Items where SHU Author is "Povey, Hilary"
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Number of items: 16.
POVEY, Hilary, ADAMS, Gill and EVERLEY, Rosie (2016). "Its influence taints all" : mathematics teachers resisting performativity through engagement with the past. In: International Congress on Mathematical Education, Hamburg, Germany, 24-31 July 2016. (Submitted)
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 (Unpublished)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.
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 Education Research Journal (Australia). (In Press)
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.
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.
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.
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.
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.