Maths and Science 2016
Working out what works
Maths and Science 2016
Saturday 11th June 2016
University of Oxford
Maths and Science
Welcome to researchED Maths and Science, the first
collaboration between Oxford University Press and
researchED. We’re delighted to be in the striking and
monastic elegance of the Andrew Wiles Building for a day
of challenge, debate, discussion, sharing and collaboration.
We’ve gathered some of the finest minds in maths and
science education from the UK (and beyond) to discuss
what the best research tells us about the fascinating and
vital pursuit of educating children in these subjects.
A day at researchED is unlike any other conference; we
bring together voices from all strata of the educational
ecosystem – teachers, academics, leaders, researchers and
everyone else – and give them a platform to share and
scrutinize ideas. The aim is to raise research literacy, drive
better research, and create better relationships between
everyone affected by research.
Every speaker has given their time for free, and that spirit
of contribution and altruism is the backbone of what today
is about. Share what you take away, and we hope you
have a fantastic day along the way.
Tom Ben nett
Oxford University Press is proud to be supporting
the first researchED Maths and Science conference.
As co-hosts, we’re delighted to welcome you to
the Mathematical Institute which is just a stone’s
throw from the Press buildings here in the Radcliffe
researchED is an organization with aims that very
much complement our own. As a department of the
University of Oxford, our mission is to further its
objective of excellence in research, scholarship, and
education by publishing worldwide. We therefore
jumped at the opportunity to join forces for this
inaugural event that will bring the very best maths
and science research closer to the classroom.
Familiar to millions around the world for our
dictionaries, we’re also the UK’s leading schools
publisher, producing high-quality resources to support
teachers and students across a range of subjects. We
are passionate about the difference a quality education
can make to the life chances of children all over the
world, and believe that STEM subjects are a key
We have thoroughly enjoyed working with Tom and
the researchED team on the programme for this highly
anticipated event. We hope that you enjoy today’s
fantastic line-up of speakers and sessions just as much!
UK Schools Publishing Director
Oxford University Press
Aims and values
To raise the research literacy of educators,
in order for them to possess the critical skills
necessary to challenge and understand the
quality of research they encounter.
To bring together as many parties affected
by educational research – e.g. teachers,
academics, researchers, policy makers,
teacher-trainers – in order to establish healthy
relationships where field-specific expertise is
To promote collaboration between
research-users and research-creators so that
educators become more involved in the
questions posed for research to answer, the
data generated in that process, and in the
consideration of the meaning of that data.
To help educators become as aware as possible
of significant obstacles – e.g. biases – in their
own understanding of learning and education,
and to locate the best methods of empirical
enquiry and analysis in those fields.
To promote, where possible, research of
any discipline that has been shown to have
significant evidence of impact in education,
and to challenge research that lacks integrity,
or has been shown to be based on doubtful
To explore ‘what works’ in the field of
education, and to explore what the concepts
contained in that statement might mean,
as well as to consider the limitations of
scientific enquiry in this area as well as the
Order of the day
09:45–10:00 Welcome (in L1)
10:10–10:50 Session One
11:00–11:40 Session Two
11:50–12:30 Session Three
13:10–13:50 Session Four
14:00–14:40 Session Five
14:55–15:35 Session Six
15:45–16:25 Session Seven
16:35–16:50 Plenary (in L1)
Session One 10:10–10:50
Causes and effects in the social sciences: how much do we really know?
It has been long demonstrated that different measures of early exposure to low socioeconomic
status are linked to later adverse outcomes, including poor school performance. However, it remains
unclear to what extent such associations reflect truly causal associations or whether they are simply
explained by familial differences in the population. Amir will discuss the issues of causal inference
in the social sciences by drawing on examples from the behaviour genetic literature and a series of
recently published family-based studies.
Effective teaching: change, controversy and research in the UK
over 30 years
This session will look at the controversies that have plagued the issue of what is effective teaching,
from ‘progressive’ methods in the 1970s and 80s through to ‘whole class interactive’ methods
from the 2000s and then to the more radical ‘metacognitive’ and collaborative group work based
approaches that are effective, necessary but underutilized. The need for high quality classroom
observation systems, high quality CPD and further research into teacher effectiveness is emphasized.
