Tim Rowland

Position/Status

University Reader in Mathematics Education

E-mail Address

tr202@cam.ac.uk

Phone

+44 1223 767560

Qualifications

BSc, MSc, MA, PhD

Membership of Professional Bodies/Associations
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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 and Jeremy Hodgen, of the Routledge journal Research in Mathematics Education (http://www.informaworld.com/rme), and a member of the Editorial Board of the Journal of Mathematics Teacher 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 Vice President of the International Group for the Psychology of Mathematics Education (PME), and a Visiting Professor at the Universitat Autònoma de Barcelona and at the University of Cyprus. He was Chair of the International Program Committee for the Seventh Conference of European Research in Mathematics Education held in Rzeszów, Poland, in 2011. 

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

Chair of the STeM [Science, Technology and Mathematics Education] Academic Group

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Research Topics

Prospective PhD Applications

Tim would welcome informal contact from prospective PhD students on any of the research topics mentioned above.

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/

Investigation into the application of the Knowledge Quartet to secondary mathematics teaching (funded by the Faculty of Education Research Development Fund, PI Libby Jared)

Cognitive neuroscience of developmental dyscalculia (funded by the Medical Research Council, PI Dénes Szücs). Announcement www.admin.cam.ac.uk/news/dp/2009080601

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Course Involvement

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Selected Recent Publications

Rowland, T. and Ruthven, K. (2011) (Eds) Mathematical Knowledge in Teaching. London and New York: Springer.

Rowland, T. (2011) Å undervise i elementær matematikk: ikkje så elementært likevel [Teaching elementary mathematics: not elementary after all]. Tangenten 1/2011, pp. 2-8 (in Norwegian)

Wong, N-Y., Rowland, T.; Chan,W-S, Cheung, K-L. and Han, N-S. (2010) The Mathematical Knowledge of Elementary School Teachers: A Comparative Perspective. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education 14(2), pp. 187-207.

Gagatsis, A., Rowland, T., Panaoura, A. and Stylianides, A. (2010) (Eds) Mathematics Education Research at the University of Cyprus and the University of Cambridge. Lefkosia: University of Cyprus.

Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2009) 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.

Rowland, T. and Hatch, G. (2006) 'Learning to teach: Tim's story'. Mathematics Teaching 197, pp. 36-39.

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) '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.