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Science, Technology & Mathematics Education

The Science, Technology and Mathematics Education Academic Group holds seminars and colloquia related to its themes of science education, mathematics education, and technology and education.

Science Education seminars in the Faculty of Education

Previous seminars on science education themes have included:

  • How can we get more students to study STEM subjects after the age of 16? 28th November, 2016. Professor Michael Reiss (University College London)
  • Teaching Science to Disadvantaged Students: Learning Hurdles and Remedial Measures. 23rd May 2016. Sudhakar C. Agarkar (VPM's Academy of International Education and Research, Thane, Maharashtra State, India
  • Articulating the Intrinsic Value of Chemistry. Monday, 2nd March 2015. Katherine Richardson (King’s College London)
  • Science in the Inclusive Classroom: Research and Development of a Multifaceted Approach. 8th December 2014. Dr Ornit Spektor-Levy (School of Education, Bar Ilan University, Israel)
  • A research-informed dialogic-teaching approach to early-secondary-school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. 1st December 2014. Prof. Kenneth Ruthven (Faculty of Education, University of Cambridge).
  • Research-Informed Curriculum Development. 10th November 2014. Mary Whitehouse (University of York)
  • Methodological reflections on science teaching and learning from a Mexican experience. 24th February 2014. Richard Cisneros (Programa Adopte Un Talento, Mexico)
  • Muslim science students’ views on science and religion. 17th February 2014 . Dr Shagufta Chandi (University of Glasgow)
  • Who do you think you are? Teenagers’ perceptions of what it means to be human in the light of their understandings of biology, biomedicine and humanoid robots. 11th November 2013. Dr Berry Billingsley (Institute of Education, University of Reading)
  • Investigating how Students' Ideas Develop in Astronomy using an Integrated Case Study-Grounded Theory Approach. 26th November 2012. Fran Riga (University of Cambridge, Faculty of Education)
  • When a solid metal is heated, do the atoms expand? What kind of question is this? 11th February 2013. Dr John Oversby (University of Reading)
  • The Japanese and Western View of Nature – Beyond Cultural Incommensurability. 19th November 2012. Dr Manabu Sumida (Associate Professor, Science Education Department, Faculty of Education, Ehime University, Japan)
  • Concept Co-Construction for All? - Enhancing Science-talk: Genetics education, dialogic pedagogy and group-work18th June 2012. Pamela Black (University of Cambridge, Faculty of Education)
  • Learning to teach primary science: a negotiation of multiple discourses. 27th February 2012. Dr Anna Danielsson (University of Cambridge, Faculty of Education)
  • Science Education for Democracy: Illusion or aspiration. 23rd January 2012. Dr Ralph Levinson (Reader in Education, Institute of Education, University of London)
  • Dialogue and Learning in School Mathematics and Science. 31st October 2011. Professor Christine Howe (University of Cambridge, Faculty of Education)
  • Making secondary school practical work more effective: Lessons to be learnt from primary school teachers. 04 July 2011. Dr Ian Abrahams (University of York)
  • Science, Technology, Engineering and Mathematics (STEM) Enrichment: Challenges and Contradictions in Policy and Practice. 20th June 2011. Wai Yi Feng (University of Cambridge)
  • 'Excellence is good enough for pre-service teachers; perfectionism is for Vulcans! ' 28 February 2011. Elaine Wilson & Dr Helen Demetriou (University of Cambridge, Faculty of Education)
  • Learning Physics - Doing Gender: Perspectives on how University Physics students learn to become physicists. 08 November 2010. Dr Anna Danielsson (University of Cambridge, Faculty of Education)
  • The Talk Factory: Supporting 'exploratory talk' around an Interactive Whiteboard in primary school science. 4 June 2010. Marilena Petrou (Open University)
  • Personal Inquiry: Supporting school science investigations with personal technologies across formal and informal settings. 18th January 2010. Professor Mike Sharples (University of Nottingham)
  • How should we deal with creationism in schools? 12 October 2009. Professor Michael Reiss (Institute of Education, University of London)
  • Group Work and Classroom Interaction within Science and English Lessons. 21st April 2009. Sarah MacQuarrie (Strathclyde University)
