Tim Rowland
Position/Status
Senior Lecturer in Mathematics Education
E-mail Address
tr202@cam.ac.uk
Phone
+44 1223 767560
Qualifications
BSc, MSc, MA, PhD
Membership of Professional Bodies/Associations
- Association of Teachers of Mathematics
- Mathematical Association
- British Society for Research into the Learning of Mathematics
- International Group for the Psychology of Mathematics Education
- British Education Research Association
Profile
Tim Rowland has a wide range of interests in mathematics education, contributing regularly to books, professional and academic journals in the field. He is Editor, with Elena Nardi, of the Routledge journal Research in Mathematics Education (http://www.informaworld.com/rme), and a member of the Editorial Boards of the Journal of Mathematics Teacher Education and International Journal of Mathematical Education. His RoutledgeFalmer book The Pragmatics of Mathematics Education reflects research interests in mathematics, linguistics, epistemology and education.
In recent years, Tim's research for the SKIMA project has focused on the ways that teachers' mathematics content knowledge is made evident in their classroom performance. He retains an active interest in doing and teaching mathematics, especially in the field of Number Theory. Tim is a Visiting Fellow at the Institute of Education, University of London.
Seminar in Mathematics Education
Tim organises two research seminars each term (normally on Mondays at 17:00) which are open to all. For details see http://www.maths-ed.org.uk/colloquia/
Academic Area/Links
Mathematics Education
STeM Academic Group
Research Topics
- Mathematics teachers' subject matter and pedagogical content knowledge
- Mathematics discourse analysis
- Inductive reasoning, proof and the design of pedagogical examples
- Teachers' use of examples in mathematics teaching
- Notions of mathematical creativity
Current Research Projects
Mathematical Knowledge in Teaching: a seminar series funded by the Nuffield Foundation. Home page http://www.maths-ed.org.uk/mkit/
Subject Knowledge in Mathematics (SKIMA) - a collaboration between the Universities of Cambridge, London and York.
Home page http://www.maths-ed.org.uk/skima/
Course Involvement
- BA Education and Mathematics: mathematical reasoning and mathematics education
- PGCE KS2/3 (for prospective teachers of pupils aged 9-13)
- MPhil/MEd in International Perspectives on Mathematics Education (Co-coordinator with Paul Andrews)
- Supervision for MPhil/MEdin Educational Research
PhD supervision:
Current students are Dolores Corcoran, Marilena Petrou, Therese Dooley, Fay Turner, Philip Ashburner and Rose Griffiths.
Selected Recent Publications
Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2008) Developing Primary Mathematics Teaching: reflecting on practice with the Knowledge Quartet. London: Sage.
Rowland, T. (2008) Researching teachers' mathematics disciplinary knowledge. In P. Sullivan and T. Wood (Eds.) International handbook of mathematics teacher education:Vol.1. Knowledge and beliefs in mathematics teaching and teaching development (pp. 273-298). Rotterdam, the Netherlands: Sense Publishers.
Rowland, T. (2008) The purpose, design and use of examples in the teaching of elementary mathematics. Educational Studies in Mathematics 69(2) pp. 149-163
Rowland, T. and Hatch, G. (2007) 'Learning to Teach? The Assistant Lecturer in Colleges of Education 1960-75.' History of Education 36(1), pp. 65-88.
Rowland, T. (2007) '"Well maybe not exactly, but it's around fifty basically": vague language in mathematics classrooms.' In J. Cutting (Ed.) Vague Language Explored, pp. 79-96. Basingstoke: Palgrave Macmillan.
Rowland, T. and Turner, F. (2007) 'Developing and using the 'Knowledge Quartet': a framework for the observation of mathematics teaching.' The Mathematics Educator 10(1), pp. 107-124.
Tatsis, K. and Rowland, T. (2006) 'Vague language in Greek and English mathematical talk: a variation study in face-work'. In J. Novotna, H. Moraova, M. Kratka, and N. Stehlikova (Eds.) Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Volume 5, pp. 257-264. Prague, Czech Republic: Charles University.
Rowland, T. and Hatch, G. (2006) 'Learning to teach: Tim's story'. Mathematics Teaching 197, pp. 36-39.
Rowland, T. and Turner, F. (2006) 'A framework for the observation and review of mathematics teaching'. Mathematics Education Review 18, pp. 3-17.
Rowland, T., Huckstep, P. and Thwaites, A. (2005) 'Developing mathematics teaching: the genesis of the knowledge quartet'. Scientia Pedagogica Experimentalis XLII(2), pp. 331-350.
Rowland, T., Huckstep, P. and Thwaites, A. (2005) 'Elementary teachers' mathematics subject knowledge: the knowledge quartet and the case of Naomi'. Journal of Mathematics Teacher Education 8(3) pp. 255-281.
Rowland, T. (2003) 'Mathematics as human activity: a different handshakes problem.' The Mathematics Educator, 7(2), pp. 55-70.
Fan, L. and Rowland, T. (2003) 'Providing effective learning opportunities for all students: the British mathematics curriculum.' In X. Sun (Ed.), International perspectives on the development of the mathematics curriculum (pp. 45-91). Beijing, China: Higher Education Press. (in Chinese).
Goulding, M., Rowland, T. and Barber, P. (2002) 'Does it matter? Primary teacher trainees' subject knowledge in mathematics'. British Educational Research Journal 28(5) pp. 689-704.
Rowland, T. (2001) 'Language Issues in Mathematics'. In L. Haggarty (Ed.) Aspects of Teaching Secondary Mathematics: Perspectives on Practice. London: RoutledgeFalmer.
Rowland, T. (2001) 'Generic proofs in number theory.' In S. Campbell and R. Zazkis (Eds.) Learning and teaching number theory: Research in cognition and instruction. (pp. 157-184). Westport, CT: Ablex Publishing.
Huckstep, P. and Rowland, T. (2001) 'Being creative with the truth? Self-expression and originality in pupils' mathematics'. In C. Morgan and K. Jones (Eds.) Research in Mathematics Education Volume 2: Papers of the British Society for Research into Learning Mathematics. (pp. 183-196) London: British Society for Research into Learning Mathematics.
Rowland, T. (2000) The Pragmatics of Mathematics Education: vagueness in mathematical discourse. London: Falmer Press.