5th European Workshop on Mathematical & Scientific e-Contents

Barbara Jaworski, Loughborough University. United Kingdom

Current post.
Professor of Mathematics Education at the Mathematics Education Centre, Loughborough University, UK . (appointed from April, 2007)
Invitation to take up the F. C. Donders Chair at the Freudenthal Institute, University of Utrecht, The Netherlands in March-May 2011.

Employment History
1967-1972 Teaching in Kenya and the Philippines in Overseas Development work
1972-1979 Teaching in Schools in England [Physics, Mathematics, Computing Science]
1979-1984 Head of Faculty of Mathematics and Computing, John Howard School, Bedford.
1979-1993 Part time tutor in Mathematics and Mathematics Education, Open University
1984-1999 University Lecturer: Open University, Universities of Birmingham and Oxford
1999- 2002 Reader in Mathematics Education, University of Oxford, Educational Studies
2003- 2007 Professor in Mathematics Education, University of Agder, Norway
2007-2009 (Adjunct) Professor in Mathematics Education, University of Agder, Norway

Research Projects (a relevant selection)
The Undergraduate Mathematics Teaching Project (UMTP) (1998-99): a study of mathematics teaching at undergraduate level in collaboration with university mathematicians (ESRC: £40,000 -- Rated as “Outstanding”)
Learning Communities in Mathematics (LCM) (2003--2007): Studying the development of Communities of Inquiry between teachers and academics to explore inquiry as a tool for developing classroom teaching and learning. (=£1.5 million over 4 years from the Norwegian Research Council)
Teaching Better Mathematics (TBM) (2006--2010). Collaborating with teachers to design learning environments in mathematics to develop mathematics teaching and provide better learning environments in mathematics for students at all levels. Collaboration in a consortium of 5 universities. (=£1 million over 4 years from the Norwegian Research Council).
Helping Engineers Learn Mathematics: developing teaching of mathematics to first year engineering students to achieve more conceptual understandings using GeoGebra as a developmental tool.
Studying the teaching of linear algebra: an in-depth case study into teaching mathematics at university level to undergraduate mathematicians, focusing on linear algebra.

Academic and Professional positions (a relevant selection)
2008-present. Member of International Advisory Board of the Journal Research in Mathematics Education.
2002-2008 (inc) – Editor in Chief of the international Journal of Mathematics Teacher Education
2005-2009 – President of the European Society for Research in Mathematics Education (ERME)
2002-2008 – Member of the International Committee of the 15th ICMI study on The Professional Education and Development of Mathematics Teachers.
1997-1999 – Chair of the British Society for Research in Learning Mathematics (BSRLM)
1990-1994 – Member of the International Committee of the International Group for the Psychology of Mathematics Education (PME).

Invited International Keynote Addresses (A selection)
2010 forthcoming (September): SMEC (Science and Mathematics Education Conference) Dublin, and MSEC-10 (Mathematical and Scientific e-contents) in Salamanca, Spain.
2010 Sweden – Matematikbiennalen 2010 – two-yearly conference on mathematics teaching
2009 Brazil – SIPEM IV – International Symposium on Mathematics Education Research
2009 Iceland – NORSMA – Nordic Research Network on Special Needs Education in Mathematics
2008 Mexico – ICME – International Congress of Mathematics Education
2007 Germany – Oberwolfach -- Professional Development of Mathematics Teachers: Research and Practice from an International Perspective
2006 Canada – CMESG – Canadian Mathematics Education Study Group
2005 Brazil – ICMI 15 – The Professional Education and Development of Teachers of Mathematics
2004 Norway – PME – International Group for the Psychology of Mathematics Education