Memorable maths teaching: leveraging memory to build deep and
durable learning in the mathematics classroom
This session will introduce the key components of our memory system, explain their roles in the
context of classroom learning, and outline a set of strategies that we can leverage in the pursuit of
deep and durable learning. It will build on concepts such as Cognitive Load Theory, Variation Theory
and Distributed Retrieval, and explore implications both at the level of practice, as well as how to
design systems for supporting memorable teaching.
How teaching metacognitive skills changes teachers and students
Rodica and Plonie have watched teachers change their teaching behaviour in classrooms once they
start thinking about how students learn. In this session they will discuss their findings from schools
who have implemented the 3M metacognitive model in maths lessons to help students improve
their problem solving skills. Rodica and Plonie will show what effects there are and how teaching
behaviour changes during the experiment.
& Steve Holmes
Judging the difficulty of maths and science exam questions: sources of
bias in expert judgements
A presentation of research into the gap between experts’ judgments of expected question difficulty
and how well students actually perform on GCSE maths and science questions. In particular, Michelle
and Steve will explore the characteristics of these questions which can bias estimates of difficulty.
This work will be of interest to teachers who routinely have to make these judgments when
assessing students, writing tests, or making GCSE tier entry decisions.
Session Two 11:00–11:40
researchED: a teacher revolution from the ground up
researchED is a grass-roots, cottage movement that started from a tweet and mushroomed out of
anyone’s control within a year. Tom Bennett, the founder and wrangler of this project talks about the
possibilities offered by reconnecting teaching with research, the boundless opportunities that social
media now affords the connected educator, and what this means for the landscape of teaching in
Research sceptics and research deniers: changing minds
A session on ‘quick wins’ but in the staff room rather than the classroom. Examples of clear researchbased
strategies and answers to common claims about irrelevance of data to an individual classroom.
Best evidence science teaching
The University of York Science Education Group (UYSEG) has an international reputation for its
curriculum development work. In this session Mary will look at some of the evidence that will
inform UYSEG’s new 11–14 science project and invite discussion of the current challenges in science
teaching and learning science at 11–14.
The genius of Siegfried Engelman: a comprehensive theory of how to
teach pretty much everything
Did you know there are different types of knowledge? Do you stop to think what type of knowledge
you’re trying to teach, before you teach it? Engelman did. He mapped out the different types of
knowledge, and then explained in detail how to communicate each type so that everyone could
learn it. Is it the ultimate guide to teaching?
Cassy Turner &
What do we know about the Singapore approach to teaching
This is a seminar and panel session led by Dr Fong who has been instrumental in the development
of maths education in Singapore for over 20 years. He will be joined by leading maths education
experts, Cassy Turner from the USA and Sue Lowndes from the UK. They will consider what has
been learned in implementing this approach outside Singapore; what do we know, what have we
learned and what are we doing in the UK?
Session Three 11:50–12:30
Join the Guardian’s education editor Richard Adams as he welcomes an expert panel to discuss some
of the key issues in maths and science education. Expect a lively and challenging panel debate and
Science classroom assessment: lessons from the Activate project
Tasked with creating an assessment framework to underpin the Key Stage 3 Science scheme of
work, Andy reflects on his experiences of the Activate project so far. Andy will reveal the key sources
of evidence and the types of research carried out to develop, revise and improve the framework.
He will discuss the tensions between theory, policy and practice in creating an evidence-informed,
practical product that is usable in science classrooms and relevant in the turbulent policy landscape
Live research into times tables recall speed and affective measures
Take part in some live research, meet some of the fastest times tablers in the country and hear about
the early stages of research that Bruno is doing with Cambridge and Southampton universities.
Armed with a gargantuan dataset and some surveys written for PISA, Bruno will explore the
interplay between times tables recall, maths anxiety, locus of control and maths self-concept.
