Pedagogy and Innovation in Mathematics and Science Education
SIG convenor: Janet Ainley
Scope and Purpose
PIMS brings together colleagues who are teaching and researching in aspects of Mathematics and Science education. Whilst valuing the different traditions and theoretical backgrounds of both disciplines, we believe that both comparing approaches, and the search for common strands, have the potential to shed new light on areas of pedagogy. In particular we explore innovative pedagogies which integrate the two subject areas, and the related disciplines of statistics and technology.
We are an inclusive group which brings together academics from different backgrounds, and at different career stages, with research students. Through our interactions we support the development of the identity of group members as scholars and researchers, and promote the School of Education as a centre of excellence in teaching and research in mathematics and science education.
Our interests can be grouped into three main areas, although there are synergies and intersections between these.
We are interested in aspects of pedagogy that relate to the learning and teaching of mathematics and science in primary and secondary schools.
We focus particularly on inquiry-based approaches, and the implications of these for classroom practice. This interest extends into teacher development: our teaching and research addresses both initial teacher education and CPD.
We are interested in innovative approaches to pedagogy, particularly through the use of technology and manipulatives to support learning and teaching.
We focus on aspects of task design, and on the development of synergies between subjects, particularly using inquiry as an underlying approach to linking mathematics and science with Education for Sustainable Development and other curriculum areas. Using different types of frameworks and methodologies, such as opening minds, activity design, and pillars of sustainability we are able to explore their benefits and their impacts on learning in the classroom and beyond.
Our interest in classroom interactions encompasses an interest in the ways in which affective factors may constitute barriers to engagement and learning, and in the interactions between pedagogy, attitudes and beliefs for both teachers and students.