# Items where SHU Author is "Povey, Hilary"

Up a level |

Number of items:

**37**.

POVEY, Hilary, ADAMS, Gill, DEMISSIE, Fufy and CHRONAKI, Anna
(2019).
Initial report from the project in citizenship and mathematics (PICAM): moral and political dilemmas.

*Proceedings of the Tenth International Mathematics Education and Society Conference*.

CHRONAKI, Anna, ADAMS, Gill, ANDRADE, Melissa, BRUNO, Gustavo, DEMISSIE, Fufy, MARCONE, Renato, PARA, Aldo, POVEY, Hilary, SWANSON, Dalene, VALERO, Paola and YOLCU, Ayse
(2019).
Unfolding global/local policies, practices and/or hybrids in mathematics education worldwide: utopias, pleasures, pressures and conflicts.

*Proceedings of the Tenth International Mathematics Education and Society Conference*.

JACKSON, Colin, POVEY, Hilary and WITH 'PETE',
(2019).
Learning Mathematics without Limits and All-attainment Grouping in Secondary Schools: Pete's story.

*Forum for Promoting 3-19 Comprehensive Education*,**61**(1), p. 11.

OTIENO, Herine
(2018).

*Improving Kenyan Secondary School students’ relationship with mathematics through self-regulated learning.*Doctoral, Sheffield Hallam University.

POVEY, Hilary, ADAMS, Gill and JACKSON, Colin
(2018).
Time for work: finding worth-while-ness in making mathematics.
In: ERNEST, Paul, (ed.)

*Philosophy of Mathematics Education Today.*Dordrecht, Springer. (In Press)

ADAMS, Gill and POVEY, Hilary
(2018).
“Now There’s Everything to Stop You”: Teacher autonomy then and now.
In: JURDAK, Murad and VITHAL, Renuka, (eds.)

*Socio-political dimensions of mathematics education: Voices from margin to mainstream.*ICME-13 Monographs . Springer, 209-230.

POVEY, Hilary and ADAMS, Gill
(2018).
Possibilities for mathematics education? : Aphoristic fragments from the past.

*The Mathematics Enthusiast*,**15**(1-2), 159-177.

POVEY, Hilary, ADAMS, Gill and EVERLEY, Rosie
(2017).
“Its Influence Taints All”: Urban Math-ematics Teachers Resisting Performativity through Engagement with the Past.

*The Journal of Urban Mathematics Education*,**10**(2), 52-65.

POVEY, Hilary
(2017).

*Engaging (with) mathematics and learning to teach. An integrated approach to mathematics preservice education.*Münster, Germany, WTM-Verlag. (In Press)

POVEY, Hilary and ADAMS, Gill
(2017).
Thinking forward : using stories from the recent past in mathematics education in England.
In: CHRONAKI, Anna, (ed.)

*Mathematics Education : Proceedings of 9th International Conference of Mathematics Education and Society (MES) Conference, Volos, Greece, April 2017.*Thessaly, Greece, International Conference of Mathematics Education and Society (MES), 803-811.

JACKSON, Colin and POVEY, Hilary
(2017).
"No, it just didn't work": a teacher's reflections on all-attainment teaching.
In: DOOLEY, Thérèse and GEUEDET, Ghislaine, (eds.)

*Proceedings of the Tenth Congress of the European.*Dublin, Ireland, Institute of Education, Dublin City University, 1545-1552.

ADAMS, Gill and POVEY, Hilary
(2016).
Workshop report: Using data from a history of Smile to overcome 'historic loneliness'.
In:

*BSRLM Day conference*, Loughborough University, 11 June 2016.

POVEY, Hilary, ADAMS, Gill and JACKSON, Colin
(2016).
How making for a purpose in mathematics can provoke mathematical meaning making.

*Philosophy of Mathematics Education Journal*,**31**.

POVEY, Hilary, ADAMS, Gill and EVERLEY, Rosie
(2016).
"Its influence taints all": mathematics teachers resisting performativity through engagement with the past.
In:

*13th International Congress on Mathematical Education*, Hamburg, 24-31 July 2016. (Unpublished)

POVEY, Hilary, ADAMS, Gill and JACKSON, Colin
(2016).
“It was all led by them”: opening up opportunities for making mathematics through a children’s exhibition.

*Proceedings of the British Society for Research into Learning Mathematics*,**36**(1), 82-87.

POVEY, Hilary
(2015).
The teaching of mathematics in undergraduate secondary initial teacher education: some students' responses to enquiry based pedagogy with transformative intentions.
In: ROGERSON, Alan, (ed.)

*The Mathematics Education for the Future Project : Proceedings of the 13th International Conference Mathematics Education in a Connected World.*Conference proceedings in mathematics education (1). WTM-Verlag, 327-328.

