Publications (selected recent material grouped by topic)
Design of mathematics and science teaching
Ruthven, K., Laborde, C., Leach, J., & Tiberghien, A. (2009). Design tools in didactical research: Instrumenting the epistemological and cognitive aspects of the design of teaching sequences. Educational Researcher 38(5), 329-342. Offprint
Technology use and integration in secondary-school mathematics teaching
Ruthven, K. (2009). Towards a naturalistic conceptualisation of technology integration in classroom practice: The example of school mathematics. Education & Didactique 3(1), 131-152. Preprint
Ruthven, K., Deaney, R., & Hennessy, S. (2009). Using graphing software to teach about algebraic forms: A study of technology-supported practice in secondary-school mathematics. Educational Studies in Mathematics 71(3), 279-297. Preprint
Ruthven, K. (2008). The interpretative flexibility, instrumental evolution and institutional adoption of mathematical software in educational practice: The examples of computer algebra and dynamic geometry. Journal of Educational Computing Research 39(4), 379-394. Preprint
Ruthven, K. (2008). Mathematical technologies as a vehicle for intuition and experiment: A foundational theme of the International Commission on Mathematical Instruction, and a continuing preoccupation. International Journal for the History of Mathematics Education 3(2), 91-102. Preprint
Ruthven, K., Hennessy, S., & Deaney, R. (2008). Constructions of dynamic geometry: A study of the interpretative flexibility of educational software in classroom practice. Computers and Education 51(1), 297-317 Preprint
Guin, D., Ruthven, K., & Trouche, L. (Eds.) (2005). The didactical challenge of symbolic calculators: Turning a computational device into a mathematical instrument (Springer, New York).
Ruthven, K. (2003/2004). Linking algebraic and geometric reasoning with dynamic geometry software. Reports to the Qualifications and Curriculum Authority. Phase 1; Phase 2 (with Oldknow, A., Taylor, R., & others).
Ruthven, K. (2002). Instrumenting mathematical activity: Reflections on key studies of the educational use of computer algebra systems. International Journal of Computers for Mathematical Learning 7(3), 275-291. Preprint
Ruthven, K., & Hennessy, S. (2002). A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning. Educational Studies in Mathematics 49(1), 47-88. JSTOR link. Preprint
Technology use and integration in secondary-school science teaching
Hennessy, S., Deaney, R., Ruthven, K., & Winterbottom, M. (2007). Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science. Learning, Media and Technology 32(3), 283-301. Preprint
Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., la Velle, L., McFarlane, A., Ruthven, K. & Winterbottom, M. (2007). Pedagogical approaches for technology-integrated science teaching. Computers and Education 48(1), 137-152. Preprint
Ong, E.T., & Ruthven, K. (2007). ICT practices in Malaysian Smart and mainstream schools. Malaysian Journal of Educational Technology 7(1), 47-58.
Deaney, R., Hennessy, S., & Ruthven, K. (2006). Teachers' strategies for making effective use of datalogging in secondary science lessons. School Science Review 88 (323), 103-110. Offprint
Hennessy, S., Deaney, R., & Ruthven, K. (2006). Situated pedagogy for integrating use of multimedia simulation into secondary science teaching. International Journal of Science Education 28(7), 701-732.
Technology use and integration in teaching across the secondary-school curriculum
Deaney, R., Ruthven, K., & Hennessy, S. (2006). Teachers' developing 'practical theories' of the contribution of information and communication technologies to subject teaching and learning: An analysis of cases from English secondary schools. British Educational Research Journal 32(3), 459-480. Preprint
Ruthven, K., Hennessy, S., & Deaney, R. (2005). Incorporating Internet resources into classroom practice: Pedagogical perspectives and strategies of secondary-school subject teachers. Computers and Education 44(1), 1-34. Preprint
Hennessy, S., Deaney, R., & Ruthven, K. (2005). Emerging teacher strategies for mediating technology-integrated instructional conversations: A socio-cultural perspective. The Curriculum Journal 16(3), 265-292.
Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change. Journal of Curriculum Studies 37(2), 155-192. Preprint
Ruthven, K., Hennessy, S., & Brindley, S. (2004). Teacher representations of the successful use of computer-based tools and resources in secondary-school English, Mathematics and Science. Teaching and Teacher Education 20(3), 259-275. Preprint
Deaney, R., Ruthven, K., & Hennessy, S. (2003). Pupil perspectives on the contribution of information and communication technology to teaching and learning in the secondary school. Research Papers in Education 18(2), 141-165. Preprint
Calculator use and integration in primary-school mathematics teaching
Ruthven, K. (2009). Towards a calculator-aware mathematics curriculum. Mediterranean Journal for Research in Mathematics Education 8(1), 111-124. Preprint
Ruthven, K. (2001). Towards a new numeracy: The English experience of a 'calculator-aware' number curriculum. In J. Anghileri (Ed.) Principles and Practice in Arithmetic Teaching (Open University Press, Buckingham) pp. 165-188.