Failure is not an option: Mastery Learning in science
When Benjamin Bloom wasn’t taxonomizing, he had Apollo-like dreams: that the ideal 1:1 teaching
situation could be replicated for whole classes, allowing all students to succeed. The result, Mastery
Learning, is a formative assessment system, quite distinct from AfL practice. Tony will explore the
evidence base and look at how schools are implementing it with the new KS3 science syllabus.
Maths anxiety: what it is, why it develops, and how research can feed
into the teaching of maths
Ideas around the teaching of maths have varied greatly throughout the last 50 years or so. Whether
or not maths anxiety has always been present but was previously ignored is a moot point. What is
clear is that there are currently multiple sources of research evidence that maths anxiety is a major
barrier to learning for some children. This workshop will explore this evidence and hopes to stimulate
discussion around possibilities for a more embedded approach to early maths education.
Improving gender balance in A level physics
The proportion of girls taking A level physics has remained at around 20% for the last 30 years.
The Institute of Physics has been working on understanding why this is the case and what can be
done about it. This session will outline the findings of their latest project, Improving Gender Balance.
Natasha and Jessica will be talking about what works in theory and in practice, and what the
Institute plans to do next.
Session Four 13:10–13:50
Teaching for mastery: what it is, what it isn’t and why you are being
In this session, Mark will get to the heart of teaching for mastery. He will explore the model in depth
and discuss how it might be practically applied in the classroom. Mark will outline the history behind
teaching for mastery and give examples of how it might look in practice. This session is suitable for
both maths and science teachers. If you would like to understand more about teaching for mastery,
come along and leave with some ammunition to fight off fads.
Real research for real students
Find out about how you can get involved in the Institute for Research in Schools, CERN@school
project, a programme designed to inspire the next generation of scientists by offering access to real
CERN technology. David’s talk will focus on the research the students do and how doing it has been
great for their academic and personal development.
10 things you should know about primary maths
Which are the threshold concepts which children find hardest to grasp? What do children need to
know to become numerically fluent? And what do the best researchers into mathematical education
have to teach us? Jack Marwood explores the key ideas which every teacher should know about
Science misconceptions: why is changing someone’s mind so difficult?
The prevalence and stubbornness of science misconceptions presents a particular barrier for student
achievement. A traditionally recommended technique for overcoming misconceptions in science is
to induce ‘cognitive conflict’. This talk will explore some evolutionary and cognitive psychological
explanations for why misconceptions are so prevalent and stubbornly resist this technique, and will
discuss some possible implications for science teaching in light of advancements in psychology.
Weasel words in maths
If maths teachers are to learn from researchers, we will need to know if we all mean the same
thing by ‘understanding’, ‘mastery’ or even ‘mathematics’. Come to this session to take part in
a discussion about what words we can all use, and what are the ‘weasel words’ we should learn
Applying cognitive science to STEM teaching
Sri will be exploring the application of cognitive science to STEM teaching. He’ll be reviewing myths
such as transferable skills (Bloom’s), rote memorisation and differentiation, and how to reduce
cognitive load on both the student and teacher. He will also touch on verifying its effectiveness and
the dangers of educational ideologies.
Session Five 14:00–14:40
A student’s journey through learning: how can cognitive
In the first part of her session, Yana will discuss a research project looking at students’ learning
experiences from a cognitive psychology perspective. The second part will be dedicated to science
communication. Yana will be sharing what she has learned so far through this process, and asking
the audience for feedback and suggestions on how to improve the teacher-researcher dialogue.
Math education in the US: still crazy after all these years
In this session, Barry will explore US Common Core Math Standards against the backdrop of the
math reform agenda that has been playing out for many years in the US. Barry will look at how
Common Core lends itself to interpretations and implementations along the reform math agenda,
and how such agenda mischaracterizes how traditional math was carried out successfully for years.
How does a regular classroom teacher engage with research?
In this session, Helen will draw on her experiences to talk about how teachers can find out about
research, what impact it might have on their practice and how they can get involved with it. There
are challenges of moving from theory into practice: are they possible to overcome and if so how?
