Australia
China
Czech Republic
Germany
Israel
Japan
Korea
New
Zealand
The Philippines
Singapore
South Africa
Sweden
United Kingdom
USA
| Name: ROSAMUND SUTHERLAND
Position: Professor
Graduate School of Education
LPS Team Leader in England
Contact details:
Graduate School of Education
University of Bristol
35 Berkeley Square
BS8 1JA BRISTOL (UK)
tel: +44 (0) 117 9287108
fax: +44 (0) 117 9251537
E-mail: ros.sutherland@bristol.ac.uk
Home-page: http://www.bris.ac.uk/education/people/academicStaff/edrjs
|  |
Recent
and Current professional activities:
Rosamund Sutherland is a Professor at the Graduate School of
Education in Bristol (UK) and she is currently Head of Department.
Her main research area is concerned with learning with new
technologies in both informal and formal settings, with a particular
focus on mathematics education. This research has been carried
out within the complexity of ‘real’ classrooms
in primary and secondary schools and FE colleges. She recently
chaired a Royal Society committee reporting on Teaching and
Learning Algebra which has been influential in terms of changes
to the mathematics National Curriculum. Her research as part
of the ESRC Screen-Play Project investigated the nature and
extent of young people’s learning with computers in the
home. Recent research as part of the ESRC InterActive Education
project has been investigating the ways in ICT can be integrated
into school subject cultures to enhance learning.
Recent projects she has directed include the following: Peer
Group Discussion in a Computer Environment, Mathematical Competencies
of GNVQ Science Students; The Role of Computers; Screen-play:
an exploratory study of children in ‘techno-popular’ culture
(ESRC); National Grid for Learning: Roll Out Evaluation of
Pathfinder LEAs: Impact on Standards and Institutional Effectiveness
(BECTa); InterActive Education: Teaching and Learning in the
Information Age (ESRC); A Digital Approach to Distilling the
Complexity of Teaching and Learning (ESRC).
Selected publications:
Facer, K., Sutherland, R., Furlong, J. and Furlong,
R. (2003) Screenplay: Children’s Computing in the Home,
London, Routledge Falmer.
Sutherland R, Claxton G & Pollard A. (eds) (2003) Teaching
and Learning where Worldviews Meet, Trentham Books,
Stoke-on-Trent. ISBN 1858562481
Sutherland R (2002) A Comparative Study of Algebra Curricula,
Qualifications and Curriculum Authority (QCA), London. QCA
02 914.
Mason J & Sutherland R (2002) Key Aspects of Teaching
Algebra in Schools, Qualifications and Curriculum Authority
(QCA), London. QCA 02 913.
Sutherland, R., Rojano, T., Bell, A. & Lins, R. (eds)
(2000) Perspectives on School Algebra, Kluwer Academic Publishers,
Dordrecht
Sutherland, R. (2004) Designs for Learning: ICT and Knowledge
in the classroom, in Computers and Education, Elsevier Ltd.
Godwin, S., Sutherland, R. (2004). Whole class Technology
For Learning Mathematics: The Case Of Functions And
Graphs. Education, Communication and Information Journal
(ECi) Vol 4 (1) March 2004.
John, P. & Sutherland, R. (2004) Teaching and Learning
with ICT, New Technology, New Pedagogy? In Education, Communication
and Information Journal (ECi). Vol 4 (1).
Facer K, Furlong J, Sutherland R & Furlong R (2002) ‘Home
is where the hardware is: young people, the domestic environment
and ‘access’ to new technologies’ in Ian
Hutchby and Jo Moran-Ellis (eds) Children, Technology and
Culture, London: Falmer pp.13-27.
Molyneux-Hodgson S, Sutherland R (2002) Mathematics for Post-16
vocational courses, in Haggarty L (ed) Aspects of Secondary
Mathematics, Routledge, London, pp 52-70.
Sutherland R. (1998) Teachers and Technology: the role of
mathematical learning, in Tinsley, D. & Johnson, D. (eds)
Information and Communication Technolgies in School Mathematics,
Chapman & Hall, London. pp 151-160.
Harries T. & Sutherland R. (1999) Primary School Mathematics
Text Books. An International Comparison in Issues in
Teaching Numeracy in Primary Schools. Thompson, I (ed). Open
University Press.
Balacheff, N. & Sutherland, R. (1994) Epistemological
Domain of Validity of Microworlds: The Case of Logo and Cabri-géomètre,
in Lewis R & Mendelsohn P (eds). Lessons from Learning,
IFIP Conference TC3WG3.3 North Nolland, pp. 137-150.
