Paul Howard-Jones joins me to discuss how and why teachers use (and don't use) research to inform their teaching.
This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show notes here: mrbartonmaths.com/blog/research-in-action-20/
Time-stamps:
#071 David Didau: Making kids cleverer
#070 Jo Morgan: 100th Maths Gems Special
#069 Helen Williams: Early Years teaching and manipulatives
#068 Becky Allen: Workload, happiness, expertise, progress, pupil premium
#067 Bernie Westacott: Teaching maths with visuals and manipulatives
#066 Hannah Fry: algorithms, love and being a mathematician
#065 Conference Takeaways: MathsConf16 – Glasgow
#064 Conference Takeaways: researchED Scotland – September 2018
#063 Jeremy Hodgen: Teaching low-attaining students, relevance and fingers!
#062 Simon Singh: Fermat’s Last Theorem and stretching high-attainers
#061 Slice of Advice: What does the first lesson with your class look like?
#060 Greg Ashman: The Truth about Teaching
#059 Slice of Advice: What did you learn this year?
#058 Conference Takeaways: JustMaths Conference 2018
#057 Conference Takeaways: MathsConf15
#056 Conference Takeaways: Festival of Education – Day 2
#055 GCSE Maths Exam special: Graham Cumming and Karen Wilkinson
#054 Tom Sherrington: The Learning Rainforest
#053 Conference Takeaways: researchEd Rugby
#052 Harry Fletcher-Wood: Responsive Teaching
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