Charles Tracy &
Connecting physics teachers with physics education research
In this session, Charles and Andrea will be talking about a new tool the Institute of Physics is
developing that will connect teachers with physics education research. You will find out how this
new tool will enable teachers to evaluate how they teach a physics topic and why they teach it
Learning from Shanghai: the England China maths teacher exchanges
In 2014 and 2015 the NCETM, working with the Maths Hubs, ran two teacher exchanges with
Shanghai, one for primary maths and one for Key Stage 3 maths. This session will describe the
exchanges, what we learned and how what we learned is now influencing maths teaching in many
schools across England.
Session Six 14:55–15:35
Join the Guardian’s education editor Richard Adams as he welcomes an expert panel to discuss some
of the key issues in maths and science education. Expect a lively and challenging panel debate and
Reasons to be cheerful about maths education
Drawing on a number of large research projects, Jeremy will discuss the current state of mathematics
education in England and how we might tackle the challenges ahead.
Teaching with variation: China’s secret to success
Teaching with variation is generally perceived as one of the most valuable experiences within
the Chinese mathematics education community and is claimed by many to be the secret to the
high performance of Chinese pupils. Contrary to the description, it does not mean teaching with
variety. This session will draw from the research literature and observations of classroom practice to
understand what it is and its potential to support mathematics learning.
Thinking, Talking and Doing Science
The Thinking, Talking, Doing science project is a collaboration between Oxford Brookes University,
Science Oxford, Astra Zeneca Science Teaching Trust and 42 local primary schools. In this session
Jennifer will discuss the implications of this project for Key Stage 2 teachers. She will also give
examples as to how a practical approach to teaching ‘tricky’ scientific concepts can enable teachers
to ensure progress for all children in science.
Bridging the gap between research and the science classroom
With such a conceptual gulf between education research and the science classroom, how can
teachers know how to improve their teaching? We’ve spoken to researchers and science teachers to
find out what is being done, what effect it is having, and what teachers can do themselves.
Session Seven 15:45–16:25
What can research contribute to improving subject teaching?
To what extent (and in what ways) can research in science education help a teacher who is planning
to teach a science topic? This talk will argue for a positive view of the potential contribution of
research to practice in science education, by teasing out the complex relationships between research
and practice and exploring the idea of ‘evidence-informed’ practice.
James de Winter
What messages does physics education research have to share?
A whirlwind tour through some of the key messages that have emerged from the physics education
research (PER) community over the last 30 years or so. The aim of this session is to draw out some
highlights from this body of research and then look to make some suggestions for what physics
teachers might want to consider, challenge or change about what we do in the classroom.
Myths around mastery
Mastery is suddenly everywhere! Or is it? In this session Helen will highlight and dispel some of
the myths around mastery, and share the key principles and pedagogic strategies adopted by 350+
Mathematics Mastery partner schools over the past four years. researchED will also see the launch of
the Mathematics Mastery primary and secondary programmes of study for 2016/17. Helen will take
a look at the principles underpinning their design and consider their relationship with the evidence.
Mathematics: skills, understanding or both?
Many discussions within mathematics education have focused on what is more important: skills or
understanding. On one hand, people like to point out the decline of skills like solving equations. On
the other, that mimicking a recipe might not lead to understanding. Who is right? In this session
Christian will give an overview of some educational and psychological research on this topic and will
also cover some elements from international assessments like PISA and TIMSS.
Knotty problems: 10 things knitting tells us about the science of
Bodil, a 26-year-old going on 86, recently learned how to knit. She couldn’t help but relate her new
hobby to educational research and cognitive science. Hear this blogger and Head of Maths spin a
yarn about the science of learning through the power of analogy.
Richard Adams is the Guardian’s
education editor, and writes on all sectors
including schools and government policy.
He went to school in New Zealand so has
no relevant anecdotes. Richard will be
chairing the panel sessions.
Tom Bennett is a teacher and the
Director of researchED. He writes a
weekly column for the TES and is author
of four books on teacher-training,
behaviour management and educational
research. Tom currently advises the
Department for Education on behaviour
and Initial Teacher Training.
