour? International Journal of Educational Research, 46 (5), 306–318.

Andrews, P. (2007) Negotiating meaning in cross-national studies of mathematics teaching: Kissing frogs to find princes. Comparative Education, 43 (4), 489-509.

Andrews, P. (2007) The curricular importance of mathematics: a comparison of English and Hungarian teachers' espoused beliefs, Journal of Curriculum Studies, 39 (2), 317-318

Andrews, P. (2003) Opportunities to learn in the Budapest mathematics classroom, International Journal of Science and Mathematics Education, 1 (2), 201-225.

Andrews, P. (2003) Developing a problem-solving culture in the classroom, The Scottish Mathematical Council Journal, 32, 26-33

Andrews, P. and Hatch, G. (2002) Initial motivations of serving teachers of secondary mathematics, Evaluation and Research in Education, 16 (4), 185-201

Chapters in books

Andrews, P. (2011). The cultural location of teachers’ mathematical knowledge: Another hidden variable in mathematics education research? In T. Rowland & K. Ruthven (Eds.), Mathematical knowledge in teaching (Vol. 50, pp. 99-118). New York: Springer.

Andrews, P. (2010). A comparison of Hungarian and English mathematics teachers' professional goals: Manifestations of implicit cultural expectations. In A. Gagatsis, T. Rowland, A. Panaoura & A. Stylianides (Eds.), Mathematics education research at the University of Cyprus and the University of Cambridge: A symposium (pp. 5-20). Lefkosia: School of Social Sciences and Sciences of Education, the University of Cyprus.

Diego Mantecón, J., Andrews, P., & Op 't Eynde, P. (2007). Mejora y evaluación de un cuestionario de creencias de matemáticas en función de nacionalidad, edad y sexo. In M. Camacho, P. Flores & P. Bolea (Eds.), Investigación en educación matemática XI (pp. 325-333). Tenerife, Spain: Sociedad Española de Investigación en Educación Matemática (SEIEM) (In Spanish).

Andrews, P. Carrillo, J. and Climent, N. (2005) Proyecto 'mete': El foco matemática, in A. Maz, B. Gomez and M Torralbo (Eds) Investigación en educación matemática: IX simposio de la sociedad Española de Educación Matemática (SEIEM) Cordoba, Universidad de Córdoba (131-137)

Andrews, P. and Sayers, J. (2005) How do teachers of mathematics teach? A four-way international comparison, in R. Barwell and A. Noyes, (Eds) Research in mathematics education 7: Papers of the British society for research into learning mathematics, London, BSRLM (139-158).

Andrews, P. (2001) Comparing international practice in the teaching of mathematics, in P. Gates (ed) Issues in the teaching of mathematics, London, Routledge Falmer (294-311)

Academic conference papers

Andrews, P. (2011). Finnish mathematics teaching: a case of uniquely implicit didactics. Invited keynote in T. Dooley, D. Corcoran & M. Ryan (Eds.), Proceedings of the Fourth Conference on Research in Mathematics Education (MEI 4) (pp.3-18). Dublin: St Patrick's College. ISBN 978-0-9559519-3-0.

Andrews, P. (2011). The teaching of linear equations: Comparing effective teachers from three high achieving European countries. In M. Pytlak, T. Rowland & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (CERME7) (pp.1555-1564). Rzeszów, Poland. ISBN 978-83-7338-683-9.

Andrews, P. (2010). Acknowledging the cultural dimension in research into mathematics teaching and learning. In M. Joubert & P. Andrews (Eds.), Seventh British Congress of Mathematics Education (BCME7) (Vol. 30 (1), pp. 17-24). University of Manchester: British Society for Research into Learning Mathematics.

Andrews, P. (2010). Comparing Hungarian and English mathematics teachers' professional motivations. In V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello (Eds.), Proceedings of the Sixth European Conference on Research in Mathematics Education (CERME 6, January 2009) (pp. 2452-2462). Lyon, France: Institut National de Recherche Pedagogique.