  • Conceptual Change. 25th September, 2008. Dr. Cecilia Lundholm, (Research Fellow at the Department of Education & Stockholm Resilience Centre, Stockholm University)
  • A Multimodal Perspective on Teaching and Learning in the School Science Classroom. 13th June, 2007. Dr Carey Jewitt (Reader in Technology and Education, Institute of Education, University of London)
  • Evidence-Based Development of Science Teaching and Learning: Data from two Chemistry Education Research Projects. 14th June 2007. Dr Justin R. Read (School of Chemistry, The University of Sydney & School of Chemistry and Physics, The University of Adelaide)
  • What is dialogic teaching in science? 22nd May, 2007. Professor Neil Mercer (University of Cambridge Faculty of Education)
  • Children's tacit and explicit conceptions of object motion: possible implications for science teaching. 27th February, 2007. Professor Christine Howe (University of Cambridge Faculty of Education)
  • Applying scientific method in educational research - over hopeful or simply helpful? 16th January 2007. Dr Ben Styles (National Foundation for Education Research)
  • Talking clever in science?: characteristics of group dialogue during a science enrichment programme. 7th November 2006: Fran Riga (University of Cambridge Faculty of Education)
  • Learning to reason in the context of socioscientific problems: exploring the demands on students in ‘new’ classroom activities. 17th October 2006. Asa Makitalo (Associate Professor, Department of Education, Goteborg University, Sweden)
  • Learning processes and parallel conceptions – learning about the particulate nature of matter. 12th June 2006. Alejandra Garcìa-Franco (Faculty of Education, National University of Mexico)
  • Students’ Ideas in Astronomy: science or fiction? 17th March 2006. Fran Riga (University of Cambridge Faculty of Education)
  • The Facets of Knowledge that Advanced-level students use when they answer questions about simple D.C. Circuits. 17th March 2006. Philip Anding (University of Cambridge Faculty of Education)
  • Secondary students' multiple representations relating to the structure of matter.  11th July 2005. Alejandra Garcìa-Franco (Learning Science Laboratory, National Autonomous University of Mexico - Sponsored by the Royal Society of Chemistry's Chemical Education Research Group)
  • Learning Science in Context - does it challenge the most able? 23rd April, 2005. Dr. Vanessa Kind (Univeristy of Durham)
  • Challenging the most able pupils to improve the quality and depth of their written explanations in science. The potential of the Thinking Frame approach at Key stages 2, 3, 4 and 5. 23rd April, 2005. Matthew Newberry (Cams Hills Science Consortium)
  • Challenging able students through an after school science enrichment programme - early thoughts on the ASCEND project. 5th March, 2005. Dr. Keith Taber and members of the project team (University of Cambridge Faculty of Education)
  • How do high achieving students understand the nature of science? 5th March, 2005. Dr. Keith Taber (University of Cambridge Faculty of Education)
  • Challenging pupils through talk in the science classroom. 9th October, 2004. Prof. Phil Scott (University of Leeds)
  • Insights from science education in New Zealand: can a student-centred constructivist approach work for the gifted and able? 22nd May, 2004. Dr. Richard Coll (University of Waikato, NZ)
  • Pigs, sheep and scientific futures: activating children through science. 28th February, 2004: Dr. Ralph Levinson (University of London Institute of Education)
  • Challenging pupils through scientific explanations. 18th October, 2003. Dr. Keith Taber (University of Cambridge Faculty of Education)
  • The role of asking and responding to questions in challenging science learning. 10th May, 2003. Professor Mike Watts (University of Roehampton)
  • Using models and modelling to challenge the most able in science classes. 15th March, 2003: Prof. John Gilbert (University of Reading) and Matthew Newberry (Cams Hill Science Consortium)
  • Meeting the needs of the most able in science - What do we know? How do we proceed? 5th October, 2002: Professor John Gilbert (University of Reading); Carrie Winstanley (University of Surrey Roehampton); Sue Muswell (Module-club) & Professor Mike Watts (University of Surrey Roehampton)

Technology & Education seminars in the Faculty of Education

Previous seminars on technology & education themes have included:

