1,720,980 research outputs found
Qualifications reforms: opportunities and challenges - a focus on A level Mathematics in England
Full text linkForeword
Full text linkThis book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR.
This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers; mathematics education curriculum designers and policymakers
UK mathematics 14-19: the gender jigsaw summary report for the Joint Mathematical Council of the UK
Full text linkThere is persistent evidence that the UK has an inadequate ‘pipeline’ to the mathematics needed for personal and societal thriving. Further, participation in that pipeline post-16 is significantly skewed towards males. JMC commissioned a short report that draws together the evidence related to participation and attainment in mathematics age 14-19, including by gender, across the UK
UK mathematics 14-19: the gender jigsaw. A report for the Joint Mathematical Council of the UK
Full text linkThere is persistent evidence that the UK has an inadequate ‘pipeline’ to the mathematics needed for personal and societal thriving. Further, participation in that pipeline post-16 is significantly skewed towards males. JMC commissioned a short report on participation and attainment in mathematics, age 14-19, including by gender, across the UK
Ethical issues in researching Higher Education teaching and learning: what’s the same as, and what’s different from, close-to- practice research in other phases of education?
Full text linkContext: The report explores ethical issues in researching Higher Education Teaching and Learning (RHETL), particularly when academics research their own or colleagues’ teaching practices. It draws on an initiative at a research-intensive university in London aimed at creating accessible ethical guidance for those inexperienced in such research, targeting both experienced researchers in non-cognate disciplines and those on teaching contracts with limited research experience.
Aims: The research addresses three primary questions: (1) What are the key ethical issues in RHETL? (2) How can institutional ethics processes better support those unfamiliar with these issues? and (3) What are the similarities and differences between ethical issues in RHETL and close-to-practice research in other educational phases? The goal is to inform the development of ethical guidelines and support the integration of RHETL into university practices.
Methods: This was a scoping study rather than an empirical investigation. It began with issues identified from the researchers’ experiences as RHETL practitioners and members of the university’s Research Ethics Committee, supplemented by a literature review. The aim was to map the scope of existing evidence, identify emerging discussions, and re-interpret findings to inform both current practice and future research, including potential systematic reviews.
Findings: Key issues in RHETL include the power imbalance between academics and students, which complicates the ethical use of student-generated data. There are also challenges related to competing terminology in the field, the complexity of ethical processes, and the use of digital tools in research. The literature review indicated that while the ethical issues in RHETL resemble those in other educational phases, they require adaptation for the university context, particularly in managing the insider-researcher position and navigating the evolving digital research landscape.
Implications: The findings underscore the need for tailored ethical guidance and support mechanisms for academics engaged in RHETL, including simplified ethical consent processes and training. Cross-phase learning between higher education and other educational phases is advocated to enhance mutual understanding and support. The initiative has led to increased RHETL activity and early evidence of improved peer-reviewed publications, suggesting a positive impact on academic research culture
The digital transformation of teaching and learning for high-stakes assessment: teacher and student responses in England.
Full text linkThe global practice of doctoral supervision in sub-Saharan Africa
Full text linkThis book was catalysed by, and primarily draws on, the reflective experiences of fifteen southern African academics working collaboratively to enhance their doctoral supervision knowledge and practice. This first chapter explores the need for such work, it’s positioning within global supervision practices, development and norms, and the cultural and contextual constraints on those. It begins by introducing the shape of the book as a whole, contextualising the book’s contribution by scoping what is known internationally about recent developments in doctoral study and its supervision. It analyses the genesis of the recent southern African collaborative supervisory development structures adopted, and the related design and comparative research, offering early evidence of the model as a richly generative, systematic, sustainable and affordable approach to developing an area of academic work that is often under-valued in institutional structures and rewards. Further, it argues for the wide transferability of such a model. It concludes by analysing some of the key contextual features of the systems within which contributors work and develop their academic supervision practices
Sustainable, affordable and transferable approaches to experienced doctoral supervisor development
Full text linkDoctoral supervision is complex and takes place against a background of contextual, political, economic, and cultural affordances/constraints; with multiple purposes; and in a global higher education system. The result can be significant tensions for supervisors and, often, poor student satisfaction and progression. Globally, systematic development of doctoral supervision capacity is unusual and/or prohibitively expensive at scale. In response, this paper reports an educational design research initiative to develop a series of collaborative online workshops for experienced doctoral supervisors, supporting deliberate ‘reflective, personal, scholarly and systematic reflection’ across ten areas of doctoral supervision. Participants are then well-equipped to craft a successful application for the prestigious United Kingdom Council for Graduate Education supervisor recognition. Our evidence suggests short-term benefit is in two phases: directly via collaborative workshop engagement with the supervision literature in relation to participants’ shared experiences of supervision, and then via application of that to practice, captured in semi-structured scholarly reflective accounts on development of practice in submission for accreditation. Embedded medium-term benefits are now emerging. Multiple iterations suggest the approach is sustainable, transferable, affordable, and richly beneficial to participants, doctoral students, and wider doctoral communities. The contribution is to development of academics’ teaching and research, and it is both theoretical and practical
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