Ruthven, K. (1999). The pedagogy of calculator use. In I. Thompson (Ed.) Issues in Teaching Numeracy in Primary Schools (Open University Press, Buckingham) pp. 195-206.
Ruthven, K. (1998). The use of mental, written and calculator strategies of numerical computation by upper-primary pupils within a 'calculator-aware' number curriculum. British Educational Research Journal 24(1), 21-42. JSTOR link
Ruthven, K., Rousham, L., & Chaplin, D. (1997). The long-term influence of a 'calculator-aware' number curriculum on pupils' mathematical attainments and attitudes in the primary phase. Research Papers in Education 12(3), 249-282.
Ruthven, K., & Chaplin, D. (1997). The calculator as a cognitive tool: Upper-primary pupils tackling a realistic number problem. International Journal of Computers for Mathematical Learning 2(2), 93-124.
Linking research, policy and practice in mathematics education
Ruthven, K. (2008). Reflexivity, effectiveness, and the interaction of researcher and practitioner worlds: A reflection on Bishop's "Research, Effectiveness, and the Practitioners' World" in the light of a quarter-century of systemic improvement effort in English mathematics education. In P. Clarkson & N. Presmeg (Eds.) Critical Issues in Mathematics Education: Major Contributions of Alan Bishop (Springer, New York). Preprint
Ruthven, K. , & Goodchild, S. (2008). Linking researching with teaching: Towards synergy of scholarly and craft knowledge [revised and extended version]. In L. English (Ed.) Handbook of International Research in Mathematics Education, Second Edition (Routledge, New York) pp. 561-588.
Ruthven, K. (2005). Towards a normal science of mathematics education? In M. H. G. Hoffmann, J. Lenhard, & F. Seeger (Eds.) Activity and Sign – Grounding Mathematics Education. (Springer, New York) pp. 153-158. Preprint
Ruthven, K. (2005). Improving the development and warranting of good practice in teaching. Cambridge Journal of Education 35(3), 407-426.
Ruthven, K. (2002). Linking researching with teaching: Towards synergy of scholarly and craft knowledge. In L. English (Ed.) Handbook of International Research in Mathematics Education (Lawrence Erlbaum, Mahwah NJ) pp. 581-598. ICME link
Ruthven, K. (2001). Mathematics teaching, teacher education and educational research: Developing 'practical theorising' in initial teacher education. In F.-L. Lin & T. Cooney (Eds.) Making Sense of Mathematics Teacher Education (Kluwer, Dordrecht) pp. 165-183.
Ruthven, K. (1999). Reconstructing professional judgement in mathematics education: From good practice to warranted practice. In C. Hoyles, C. Morgan & G. Woodhouse (Eds.) Rethinking the Mathematics Curriculum (Falmer, London) pp. 203-216.
Earlier highlights
Ruthven, K. (1996). Calculators in the mathematics curriculum: The scope of personal computational technology. In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.) International Handbook of Mathematics Education (Kluwer, Dordrecht) pp. 435-468.
Ruthven, K. (1995). Pupils' views of number work and calculators. Educational Research 37(3), 229-37.
Ruthven, K. (1995). Beyond common sense: Reconceptualizing National Curriculum assessment. The Curriculum Journal 6(1), 5-28.
Ruthven, K. (1994). Better judgement: Rethinking assessment in mathematics education. Educational Studies in Mathematics 27(4), 433-450. JSTOR link
Ruthven, K. & Coe, R. (1994). A structural analysis of students' epistemic views. Educational Studies in Mathematics 27(1), 101-109. JSTOR link
Coe, R. & Ruthven, K. (1994). Proof practices and constructs of advanced mathematics students. British Educational Research Journal 20(1), 41-53. JSTOR link
Ruthven, K. (1990). The influence of graphic calculator use on translation from graphic to symbolic forms. Educational Studies in Mathematics 21(5), 431-450. JSTOR link
Ruthven, K. (1989). An exploratory approach to advanced mathematics. Educational Studies in Mathematics 20(4), 449-467. JSTOR link
Ruthven, K. (1987). Ability stereotyping in mathematics. Educational Studies in Mathematics 18(3), 243-253. JSTOR link