BSRLM Working Groups
BSRLM Geometry Working Group
The Geometry Working Group focuses on the teaching and learning of geometrical ideas in its widest sense. The aim of the group is to share perspectives on a range of research questions that could become the basis for further collaborative work. Suggestions of topics for discussion are always welcome. The group is open to all.
BSRLM Geometry Working Group web pages.
Coordinators: Keith Jones and Taro Fujita.
BSRLM Trigonometry Working Group
For many years trigonometry has been seen as a critical hurdle for those who wish to achieve at GCSE. To understand trigonometry involves orchestrating many concepts which in themselves are known to be hard to understand: angles, rations, functions for example. This area of mathematics is therefore a rich arena for exploring how such understandings can be coordinated; how teaching might make this meaningful; as well as the nature of trigonometry. The group is working towards making a statement about the place and purpose of trigonometry in the secondary curriculum informed by practice and research.
Contact anne.watson@education.ox.ac.uk for further details.
BSRLM: History in the Mathematics Curriculum
The Working Group aims to select, share, trial, evaluate and modify appropriate material in the light of teachers’ experience so that together we may discover sensible ways of introducing the ‘rich historical and cultural roots of mathematics’ to our pupils.
This group reviews the outcomes and material from other meetings such as the History and Pedagogy of Mathematics group and updates on recent activities.
Contact Leo Rogers for details.BSRLM: From Research to Practice: Making an Impact?
This working group aims to explore ways in which our research might make an impact by informing practice at classroom, institutional and/or systemic level. The organisers are currently grappling with this issue as part of an ESRC funded follow-on project that aims to synthesise the results of three studies that have researched transitions of students through phases of education. It is the intention to critique a number of means of dissemination drawing on concrete examples being used by the working group organisers, but also hopefully from the working group participants who are invited to come ready to share ideas and examples of their own.
Contact Geoffrey Wake or Julian Williams for details.
