MERG encourages collaborative projects amongst its members but also offers space and opportunities for individuals to pursue and develop their own research agendas. The latter helps preserve the unique research identities of more established MERG members and contributes to the formation of the new generation of independent researchers in mathematics education.
Information about research projects by individual MERG members can be found through their personal webpages. Below is information about a few selected projects.
Cambridge Mathematics
Cambridge Mathematics is a collaborative project between the Faculty of Education, the Faculty of Mathematics, Cambridge Assessment, and Cambridge University Press. The project has the ambitious vision to create a curriculum framework for a world-class mathematics education for all students aged 5 to 19 years old, applicable to both national and international contexts and based on evidence from research and practice.
Changes in statutory assessment and its effect on primary teachers professional practice
Investigators: Julie Alderton and Nick Pratt (University of Plymouth)
Supporting secondary mathematics teachers to enhance their students' proof competencies
Investigators: Andreas Stylianides and Gabriel Stylianides
This pump-priming project aims to further develop a Teacher Professional Development Intervention for supporting secondary mathematics teachers to enhance their students’ proof competencies
Students' mathematical communication in problem posing
Investigators: Ling Zhang, Andreas Stylianides, and Gabriel Stylianides
This research project aims to cast light on cognitive and affective processes involved in students' engagement with mathematical communication in problem solving, including successful practices that can support the design of effective instructional interventions. The work is supported by a Chongqing Postdoctoral Fellowship to Ling Zhang.
Towards the design of interactive virtual classroom environments to support teacher learning of proof-related instruction
Investigators: Andreas Stylianides and Mateja Jamnik, with PhD Students Dimitrios Deslis and Mei Yang
This research project aims to develop theoretical and practical knowledge for the design of interactive virtual classroom environments to support teacher learning of proof-related instruction.
Geodemographics of mathematics underachievement and disadvantage
Investigators: Steve Watson and Tim Furness
A project using geodemographic data to consider mathematics attainment in respect to social, cultural, and economic capital as characterised by neighbourhood data.
Mathematics teachers’ professional learning and development
Investigator: Steve Watson
An evaluation of a programme of mathematics teachers’ professional development.
NRICH
NRICH is a collaborative project between the Faculties of Education and Mathematics. Established since 1996, the project aims through impactful activity informed by research to create a national centre for curriculum enrichment to provide support for both learners and teachers of mathematics, including teacher professional development.
Number difficulties: a longitudinal study
Investigators: Sue Gifford (University of Roehampton) and Julie Alderton
Pre-service primary teachers’ approaches to mathematical generalisation
Investigators: Julie Alderton, Gina Donaldson (Canterbury Christ Church University), Gwen Ineson (Brunel University), Tim Rowland, Charis Voutsina (University of Southampton), Kirsty Wilson (University of Birmingham)