Professor Malcolm Swan
Director of Centre for Research in Mathematics Education, Faculty of Social Sciences
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Biography
Malcolm's research interests lie in the design of teaching, assessment and professional development. This involves designing and analysing processes and products with and for mathematics teachers and learners.
Current research projects include:
Mathematics Assessment Project (funded by the University of California). This project aims to develop formative assessment lessons and summative tests, with associated professional development materials, for US students aged 12 -18.
Promoting Inquiry-based learning in Mathematics and Science (funded by the EU). This collaborative project, involving 12 countries, seeks to promote a greater uptake of inquiry-based learning in mathematics and science across Europe.
Bowland Maths (funded by the Bowland Charitable Trust). This project seeks to develop multimedia teaching resources that make mathematics more engaging and relevant to pupils, and foster learning of the key concepts and processes introduced in the 2007 Key Stage 3 curriculum.
Evaluating Mathematics Pathways (funded by QCA). This is an independent, collaborative evaluation of the mathematics pathways pilots, conducted on behalf of QCA.
Problem Solving in Mathematics and Science (funded by Shell Centre Publications Ltd). This project studies the strategic processes involved in mathematical and scientific thinking.
Malcolm supervises research students working for PhD degrees in the design of teaching, learning, assessment and professional development in mathematics education.
Research Summary
Malcolm's research interests lie in the design of teaching and assessment for mathematics education. This involves designing and analysing processes and products with and for mathematics teachers and… read more
Current Research
Malcolm's research interests lie in the design of teaching and assessment for mathematics education. This involves designing and analysing processes and products with and for mathematics teachers and learners. Current research projects include:
Mathematics Assessment Project (funded by the University of California) This project aims to develop formative assessment lessons and summative tests, with associated professional development materials, for US students aged 12 -18. This involves detailed study of teachers facing new pedagogical and mathematics challenges. It contributes to the new Common Core Standards, being developed by US states.
Promoting Inquiry-based learning in Mathematics and Science (funded by the EU) This collaborative project, involving 12 countries, seeks to promote a greater uptake of inquiry-based learning in mathematics and science at both primary and secondary levels across Europe. Central to this is the development of professional development resources for teachers.
Bowland Maths (funded by the Bowland Charitable Trust) This project seeks to develop multimedia teaching resources that make mathematics more engaging and relevant to pupils, and foster learning of the key concepts and processes introduced in the 2007 Key Stage 3 curriculum. Currently, we are designing video-led CPD materials to help teachers develop the pedagogical skills required to effectively use these resources and formative assessments which foster key concepts and processes.
Evaluating Mathematics Pathways (funded by QCA) This is an independent, collaborative evaluation of the mathematics pathways pilots, conducted on behalf of QCA. Led by Professor Roger Murphy and Dr Andy Noyes, we are evaluating the manageability and impact of a range of proposed new 14-19 mathematics qualifications. This involves extensive case study work, detailed qualifications scrutiny and engagement with a wide range of stakeholders.
Problem Solving in Mathematics and Science (funded by Shell Centre Publications Ltd) The strategic processes involved in mathematical and scientific think have much in common - both involving inquiry, including classifying, representing, controlling variables, and so on. This project aims to explore this area and the curriculum opportunities it presents.
Past Research
Malcolm has worked at the University of Nottingham since 1979 and during that time has taken a central role in numerous research and development projects. Notable examples include:
Improving Learning in Mathematics (2004-5; funded by the DfES) - national professional development project for 16-19 mathematics education; This has been extended to working with adults in the Maths4Life project Thinking through Mathematics (2006 onwards) funded at the NRDC (National Research and Development Centre at the London Institute) https://www.ncetm.org.uk
World Class Arena (2003-5; funded by QCA) - curriculum and assessment for problem solving in mathematics, science and technology (http://www.worldclassarena.org)
Mathematics Assessment Resource Service (MARS) (1997 onwards; Funded by the National Science Foundation) - international project into assessment design with Michigan State University (http://www.nottingham.ac.uk/education/MARS)
Malcolm is on the executive committee for the International Society for Design and Development in Education. (http://www.isdde.org)