Andrews, P. and Diego-Mantecon, J. (2009) Designing instruments for cross-national studies of school students' mathematics-related beliefs, Paper presented to the Symposium, Investigating students' mathematical beliefs: theoretical and methodological perspectives at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam, The Netherlands, August 25 - 29, 2009.

Diego-Mantecón, J. and Andrews, P. (2008) Construct consistency in the assessment of students' mathematics-related beliefs: A four-way cross-sectional pilot study, Paper presented to topic study group 30: Motivation, beliefs and attitudes towards mathematics and its teaching, the Eleventh International Congress on Mathematical Education, Monterrey, Mexico, July 6 - 13, 2008.

Xenofontos, C. and Andrews, P. (2008) Teachers' beliefs about mathematical problem solving, their problem solving competence and the impact on instruction: A case study of three Cypriot primary teachers, Paper presented to topic study group 19: Research and development in problem solving in mathematics education, the Eleventh International Congress on Mathematical Education, Monterrey, Mexico, July 6 - 13, 2008.

Andrews, P. and Sayers, J. (2008) Examining the veracity of the national mathematics teaching script, Paper presented to discussion group 14: International comparisons in mathematics education, the Eleventh International Congress on Mathematical Education, Monterrey, Mexico, July 6 - 13, 2008.

Andrews, P., Diego-Mantecón, J, Vankus, P., Op 't Eynde, P. and Conway, P. (2007) Construct consistency in the assessment of students' mathematics-related beliefs: A three-way cross-sectional pilot comparative study, Paper presented to the 12 biennial conference of the European Association for Research on Learning and Instruction (EARLI), Budapest.

Diego-Mantecón, J., Andrews, P. and Op 't Eynde, P. (2007) Refining the mathematics-related beliefs questionnaire, Paper presented to working group 2: Affect and mathematical thinking, at the Fifth Congress of ERME, the European Society for Research in Mathematics Education, Larnaca, Cyprus.

Andrews, P., Diego-Mantecón, J., Op 't Eynde, P. and Sayers, J. (2007) Evaluating the sensitivity of the refined mathematics-related beliefs questionnaire to nationality, gender and age, Paper presented to working group 2: Affect and mathematical thinking, at the Fifth Congress of ERME, the European Society for Research in Mathematics Education, Larnaca, Cyprus.

Andrews, P. (2005) The mathematics education traditions of Europe (METE) project: methodological perspectives and instrument development, Paper presented as part of the symposium, the mathematics education traditions of Europe (METE) project: principles and outcomes, given at the biennial conference of the European Association for Research on Learning and Instruction (EARLI), Nicosia, University of Cyprus.

Andrews, P. (2005) A comparative analysis of the educational objectives and didactic strategies of mathematics teachers from five European countries, Paper presented to the eleventh biennial conference of the European Association for Research on Learning and Instruction (EARLI), University of Cyprus, Nicosia.

Andrews, P. Hatch, G. and Sayers, J. (2005) What do teachers of mathematics teach? An initial episodic analysis of four European traditions, in D. Hewitt and A Noyes (Eds) Proceedings of the sixth British Congress on Mathematics Education , University of Warwick (9-16).

Andrews, P. Carrillo, J. Climent, N. De Corte, E. Depaepe, F. Fried, K. Hatch, G. Malaty, G. Op 't Eynde, P. Palfalvi, S. Sayers, J. Sorvali, T. Szeredi, E. Török, J. and Verschaffel, L. (2004) International comparisons of mathematics teaching: searching for consensus in describing opportunities for learning, Paper presented to discussion group 11: international comparisons in mathematics education, the tenth International Congress on Mathematics Education (ICME-10), Copenhagen, Danish Technical University.

Andrews, P. and Sayers, J. (2004) How do teachers of mathematics teach? A five-way international comparison, Paper presented to the British Society for Research in Learning Mathematics (BSRLM) Symposium, International comparisons in mathematics education, at the annual conference of the British Educational Research Association, Manchester, UMIST.

Andrews, P. and Sayers, J. (2004) Negotiating meaning in international studies of mathematics teaching Paper presented to the annual conference of the British Educational Research Association, Manchester, UMIST