Items where SHU Author is "Jackson, Colin"

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Number of items: 8.


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.

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

Book Section

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, 343-352.

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.

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.


JACKSON, Colin (2020). All-Attainment Secondary Mathematics Teaching in England: How Some Teachers Make it Work. Doctoral, Sheffield Hallam University.

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