Sutherland, R., Facer, K., Furlong, R. & Furlong, J.
(1999) A new environment for education? The computer
in the home. Computers in Education, Special Edition,
34, pp.195-212.
Molyneux-Hodgson, S. Rojano, T. Sutherland, R. Ursini, S.
(1999) Mathematical Modelling: the Interaction of Culture
and Practice, Educational Studies in Mathematics, 39, pp.167-183.
Sutherland, R. Balacheff, N. (1999) Didactical Complexity
of Computational Environments for the Learning of Mathematics,
the International Journal of Computers for Mathematical Learning,
Vol. 4, pp 1-26.
|
| |
Name: FEDERICA OLIVERO
Position: Research associate
Graduate School of Education
Contact details:
Graduate School of Education
University of Bristol
35 Berkeley Square
BS8 1JA BRISTOL (UK)
tel: +44 (0) 117 9287108
fax: +44 (0) 117 9251537
E-mail: fede.olivero@bristol.ac.uk
Home-page: http://www.bris.ac.uk/education/people/academicStaff/edfo |
|
| |
Recent and current professional
activities:
Federica Olivero’s main research area is concerned with
the mediating role played by new technologies, in particular
in the teaching and learning of mathematics. Federica’s
PhD addressed the problem of how a dynamic geometry software
may support students in the approach to theoretical thinking,
and in particular to proving in geometry. Since completing
her PhD in 2003 she has been working on the InterActive Education
project (www.interactiveeducation.ac.uk), focusing more broadly
on the mediating role played by new technologies in the teaching
and learning of mathematics. Her recent work includes a focus
on the use of digital videos as methodological and analytical
tools in classroom-based research. Federica has also been exploring
the potentialities of a new form of publication, videopapers,
in the context of the dissemination of research to both academics
and practitioners.
Selected publications:
Beardsley, L., Cogan-Drew, D. & Olivero, F. (forthcoming).
Videopaper: bridging research and practice for pre-service
and experienced teachers. In: R. Goldman, R. Pea, B. Barron & S.
Derry (Eds.), Video Research in the Learning Sciences, Hillsdale,
NJ: Lawrence Erlbaum Associates.
Sutherland, R. & Olivero, F. (2004). Orchestrating mathematical
proof through the use of digital tools. Proceedings of PME28,
Bergen, Norway.
Olivero, F., Sutherland, R. & John, P. (2004). Seeing
is believing: using videopapers to transform teachers' professional
knowledge and practice, Cambridge Journal of Education, 34
(2), pp.179-191.
Olivero, F. (2003). Cabri as a shared workspace within the
proving process. In: N.A. Pateman, B.J. Dougherty & J.
Zilliox (eds.) Proceedings of the 2003 Joint Meeting of PME
and PMENA, Honolulu, Hawaii, vol.3, pp.429-436.
Olivero, F. & Robutti, O. (2002). How much does Cabri
do the work for the students?. In: A.C.Cockburn & E.Nardi
(eds.), Proceedings of PME26, Norwich, UK, vol. 4, pp.9-16.
Arzarello, F., Olivero, F., Paola, d. & Robutti, O. (2002).
A cognitive analysis of dragging practices in Cabri environments,
ZDM, 34 (3), pp.66-72.
Olivero, F. (2002). The proving process within a dynamic
geometry environment. Doctoral thesis, Graduate School of
Education, University of Bristol. ISBN n.0-86292-535-5.
Olivero, F. (2001). Conjecturing in open geometric situations
in a dynamic geometry environment: an exploratory classroom
experiment. In: C.Morgan & K.Jones (eds.), Research in
Mathematics Education, London, vol.3, pp.229-246.
Olivero, F. & Robutti, O. (2001). Measures in Cabri as
a bridge between perception and theory. In: M. van den Heuvel-Panhuizen
(ed.), Proceedings of PME25, Utrecht, The Netherlands, vol.
4, pp.9-16.
Furinghetti, F., Olivero, F. & Paola, D. (2001). Students
approaching proof through conjectures: snapshots in a classroom,
International journal of Mathematical Education in Science
and Technology, vol.32, n.3, pp.319-335.
Arzarello F., Olivero F., Paola D. & Robutti O. (1999).
Dalle congetture alle dimostrazioni. Una possibile continuità cognitiva,
L’insegnamento della matematica e delle scienze integrate,
vol.22B, n.3, pp. 209-233. |
|
|