  • Playing the levelling field: Teachers’ management of mathematics assessment in English primary schools 21 November 2016. Dr Nick Pratt (University of Plymouth) and Dr Julie Alderton (University of Cambridge).
  • Measuring conceptual understanding quickly and reliably 11th September 2016. Dr Matthew Inglis (Loughborough University)
  • Social Epistemic Cognition and STEM Learning: What Evidence Do We Have from MOOC Big Data? 8th June 2015. Dr Rosanna Yuen-Yan Chan (The Chinese University of Hong Kong)
  • Turning the new school Computing curriculum into reality: opportunity and challenge. 28th October 2013. Dr Simon Peyton Jones (Microsoft Research and Computing at School working group)
  • Representing the ‘T’ and ‘E’ within STEM - a personal perspective and group discussion. 21st January 2013. Bill Nicholl (University of Cambridge)
  • A collaborative teaching approach to inquiry project-based learning with Web 2.0 at upper primary levels. 31st October 2011. Dr Samuel Kai Wah Chu (Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong)
  • Computer Algebra Systems (CAS) in University Instruction: An International Research Study on CAS Usage and Sustainability. 13th October 2010. Dr Daniel Jarvis (Nipissing University, Canada)
  • Personalisation, ICT and radical educational change: Implications for teachers and staff development. 11th October 2010. Dr Cathy Lewin (Manchester Metropolitan University)
  • The Talk Factory: Supporting 'exploratory talk' around an Interactive  Whiteboard in primary school science. 14th June 2010. Marilena Petrou (Institute of Educational Technology at The Open University)
  • Characterising Participation within a Communal Virtual World: A Second Learning Place. Monday, 26th April, 2010. Libby Jared (University of Cambridge, Faculty of Education)
  • Interactive Whiteboards (IWBs) as a tool in the orchestration of dialogue and pupil collaboration in the classroom. 22nd February 2010. Paul Warwick (University of Cambridge)
  • From Black Boxes to Glass Boxes: Computerised Concept Mapping in Schools. 3rd November 2008. Dr Robin M Bevan (Head Teacher, Southend High School and the University of Cambridge)
  • E- Learning: ZOO TIME.  21st October 2008. Professor Gilly Salmon (University of Leicester)
  • Teaching with Technology. 16th October 2008. Dr Mike Thomas (Mathematics Education Unit, University of Auckland)
  • Mobile technologies: current practice, future possibilities. 14th October 2008. Tom Power (The Open University)
  • Virtual worlds group: using Second Life in education. 11th June 2008. Dr Mike Hobbs (Anglia Ruskin University)

  • Collaborative on line learning. 27th May 2008. Dr Judith Kleine Staarman (University of Cambridge)
  • Introduction to GeoGebra. 13th May 2008. Markus Hohenwarter (Florida Atlantic University) and Zsolt Lavicza (University of Cambridge)

Mathematics Education colloquia/seminar in the Faculty of Education

Previous colloquia/seminars on mathematics education have included:

  • Studying prospective and practising secondary mathematics teachers' attempts to integrate workplace into their teaching. 27th January 2017  Professor Despina Potari (National and Kapodistrian University of Athens, Greece)