Dr Christian Bokhove is
a specialist on the use of ICT in
mathematics education. Christian is
interested in combining theory and
practice, quantitative and qualitative
methods, procedural fluency and
conceptual understanding, as he feels
that bridging the gap between them
benefits us all.
Kris Boulton currently works as
Deputy Head of Mathematics for King
Solomon Academy. He regularly delivers
training to groups ranging from trainees
to head teachers, has written for the
Sunday Times, the Times Educational
Supplement, and is a regular contributor
to the TES Subject Genius section.
Dr Andrew Chandler-Grevatt
has a PhD in school assessment and
a real passion for science teaching
and learning. Alongside his national
and international research in school
assessment, Andy is a teaching fellow
on the PGCE course at the University
of Sussex, and is a successful published
assessment author and editor.
David Cotton has been teaching
physics in schools and colleges around
the North West for 15 years and
currently teaches A level physics at
Cardinal Newman College in Preston.
David is a Physics Network Coordinator
and editor of talkphysics.org for the
Institute of Physics.
Jennifer Day is science lecturer
and leader of the Primary PGCE
course at Oxford Brookes University.
Jennifer is currently researching trainee
teachers’ acquisition of scientific subject
knowledge. She is also writing about
the use of dioramas to teach challenging
scientific concepts at KS2 such as
Dr Helen Drury has more than a
decade of experience as a mathematics
teacher, Head of Mathematics and senior
leader in both rural and challenging
urban schools. She is founding director of
Mathematics Mastery and is passionate
about bringing research and best practice
into the classroom.
Rodica Ernst-Militaru has been
teaching maths at the Dutch Udens
College in the Netherlands, since 2003.
She is also a teacher researcher and
research coordinator at her school.
Together with research partners from
Hermann Wesselink College and
Maastricht University she has been
involved in developing and implementing
the 3M model.
Dr Fong Ho Kheong is an
internationally-renowned author and
senior Mathematics Specialist with the
Regional Centre for Education in Science
and Mathematics in Malaysia. Dr Fong is
the author of the mathematics textbook
series currently used in all state schools in
Singapore, and has published more than
100 journal articles and research reports.
Barry Garelick is a teacher and
advocate for better mathematics
programs in US Schools. He is co-founder
of the US Coalition for World Class Math,
which has provided extensive comments
on the deficiencies of the Common
Core standards for mathematics. He has
taught maths at the middle and high
school levels in California where he
Dr Stephen Holmes is a Research
Fellow at Ofqual where he has worked
since May 2013. He has been lead
researcher on a number of projects,
particularly relating to maths and
science GCSEs. Prior to that he spent
ten years as a Postdoctoral Research
Fellow in Psychology at the University of
Birmingham and Aston University.
Jeremy Hodgen has published
widely on mathematics education,
teacher education, assessment,
international comparisons and standards
over time. His current research includes
studies of low attainment, ways
of grouping students and primary
numeracy. He is an editor of Research in
Mathematics Education and a member of
the Advisory Committee on Mathematics
Education in London.
Ian Horsewell is an experienced
science teacher, currently working as a
Teaching and Learning Coach as part of
the Stimulating Physics Network. Ian is
a Chartered Science Teacher, accredited
by the ASE. He also blogs and tweets as
Teaching of Science.
