Items where SHU Author is "Povey, Hilary"

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Number of items: 37.

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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.

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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.

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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.

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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)

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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.

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POVEY, Hilary and ADAMS, Gill (2018). Possibilities for mathematics education? : Aphoristic fragments from the past. The Mathematics Enthusiast, 15 (1-2), 159-177.

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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)

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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.

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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.

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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.

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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.

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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)

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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.

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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.

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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.

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THORLEY, Amelia Deborah Maud (2014). Girls and A level physics : identity and choices. Doctoral, Sheffield Hallam University.

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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.

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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.

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BOYLAN, Mark and POVEY, Hilary (2013). Ability thinking. In: LESLIE, Dawn and MENDICK, Heather, (eds.) Debates in mathematics education. Routledge.

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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.

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MORTON, Patricia May. (2010). Difference and belonging: Learning from women studying the built environment. Doctoral, Sheffield Hallam University (United Kingdom)..

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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.

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CATTERALL, Rona. (2006). Exploring children's conception of zero. Doctoral, Sheffield Hallam University (United Kingdom)..

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KIDD, Sandra Winifred (2005). Secondary students in two former mining communities: possibilities for the self. Doctoral, Sheffield Hallam University.

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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.

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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.

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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.

This list was generated on Tue Jun 25 18:20:56 2019 UTC.