  • Classroom Learning: Speaking in and about Mathematics Classrooms. 7th September 2016. Professor David Clarke & Dr. Man Ching Esther Chan (both from the University of Melbourne, Australia).
  • How do elementary teachers manage to teach serious mathematics to all students? May 9th 2016. Magdalene Lampert (Professor Emerita at the University of Michigan and an elected member of the US National Academy of Education)
  • Using numbers to understand the world. 7th March 2016.  Prof. Terezinha Nunes (University of Oxford)
  •  Measuring conceptual understanding quickly and reliably. 11th November 2015. Dr Matthew Inglis (Mathematics Education Centre at Loughborough University)
  • On the possibility of “quick solutions” to persistent problems of students’ learning in mathematics. 15th June 2015. Dr Gabriel J. Stylianides (University of Oxford) and Dr Andreas J. Stylianides (University of Cambridge) 
  • Mathematical discourse in instruction matters. 27th May 2015. Jill Adler (University of the Witwatersrand, South Africa)
  • Mathematical modeling in school mathematics. 21st January 2015. Beth Burroughs (Montana State University, USA)
  • Specialised mathematics discourse and doing mathematics: what difference does a word make? October 29th 2014.  Candia Morgan (Institute of Education, University of London)
  • Teaching problem solving in mathematics: challenges for teachers. 28th May 2014. Steve Wilson (Faculty of Education, University of Cambridge)
  • Balancing aspirations with realism: what research has to say about the new mathematics curriculum. March 5th 2014. Professor Margaret Brown (King’s College, London)
  • From design experiments to innovation at scale: potential and challenges for research in mathematics education. November 13th 2013.
    Professor Celia Hoyles (London Knowledge Lab, Institute of Education, University of London)
  • The transition from secondary school to university mathematics: the case of proof. 20 February 2013. Elena Nardi (University of East Anglia)
  • Chance by design: devising an introductory probability module for implementation at scale in English early-secondary education. 21 November 2012. Prof. Kenneth Ruthven & Dr Riikka Hofmann (University of Cambridge)
  • Explanation. 11th June 2012. Dr Tim Rowland (University of Cambridge)
  • The Linear Imperative- Looking Back on a Decade of Research on Student’s Inappropriate Use of Proportions. 21st May 2012. Professor Wim Van Dooren (University of Leuven, Belgium)
  • Analysing Abstraction in English & Taiwanese Secondary Mathematics Textbooks. 5th March 2012. Dr Ka- Lin Yang (National Taiwan Normal University & University of Cambridge)
  • Co-operative Learning in Maths. 13th February 2012. Professor Bob Slavin (Director of the Centre for Effective Education at the University of York)
  • The Micro- Evolution of Mathematical Knowledge: Thinking About Randomness. 30 January 2012. Professor Dave Pratt (Institute of Education, University of London)
  • Elementary Preservice Teachers’ Mathematical Knowledge for Teaching. 21st November 2011. Dr Tracy Johnson (University of North Carolina, & the University of Cambridge)
  • Dialogue and Learning in School Mathematics and Science. 31st October 2011. Prof. Christine Howe (University of Cambridge)
  • The Use of ‘Value’ in Mathematics Education: Cultural- Historical Activity Theory Meets Bourdieu. 24th October 2011. Professor Julian Williams (University of Manchester)
  • Recent Reform and Issues in Mathematics Curriculum in China. 6th June 2011. Professor Fan Lianghuo (University of Southampton)
  • Mathematics and Children in Care. 16th May 2011. Rose Griffiths (University of Cambridge and University of Leicester)
  • Culturally Sensitive Research: Uncovering the Unique Finnish Mathematics Teaching Script. 7th March 2011. Dr Paul Andrews (University of Cambridge)
  • Identifying Critical Incidents: A Context for Prospective Mathematics Teachers’ Development. 24th January 2011. Dr Despina Potari (University of Athens, Greece)
  • Prospective Elementary Teacher’s Beliefs about Mathematical Problem Solving: Comparisons between Cyprus and England. 22nd November 2010. Constantinos Xenofontos (University of Cambridge)
  • Challenges in Implementing Formative Assessment in Secondary Mathematics: Lessons from the ICCAMS Project. 1st November 2010. Jeremy Hodgen, Dietmar Kuchemann & Margaret Brown (King’s College, London)