Bodil Isaksen is a maths teacher,
author and Teach First Ambassador. She
combines teaching traditions from the
Far East with pioneering insights from
cognitive science to create a maths
department which enables every pupil to
succeed at the highest level. Her driving
belief is that with dedication, support and
a quality education every child can be a
Sue Lowndes is the Professional
Development leader for Inspire Maths
and UK expert in the Singapore approach
to teaching mathematics. Sue has taught
the full age range from primary to
graduate level. Over her 30 year career
Sue has also worked as a consultant,
editor and author, most recently in
Singapore, USA and the Kingdom of
Dr Paul MacLellan is Education
in Chemistry’s deputy editor. EiC has
been supporting chemistry teachers
for over 50 years and focuses on what
works in science education. Paul, a
former research chemist, is interested in
how online teaching communities can
bridge the gap between research and the
Jack Marwood is a primary school
teacher and education writer. He has
contributed to the Times Educational
Supplement, Schools Week and the
Guardian. His writing questions many
of the assumptions made about
education, and he is a firm advocate of
using evidence to justify opinions. He is
currently working on a teacher’s guide to
Mark McCourt has led many
large-scale government education
initiatives. He was a Director at the
National Centre for Excellence in the
Teaching of Mathematics (NCETM)
and has also been a school leader,
Advanced Skills Teacher, school inspector
and teacher trainer. He was Senior
Director at Tribal Group, which saw him
working with schools and governments
internationally. Mark founded and was
Chairman of the Teacher Development
Peps Mccrea is Subject Leader for
Secondary Mathematics Education at
the School of Education, University of
Brighton. His research includes teacher
learning, online education and lesson
planning. Alongside this, he has been
a National Curriculum Advisor for the
Department for Education, an external
examiner at the Open University, and is
the Founder of Staffrm.
Dr Michelle Meadows is
Executive Director for Strategy Risk and
Research at Ofqual and an Honorary
Research Fellow at the University of
Oxford Department of Education. She
is responsible for the development of
Ofqual’s regulatory strategy; research
that supports the development
and implementation of high stakes
assessment; and the evaluation of
standards over time and between
Robin Millar is Emeritus Professor
of Science Education at the University
of York. His main research interests are
teaching and learning in science, science
curriculum design and development, and
the assessment of science learning. He
has directed (or co-directed) several large
research and curriculum development
projects, including Twenty First Century
Science, and is a member of the Science
Expert Group for the OECD PISA study.
Debbie Morgan is Director of
Primary Mathematics at the National
Centre for Excellence in the Teaching of
Mathematics (NCETM). She has previous
experience as a primary teacher, head
teacher, Mathematics Advisor, Senior
Lecturer in Mathematics Education and
Director of the Mathematics Specialist
Teacher Programme. She currently leads
the England China Exchange Project.
Plonie Nijhof has been a maths
teacher for 30 years at the Dutch
Hermann Wesselink College in
Amstelveen. In January the school hosted
the researchED Amsterdam conference.
In collaboration with Maastricht
University she researches the effect of
teaching metacognitive skills explicitly in
Andrew Old is a maths teacher and
blogger. He has contributed to several
books on education and writes a monthly
review of the education blogosphere for
Schools Week. His blog Scenes from the
Battlefield is often identified as being
one of the most influential teacher blogs.
Additionally, Andrew collates and curates
a huge range of education blogs on his
sister site The Echo Chamber.
sri Pavar has been teaching for 17
years and has held middle leader posts
in Science, ICT and Citizenship/PSHE. At
present, his main interest is in applying
cognitive science to STEM and its use in
debunking ideologies in teaching.
Natasha Plaister is the Project
Coordinator for the Institute of Physics’
gender balance projects. These projects
look at why there is such a persistent
gender imbalance in physics A level and
beyond, and how we can redress the
balance. She has worked in education
for over 10 years, with previous roles
including running school support
Bruno Reddy was a founding
teacher and former Head of Maths at
King Solomon Academy where he was
responsible for the roll-out of blended
learning. He is a Google Certified
Teacher, Google presenter and trainer
and uses tech (a lot) in and out of the
classroom. Bruno has played a key role
in promoting a mastery approach to
David Reynolds is Professor
in Education at the University of
Southampton. David has run courses
across the UK and has an international
reputation for his work on school
effectiveness, school improvement,
teacher effectiveness and dyslexia.
He has edited or been on the editorial
boards of six international journals. David
has a particular interest in trying to get
research into influencing educational
Andrea Rialas completed her
MPhys this summer and now works on
curriculum and research into education
based projects at the Institute of Physics.
She is coordinating the PIPER project
which aims to connect more teachers
with physics education research.
