Linking geometry and algebra with GeoGebra

GeoGebra is a software package and is so named because it combines geometry and algebra as equal mathematical partners in its representations. At one level, GeoGebra can be as a dynamic geometry system like other, commercially available, software. But this is only part of the story. Another window (the algebra part of GeoGebra) provides an insight into the relationship between the geometric aspects of figures and their algebraic representations. Here each equation or set of coordinates can be edited in the algebra window and the figure instantly changes. What is more, an equation (or a function) can be typed into the space at the foot of the GeoGebra interface and the corresponding geometric representation will appear in the geometry window. Perhaps utilising GeoGebra could inspire a change from regular forms of enrichment/ extension activity to things that need high level thinking, and things that pupils may find themselves wanting to follow-up outside school lessons

An intervention addressing inequity of access to ICT for pre-service mathematics teachers

This study describes an intervention to address inequities in secondary mathematics pre-service teachers’ access to models of effective use of information and communication technologies (ICT) in classrooms and the opportunities afforded to these pre-service teachers to use the skills and knowledge they possess in developing pedagogical strategies for the effective use of ICT in the classroom. It explores the relationship between the skills necessary to use digital technologies and pedagogical subject-specific knowledge. We report on a key aspect of a wider study on a series of interventions to connect pre-service teachers’ ICT attitudes, confidence and skills with their pedagogical readiness to use ICT effectively in their teaching

The impact of Masters level study on teachers’ professional development

This on-going NCETM-funded longitudinal study is exploring the impact of studying for an MSc in Mathematics Education on the professional life of a group of teachers. Whilst the findings from this research are already anecdotally known, there has been little systematic research in the UK on which to ground these ‘teacher stories’ of the impact of study at Masters level. We report on the impact on teachers’ individual professional development, the impact on their classrooms, their respective pedagogies and on consequent pupil learning, and the impact on the wider life of the school and the local authorities within which they teach

Democratic Education In The Egyptian Higher Education: Investigation Of Tutors’ Perception Of Democratic Education In The Egyptian Higher Education

Democratic education (DE) sees young people not as passive recipients of knowledge, but rather as active co-creators of their own learning and valued participants in a learning community. This study investigates tutors’ understanding and implementation of DE in the Egyptian Higher Education (HE). It investigates HE tutors’ conception about learners controlling their educational process by being fully embedded in it. Data for this qualitative paper was collected from 20 tutors from two Egyptian universities via one-to-one interviews and focus groups. This study highlighted the inference of political events in Egypt, since 2011, on HE students in their way of thinking and reflecting and addressed the need of DE to be a part of the educational paradigm. This paper concluded that DE is based on placing students in the centre of their learning and empowering them. Also, tutor-student dialogic approach and tutor-student trust are essential approaches to implement DE

Pilot Study, Does It Really Matter? Learning Lessons from Conducting a Pilot Study for a Qualitative PhD Thesis

A Pilot Study (PS) is a small-scale research project conducted before the final full-scale study. A PS helps researchers to test in reality how likely the research process is to work, in order to help them decide how best to conduct the final research study. In piloting a study, a researcher can identify or refine a research question, discover what methods are best for pursuing it, and estimate how much time and what resources will be necessary to complete the larger final version of the study. There is, however, a paucity in literature that focuses on using, reading and representing PSs. This article discusses the importance of a PS to test and identify how methods and ideas would work in practice when undertaking a qualitative PhD thesis. The proposed PS in this paper addressed many challenges, and the researcher reflected on different perspectives of their work including ethical, cultural, social and professional issues. By the end of the PhD thesis, undertaken with the guidance of the PS, it was found that a well-conducted PS, giving a clear list of aims and objectives within a formal framework, can encourage methodological rigour and ensure the validity of both the study itself and the methodology applied. The objectives of this paper are thus threefold: first, to identify the issues within a specific qualitative PS prior to conducting the final study; second, to address the researcher’s reflections on these findings and finally, to share the experiences and knowledge that a PS can be expected to bring

Socio-constructivist and socio-cultural lenses on collaborative peer talk in a secondary mathematics classroom

This paper uses socio-constructivist and socio-cultural lenses to examine transcripts of pupils’ peer talk recorded while they were undertaking openended mathematical tasks in a naturalistic classroom setting. I discuss the two theoretical frames and then present episodes of peer talk from pupilsbetween 12 and 14 years old which demonstrate how a socio-constructivist view of the zone of proximal development is enacted, and how a sociocultural lens offers a window on social aspects of these established working groups which serve to provide the necessary support to enable all members of the group to access the mathematical knowledge being constructed

Investigating Continuing Professional Development Provided for Egyptian Higher Education Online Tutors

Tutors confront great challenges in their teaching practices, including changes in subject content, new instructional methods, changes laws and procedures and students’ needs. In online learning (OL), more changes can be added, namely, the massive and accelerated advance in technology. Therefore, online tutors need to be provided with CPD that develops their skills and experience to improve the effectiveness of their distance learning courses. This paper investigates how Egyptian Higher Education (HE) online tutors are provided with Continuing Professional Development (CPD) to pursue their work. Data for this paper was collected form 20 online tutors from two major Egyptian universities. This paper explores the current situation of CPD provided for HE online tutors with its affordances, limitations, and proposed recommendations that can help to overcome these challenges

Exploratory talk within collaborative small groups in mathematics

This report describes one aspect of a wider research study on exploratory talk within collaborative small groups in secondary mathematics lessons. It outlines students’ views of using collaborative activity to learn mathematics. The fuller research study explores the extent to which exploratory talk occurs in collaborative peer groups in secondary mathematics classrooms

Paired ITE teaching placements: implications for partnership development

This paper describes outcomes from a project designed to maximise the potential of paired placements for secondary mathematics ITE students. We explore the development of models for effective pairings and provide the rationale for these models. Evidence is offered from interview data from paired students, analysed against Maslow’s hierarchy of needs, fromone of the institutions and from evaluations from paired students from the other institution. Practical implications of managing paired placements are identified and discussed

Palliative Care of the Infant and Child in the Paediatric Intensive Care Unit

In this chapter we discuss the delivery of palliative care in the paediatric intensive care unit environment. Illustrated by challenging cases, we describe the role of intensive care in symptom management for the child with terminal or life-limiting illness. We detail the importance of a multidisciplinary team and their roles in the provision of individualised care for the child and their family. The importance of family-centred care and advance care planning is expanded upon. In addition, we explore end of life issues that are particular to children in intensive care such as withdrawal of life-sustaining therapies and organ donation. Finally, we discuss how to ensure the delivery of high-quality palliative care in the paediatric intensive care environment