  • Dialogue and cognitive shift in Children’s Arithmetic: What is the Evidence? 8 June 2010. Carol Murphy (University of Exeter)
  • Using International Study Series and Meta- analytic Research Syntheses to Scope Pedagogical Development Aimed at Improving Student Attitude and Achievement in School Mathematics and Science. 17th May 2010. Professor Kenneth Ruthven (University of Cambridge)
  • The Construction of Mathematical Insight by Pupils in Whole-Class Conversation. 1 March 2010. Therese Dooley (St Patrick’s College, Dublin City University and University of Cambridge
  • Learning Mathematics as Closing the Gap between Colloquial and Literate Mathematical Discourse. 8 February 2010. Professor Anna Sfard (University of Haifa, Israel and Institute of Education, London)
  • Can Focused Reflection on Mathematics Teaching Develop Teachers’ Mathematical Content Knowledge? 23rd November 2009. Fay Turner (University of Cambridge)
  • Telling Mathematical Tales: Mathematics in Different Languages. 19th October 2009. Prof Bill Barton (The University of Auckland, New Zealand)
  • Surface Signs of Reasoning. 19th June 2009. Natalie Sinclair (Simon Fraser University, Canada)
  • Choosing More Mathematics: Working for Happiness? 11th May 2009. Cathy Smith (Homerton College, Cambridge)
  • Learning to Teach Mathematics Using Lesson Study. 23rd February 2009. Dr Dolores Corcoran (St Patrick’s College, Dublin City University and Faculty of Education, University of Cambridge)
  • The ‘Cognitive Conflict’ Approach to Mathematics Teaching. 26th January 2009. Dr Gabriel Stylianides (University of Pittsburgh, USA) and Dr Andreas Stylianides (Faculty of Education, University of Cambridge)
  • Mathematical Knowledge in Teaching. 24th November 2008. Professor Kenneth Ruthven, Dr Tim Rowland, and Marilena Petrou (University of Cambridge)
  • Inquiry in Activity in Developmental Research. 27th October 2008. Professor Barbara Jaworski (Loughborough University)
  • Do ‘Exceptionally Able’ Mathematics Pupils Exist? Conceptualisations, Origins, and Strategies. 2nd June 2008. Alistair Pollitt (Cambridge Exam Research)
  • Representations and Understanding in Primary Mathematics. 6th May 2008. Tony Harries and Patrick Barmby (University of Dublin)
  • The Role of ‘Schema Problems’ in Cypriot Mathematics Education. 3rd March 2008. Marilena Petrou (Faculty of Education, University of Cambridge)
  • Doing Mathematics in Different Places. 4th February 2008. Libby Jared (Faculty of Education, University of Cambridge)
  • Mathematical Objects and Grounds: Shifting Meanings Across Pedagogic Contexts. 19th November 2007. Professor Jill Adler (King’s College, London)
  • Promoting’ Relational Equity’ The Case of Railside School. 16th October 2007. Professor Jo Boaler (University of Sussex)
  • Designing an Interactive DVD-ROM to Portray a Case Study of Teacher Mediation of Technology – Supported Graphing Activity. 14th May 2007 Dr Sara Hennessy and Rosemary Deaney (University of Cambridge)
  • Development of a Framework for Understanding Mathematics Enrichment. 5 March 2007. Wai Yi Feng (Faculty of Education, University of Cambridge)
  • Unofficial Talk in Mathematics Classrooms. 29th January 2007. Dr Jenny Houssart (Unstitute of Education, University of London)
  • Collective Mathematical Understanding as an Improvisional Process. 4th December 2006. Dr Lyndon Martin (University of East Anglia)
  • A Review of Research on Sociocultural Theories and Some Reflections on Multiple Lenses in Research. 30th October 2006. Professor Stephen Lerman (South Bank University)
  • Conceptual Mathematical Thinking for Five-Year-Old Pupils? 12th June 2006. Dr Anne Cockburn and Dr Paola Iannone (University of East Anglia)
  • Provoking Mathematical Thinking in Low- Attaining Children. 15th May 2006 Liz Pumfrey (University of Cambridge)
  • A Comparative Investigation of the Integration of Computer Algebra Systems into University Mathematics Teaching. 6th March 2006. Zsolt Lavisca (Faculty of Education, University of Cambridge)
  • Teachers’ Choice and Use of Mathematical Examples. 30th January 2006. Dr Orit Zaslavsky (Technion - Israel Institute of Technology, Haifa)
  • Can Realistic Mathematics Education Work in Manchester Secondary Schools? 21st November 2005. Dr Julia Anghileri (University of Cambridge)