Helen Rogerson has been a science
teacher for eleven years, and a head of
department for three of those. Helen
is passionate about teaching students
how science works and making links
between science and real life. Alongside
teaching, Helen is a member of the TES
Science teacher panel and Chair of the
Association of Science Education West of
England Regional Committee.
Nick Rose worked with stroke and
head injury patients before gaining
a postgraduate research post in
parapsychology. He trained as a science
teacher but has gravitated towards
teaching psychology. He currently works
as a leading practitioner for psychology
and research at Haileybury Turnford
Academy in Hertfordshire. He also writes
the Evidence into Practice blog which
was shortlisted for a TES award.
Jessica Rowson is the Girls in
Physics Project Manager at the Institute
of Physics. These projects investigate the
reasons why there is a gender imbalance
at physics A level, and what active steps
can be taken to redress the imbalance.
Prior to this role, she was a physics
teacher in South East London and has a
background in structural engineering.
Amir Sariaslan is a Postdoctoral
Researcher at the University of Oxford’s
Department of Psychiatry. His research
interests mainly concern assessing
the etiological links between severe
mental illnesses, violence, substance
misuse and injuries through the use of
quasi-experimental research designs in
combination with large-scale registry
Tony Sherborne is Creative Director
at Sheffield Hallam University’s Centre for
Science Education. Tony is the Founder
of science upd8 and Director of Wikid,
an inquiry-based Key Stage 3 curriculum.
He has been an advisor to government
organizations, examining boards and
publishers. Prior to this, he worked for
BBC Education and taught for 8 years in
UK and international schools.
Kevin Silber is a Senior Lecturer in
psychology at the University of Derby.
He started life as a neuroscientist and
teaches not only biological psychology
modules, but philosophical psychology,
schizophrenia and neuropsychology.
Kevin works in outreach liaison between
the university and local schools and
colleges. He is an experienced A level
examiner and has also written a number
Charlie Stripp is the Chief
Executive of Mathematics in Education
(MEI) and Director of the National
Centre for Excellence in the Teaching
of Mathematics (NCETM). He taught
mathematics in the state sector for 10
years, both in secondary schools and in
a large further education college. Charlie
has extensive experience in teacher
professional development, curriculum
development and assessment in
Cassy Turner is an acclaimed
presenter and internationally recognized
expert on the Singapore approach to
teaching and learning mathematics.
She is the co-author of a math training
manual approved by the State of
California and presenter for the Bureau of
Education & Research. She has served on
the Board of Liberty Common (Charter)
School, and worked with the Middle
School Mathematics Institute in the US.
Mary Whitehouse co-directs both
the York Science Project and the Twenty
First Century Science Project and is a
member of the University of York Science
Education Group. She has taken part in
a number of major curriculum projects
including Science in Society and SATIS
with ASE, Advancing Physics with the
IOP and OCR, and Twenty First Century
Science with OCR, UYSEG and Nuffield.
Yana Weinstein is an Assistant
Professor at University of Massachusetts,
Lowell and co-founder of Learning
Scientists. The broad goal of her research
is to help students make the most of their
academic experience. Yana’s research
interests lie in improving the accuracy of
memory performance and the judgments
students make about their cognitive
James de Winter is Associate
Lecturer in Science Education at the
University of Cambridge. He also works
for the Science Learning Centre East of
England developing and delivering CPD
for teachers as well as consulting on
various science and physics education
projects. He is an editorial associate
for School Science Review and is on
the reviewing panel for the Journal of
Charles Tracy is the Head of
Education at the Institute of Physics.
Charles started teaching in Hertfordshire
in 1987. He worked as a physics teacher,
Head of Physics, Head of Science and an
adviser, and joined the Institute in 2006.
Over the years, he has written textbooks,
been involved in curriculum development
and led subject based CPD sessions for
Maths and Science
University of Oxford
Andrew Wiles Building
Radcliffe Observatory Quarter
For travel and accessibility information visit:
Join in the debate #rEDmatsci
Oxford University Press www.oup.com/education