Publications (a relevant selection)
Jaworski, B. and Potari, D. (2009). Bridging the macro-micro divide: using an activity theory model to capture complexity in mathematics teaching and its development. Educational Studies in Mathematics. 72: 219-236.
Jaworski, B. (2009). Developing mathematics teaching through collaborative inquiry. In L. Black, H. Mendick & Y Solomon, (Eds.) Mathematics Relationships in Education: Identities and participation (pp. 173-184). London: Routledge.
Bjuland, R. & Jaworski, B. (2009). Teachers’ perspectives on collaboration with didacticians to create a community of inquiry. Research in Mathematics Education, 11, 1, 21-38.
Jaworski, B (2008). Helping engineers learn mathematics: a developmental research approach Teaching Mathematics and its Applications Vol 27 no. 3 pp. 160-166
Jaworski, B. (2008). Development of the Mathematics Teacher Educator and its relation to teaching development. In B. Jaworski & T. Wood (Eds.), International handbook of mathematics teacher education: Vol. 4. The mathematics teacher educator as a developing professional (pp.335-361). Rotterdam, The Netherlands: Sense Publishers.
Jaworski, B. (2008). Building and sustaining inquiry communities in mathematics teaching development. Teachers and didacticians in collaboration. In K. Krainer (Volume Ed.) & T. Wood (Series Ed.) International handbook of mathematics teacher education: Vol. 3. Participants in Mathematics Teacher Education: Individuals, teams, communities and networks. (pp.309-330). Rotterdam, The Netherlands: Sense Publishers.
Jaworski B. (2006) Theory and Practice in Mathematics Teaching Development: critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education. Special Issue: Relations between theory and practice in mathematics teacher Education. Vol. 9 number 2, pp. 187-211
Nardi, N., Jaworski, B., and Hegedus, S. (2005). A Spectrum of Pedagogical Awareness for Undergraduate Mathematics: From tricks to techniques. Journal for Research in Mathematics Education Vol 36 no. 4, pp 284-316.
Farah, I. & Jaworski, B. (Eds.) (2005). Partnerships in Educational Development. Oxford Studies in Comparative Education. Wallingford, Oxon: Triangle Books
Jaworski, B. (2003) Research practice into/influencing mathematics teaching and learning development: towards a theoretical framework based on co-learning partnerships. Educational Studies in Mathematics 54, 2-3, 249-282
Potari, D. & Jaworski, B. (2002) Tackling Complexity in Mathematics Teacher Development: Using the teaching triad as a tool for reflection and enquiry. Journal of Mathematics Teacher Education, 5, 4 pp. 351-380
Jaworski, B. (2002) Sensitivity and Challenge in University Mathematics Teaching. Educational Studies in Mathematics 51 pp71-94
Jaworski, B. (1998) 'Mathematics Teacher Research: Process Practice and the Development of Teaching', Journal of Mathematics Teacher Education, Vol. 1 number 1 pp 3-31
Jaworski B. (1994) Investigating Mathematics Teaching: A Constructivist Enquiry. London: Falmer Press (230pp)

Inquiry in University Mathematics Teaching: Community, Technology, Research and Development.

In recent years my research has been focused on the use of inquiry to develop mathematics teaching (at all levels), largely in an inquiry community of mathematics educators and mathematics teachers. Most recently I am focusing on mathematics teaching at university level, particularly in a community including mathematicians and mathematics educators. Within this community we have a strong focus on the use of technology and its contribution to mathematics learning and teaching. Community may be conceptualised in Wenger's terms of 'community of practice' in relation to 'mutual engagement', 'joint enterprise' and 'shared repertoire'; further, 'belonging' to a community of practice involves 'engagement', 'imagination' and 'alignment'. Along with colleagues in recent research, I have extended Wenger's theoretical constructions to include an inquiry way of being within a community of practice: thus constituting a 'community of inquiry' and encouraging an inquiry culture in mathematics learning and teaching. An essential part of such a community of inquiry is the construct of ‘critical alignment' in which we look critically into what we are doing as we align with its norms and expectations. I shall address the design of teaching, and concomitant research, that seeks to promote mathematical learning within a university context in which teachers align with norms and expectations within a well established university community of practice (based on modules, lectures and tutorials). I will discuss forms of pedagogy, including the use of technology, to encourage the use of inquiry as a learning tool, and encourage an inquiry way of being leading to development of an inquiry culture supporting mathematical learning and understanding. I will point to current research that is exploring teaching at this level and focus particularly on practitioner research in which a teacher designs a mathematics course for engineering students, using collaborative inquiry with technology to promote the learning of mathematics. Here the design of teaching and the design of research go hand in hand, and the dynamic process of learning about teaching goes on alongside a critical scrutiny of students' development of understanding in mathematics and analysis of data emerging from survey and observation.

Sponsors:

Empresas Colaboradoras:

Editor: Gerardo Rodríguez - gerardo@usal.es - Last modified: 23.08.2010