Professor Celia Hoyles, Institute of Education, University of London
Celia Hoyles is Professor of Mathematics Education at the London Knowledge Lab, Institute of Education, University of London, following teaching in London secondary schools. She was awarded a first class honours degree in mathematics from the University of Manchester and holds a masters and doctorate in mathematics education. She was the U.K. Government’s Chief Adviser for Mathematics , 2004-7, and the Director of the National Centre for Excellence in the Teaching of Mathematics, 2007 -13. She was the first recipient of International Commission of Mathematics Instruction (ICMI) Hans Freudenthal medal in 2004, and of the UK’s Royal Society Kavli Education Medal in 2011. She became an Officer of the British Empire (OBE) in 2004, and was made a Dame Commander of the Order of the British Empire in 2014.
Her academic interests are secondary students' conceptions of proof, the mathematical skills needed in modern workplaces and the design computer environments for learning mathematics. She has directed more than 30 research and consultancy projects and published widely in articles and books.
She also co-presented a popular TV mathematics quiz show, Fun and Games, which topped the prime-time ratings between 1987 and 1990.
She serves on the Education Committee of the European Mathematical Society and was elected as President of the learned society the Institute of Mathematics and its Applications (IMA) in Jan 2014.
Celia will be speaking on Strategies for Supporting Teacher Knowledge Development
Visit Celia's University of London profile
Professor Richard Noss, London Knowledge Lab
Richard Noss is Professor of Mathematics Education and director of the London Knowledge Lab, an interdisciplinary research centre of the Institute of Education, University of London that involves collaboration between learning scientists and computing scientists. Until it ended in 2012, he was director of the Technology Enhanced Learning Research Programme, a national research programme that sought to push forward the frontiers of the design and application of technology for learning. He is a Fellow of the Institute of Mathematics and its Applications, and a Fellow of the Academy of the Social Sciences.
Richard has directed some 20 research projects, all of which have focused on some mix of technology-enhanced learning, mathematics, and - for the last ten or so years - workplace learning. Richard has edited and authored some 120 scholarly articles and six books, including Windows on Mathematical Meanings: Learning Cultures and Computers, in 1996. His most recent book, Improving Mathematics at Work, questions the mathematical knowledge and skills that matter in the 21st century world of work, and studies how the use of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation.
Richard is a past editor-in-chief of the International Journal of Computers for Mathematical Learning. He was co-founder and deputy scientific manager of Kaleidoscope, the European network of excellence for technology enhanced learning. Richard holds a Masters degree in pure mathematics and a PhD in mathematical education.
Richard will be speaking on Education Technologies: Now & in the Future
Visit Richard's London Knowledge Lab profile
Professor Tim Rowland, School of Education and Lifelong Learning, University of East Anglia
Tim Rowland has been researching mathematical knowledge in teaching since 1997. In empirical research with colleagues at the University of Cambridge, UK, he developed the Knowledge Quartet - a framework for the analysis and development of mathematics teaching. Tim is Chair of the Joint Mathematical Council of the United Kingdom, and a recent vice-president of the International Group for the Psychology of Mathematics Education. He taught mathematics in a College of Education and two secondary schools in England before moving to teacher education and research in mathematics education. Tim was the first University Reader in Mathematics Education at the University of Cambridge. He is now an Honorary Professor at the University of East Anglia, UK, and Professor of Mathematics education at Trondheim University College, Norway. Tim has a wide range of interests in Mathematics Education. He is a founding joint editor of the BSRLM/Routledge journal Research in Mathematics Education”
Tim will be presenting on Powerful Teaching.
Visit Tim's University of Cambridge profile (this is a bit more detailed than his UEA profile)
Associate Professor Debra Panizzon, Faculty of Education, Monash University
Debra Panizzon is Associate Professor of Science Education at Monash University having held previous academic positions at Flinders University and the University of New England. Prior to commencement in academia she taught junior science and senior biology in secondary schools. Debra is an experienced science education academic having worked with both primary and secondary preservice teachers. Her research interests lie in the areas of cognition, student acquisition of scientific concepts, assessment, and rural and regional education with extensive experience living and working in rural NSW. Importantly, much of her research has emerged from partnerships with science and mathematics teachers ensuring that theory and practice are inextricably linked.
Debra will be presenting on The Disappearing Horizon of Content Knowledge
Visit Debra's Monash University profile
Associate Professor Helen Chick, Faculty of Education, University of Tasmania
Associate Professor in Mathematics Education. Helen’s career spans mathematics teaching for secondary and tertiary students, teacher training for both primary and secondary levels, and research in mathematics education. Her research work has focussed on pedagogical content knowledge in mathematics for teachers, the use of examples in teaching, and also statistics education. Reflecting these interests, Helen’s role in the CEMENT and Powerful Knowledge projects, among others, continue to progress these knowledge domains.
Helen provides professional development in mathematics and maths teaching for practising teachers, and was one of the contributing writers for the Victorian Mathematics Developmental Continuum resource for teachers. She has been a recipient of teaching awards at both the University of Tasmania and the University of Melbourne, including an Office for Learning and Teaching Award for Teaching Excellence in 2012 as part of the Maths Education team at the University of Tasmania. She is a member of the Mathematics Education Research Group of Australia and the Mathematical Association of Tasmania. She regularly reviews papers for research and teaching journals, and is a member of the editorial board of the Journal of Mathematical Behaviour.
Helen will be presenting on Developing Clinical Acumen for Teaching
Visit Helen's University of Tasmania profile
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