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Inquiry-based practice in university mathematics teaching development
Collaborative task design with student partners in a STEM foundation mathematics course: visual support for the multiplication of matrices
Student Partners in Task Design in a computer medium to promote Foundation students’ learning of mathematics
Using imagery with GeoGebra to assist with matrix multiplication: a collaborative project
French and English theoretical perspectives in mathematics education research: an overview and discussion of key issues
Use of activity theory to make sense of mathematics teaching: a dialogue between perspectives
Theoretical developments in mathematics education research: English and French perspectives in contrast
Student learning through collaborative design and teaching of STEM Foundation Mathematics: Catalyst Project
Critical theorising from studies of undergraduate mathematics teaching for students’ meaning making in mathematics
ICME international survey on teachers working and learning through collaboration: June 2016
The development of a function concept inventory
Cultural contexts for European research and design practices in mathematics education
Mathematical meaning-making and its relation to design of teaching.
Unifying complexity in mathematics teaching-learning development: a theory-practice dialectic.
Intersubjectivity in mathematics teaching: meaning-making from constructivist and/or sociocultural perspectives?
Tackling complexity in mathematics teacher development: using the teaching triad as a tool for reflection and enquiry.
Mathematics teacher research: process practice and the development of teaching
Relating student meaning-making in mathematics to the aims for and design of teaching in small group tutorials at university level.
Approaches to teaching mathematics and their relation to students’ mathematical meaning making.
Sensitivity and challenge in university mathematics tutorial teaching
A spectrum of pedagogical awareness for undergraduate mathematics: from "tricks" to "techniques"
Helping engineers learn mathematics: a development research approach.
How we teach: mathematics teachers talk about what they do
Activity theoretical approaches to mathematics classroom practices with the use of technology
Critical alignment in inquiry-based practice in developing mathematics teaching
Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching
Situating mathematics teacher education in a global context
Teacher agency: bringing personhood and identity to teaching development
Communities in university mathematics
Developing mathematics teaching: what can we learn from the literature?
Using activity theory to make sense of differences in perspectives on mathematics teaching
Developing teaching of mathematics to engineering students: teacher research, student epistemology and mathematical competence
Mathematics - joy and rigour
Engineering students understanding mathematics (ESUM): research rigour and dissemination
Mathematical competence framework : an aid to identifying understanding?
Developing teaching of mathematics to first year engineering students
Characterising the teaching of university mathematics: a case of linear algebra
Linear algebra with a didactical focus
Book review: a dialog in the footsteps of the book “A journey in mathematics education research—insights from the work of Paul Cobb”; Erna Yackel, Koeno Gravemeijer and Anna Sfard (Eds.); (2011); A journey in mathematics education research—insights from the work of Paul Cobb
Mathematics teaching development as a human practice: identifying and drawing the threads