  • Learning Mathematics through Discussion: Changing Practices and Beliefs. 24th October 2005 Dr Malcolm Swan (University of Nottingham)
  • Issues about Time in the Learning and Teaching of Mathematics. 13th June 2005. Dr Teresa Assude (Universite de Province, France)
  • Talk of a Number: Promoting Self-Regulated Use of Mathematical MetaLanguage in the Early Years. 4th May 2005. Penny Coltman, Dr David Whitebread (University of Cambridge)
  • Observing and analysing Children’s Language when working with Geometrical Objects. 28th February 2005. Professor Frode Ranning (Sør-Trøndelag University College, Trondheim, Norway)
  • The Mathematics Education Traditions of Europe (METE) Project. 31st January 2005. Dr Paul Andrews (University of Cambridge)
  • Analysing the Talk of Primary Mathematics Classrooms. 22nd November 2004. Dr Jenni Back (University of Cambridge)
  • Mathematics, Social Reality and Assessment. 25th October 2004. Dr Andrew Davis (University of Durham)
  • A Mathematician Goes to the Movies. 14th June 2004. Dr Heather Mendick (University of Lancaster)
  • A Framework for Teaching Development: The Knowledge Quartet. 10th May 2004. Anne Thwaites, Fay Turner, Dr Peter Huckstep, and Dr Tim Rowland (University of Cambridge)
  • Purposeful Algebraic Activity. 8th March 2004. Janet Ainley, Liz Bills & Kirsty Wilson (University of Warwick)
  • Challenges for Mathematics Education in South Africa. 2nd February 2004. Toni Beardon (University of Cambridge)
  • Is Mathematics T.I.R.ED.? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom. 17th November 2003. Dr Elena Nardi (University of East Anglia) and Susan Steward (University of Cambridge)
  • Children’s Emotional Responses to Mathematical Problem–Solving : The Role of Teaching Methods. 27th October 2003. Mei-shiu Chiu and Dr David Whitebread (University of Cambridge)
  • Developing a Framework for Mathematics Enrichment Resources. 23rd June 2003. Jenny Piggott (University of Cambridge)
  • Teacher Learning and Identity in Primary Mathematics. 12th May 2003. Dr Jeremy Hodgen (King’s College, University of London)
  • Using the Graphic Calculator to Introduce Students to Algebra. 17th March 2003. Jenny Gage (NRICH, University of Cambridge)
  • ‘Confidence is Everything’ Perspectives of Teachers and Students on the Learning of Mathematics. 10th February 2003. Professor Leone Burton (King’s College, University of London)
  • Exploring Example Spaces: What are they like and how do we move around them? 18th November 2002. Dr Anne Watson (University of Oxford)
  • Proof Discourses of Undergraduate Mathematics Students. 28th October 2002. Cathy Smith (University of Cambridge)
  • An Exploration of Teachers’ Pedagogical Thinking concerning successful use of ICT in Mathematics teaching and learning. 17th June 2002. Dr Kenneth Ruthven and Dr Sara Hennessy (University of Cambridge)
  • Teaching differently from the way one was taught. 13th May 2002 Dr Laura R. Van Zoest (Western Michigan University)
  • Mathematics Textbooks and Their Use in English, French and German Classrooms; Some Disturbing Findings for England. 18th March 2002. Dr Linda Haggerty (Open University)
  • The Euromaths Project- Different Countries approaches towards solving the same Mathematical problem? 18th February 2002. Libby Jared (Faculty of Education, University of Cambridge)
  • Understanding Logical Arguments. 19th November 2001. Professor Celia Hoyles and Dr Dietmar Kuchemann (Institute of Education, University of London)
  • Primary Teachers’ Mathematical Subject Knowledge. 22nd October 2001. Dr Tim Rowland (University of Cambridge)
  • Pupil participation in ‘ Interactive Whole Class Teaching’. 25th June 2001. Dr Hazel Denvir (King’s College, University of London)
  • Mental Strategies and Written Procedures: Mind the Gap! 14th May 2001. Dr Julia Anghiler (Homerton College, University of Cambridge)
  • Is University Mathematics A Good Preparation for Teaching Mathematics? 12th March 2001. Dr Candia Morgan (Institute of Education, University of London)
  • Why Learn Mathematics? 5th February 2001. Dr Peter Huckstep (Homerton College, University of Cambridge)
  • Characteristic Pedagogical Flow: Mathematics Teaching in Hungary. 16th October 2000. Dr Paul Andrews (University of Cambridge)

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