JACKSON, Colin and POVEY, Hilary
(2015).
"Doing what comes naturally" in mathematics education? : the role of social class in pre-service teachers' responses to innovative mathematics pedagogies.

*Mathematics Teacher Education and Development (MTED)*,**17**(2), 198-212.

THORLEY, Amelia Deborah Maud
(2014).

*Girls and A level physics : identity and choices.*Doctoral, Sheffield Hallam University.

POVEY, Hilary
(2014).
‘Walking in a Foreign and Unknown Landscape’ : studying the history of mathematics in initial teacher education.

*Science & Education*,**23**(1), 143-157.

JACKSON, Colin and POVEY, Hilary
(2014).
Intimations of class in response to innovative mathematics pedagogy in initial teacher education.
In: ROGERSON, Alan, (ed.)

*Proceedings of 12th International Conference of the Mathematics Education into the 21st Century Project, Montenegro, September, 2014 : the future of mathematics education in a connected world.*Mathematics Education for the Future.

POVEY, Hilary
(2014).
Transformative learning through educative assessment: one student's experience of a learning journal.
In: ROGERSON, Alan, (ed.)

*Proceedings of 12th International Conference of the Mathematics Education into the 21st Century Project, Montenegro, September, 2014 : the future of mathematics education in a connected world.*Mathematics Education for the Future.

POVEY, Hilary
(2014).
A pedagogy for attainment for all.
In: LESLIE, Dawn and MENDICK, Heather, (eds.)

*Debates in Mathematics Education.*Debates in subject teaching . Routledge, 133-143.

BOYLAN, Mark and POVEY, Hilary
(2013).
Ability thinking.
In: LESLIE, Dawn and MENDICK, Heather, (eds.)

*Debates in mathematics education.*Routledge.

POVEY, Hilary
(2013).
The use of learning journals as assessment.
In: LINDMEIER, Anke M. and HEINZE., Aiso, (eds.)

*Mathematics learning across the lifespan: proceedings of the 37th conference of the International group for the psychology of mathematics education.*PME (37). Kiel, IPN: Leibniz Institute for Science and Mathematics Education.

BOYLAN, Mark and POVEY, Hilary
(2012).
Moving off track: mathematics teacher education for all attainment teaching.
In: JACOBSEN, Laura J, MISTELE, Jean and SRIRAMAN, Bharath, (eds.)

*Mathematics teacher education in the public interest : equity and social justice.*International perspectives on mathematics education : cognition, equity and society . Information Age Publishing, 117-158.

MORTON, Patricia May.
(2010).

*Difference and belonging: Learning from women studying the built environment.*Doctoral, Sheffield Hallam University (United Kingdom)..

POVEY, Hilary
(2010).
Teaching for equity, teaching for mathematical engagement.

*Philosophy of mathematics Education journal*,**25**.

BOYLAN, Mark and POVEY, Hilary
(2009).
Telling stories about mathematics.
In: BLACK, Laura, MENDICK, Heather and SOLOMON, Yvette, (eds.)

*Mathematical relationships in education : identities and participation.*Routledge research in education . Routledge, 47-57.

POVEY, H. and ANGIER, C.
(2007).
Creating opportunities for authoritative knowing: some undergraduate experiences of mathematics assessment.

*Philosophy of mathematics education journal*,**21**.

POVEY, H., ANGIER, C. and CLARKE, M.
(2006).
Storying Joanne, an undergraduate mathematician.

*Gender and education*,**18**(5), 459-471.

CATTERALL, Rona.
(2006).

*Exploring children's conception of zero.*Doctoral, Sheffield Hallam University (United Kingdom)..

KIDD, Sandra Winifred
(2005).

*Secondary students in two former mining communities: possibilities for the self.*Doctoral, Sheffield Hallam University.

BOYLAN, Mark Stephen
(2004).

*Questioning (in) school mathematics : lifeworlds and ecologies of practice.*Doctoral, Sheffield Hallam University.

POVEY, H.
(2003).
Teaching and learning mathematics: can the concept of citizenship be reclaimed for social justice?
In: BURTON, L., (ed.)

*Which way social justice in mathematics education?*Westport, Praeger Press, 51-64.

GARDINER, John
(2002).

*Dynamic geometry, construction and proof : making meaning in the mathematics classroom.*Doctoral, Sheffield Hallam University.

POVEY, H., STEPHENSON, K. and RADICE, M.
(2001).
Four teachers talking: social inclusion, professional development and (un)contested meaning.

*Journal of in-service education*,**27**(3), 377-404.

POVEY, Hilary and BURTON, Leone
(1999).
Learners as authors in the mathematics classroom.
In: BURTON, Leone, (ed.)

*Learning mathematics : from Hierarchies to Networks.*London, Routledge, 232-245.