School of Education

Image of Andy Noyes

Andy Noyes

Head of School, Professor of Education, Faculty of Social Sciences



Professor Andrew Noyes is Head of the School of Education. He joined the University in 2001, having taught in a local secondary school for a number of years. He has been programme leader for the Professional Doctorate in Education, PGCE course and the MA in Learning and Teaching. Andy is a member of the Centre for Research in Mathematics Education and has a wide variety of research interests, largely focused on mathematics education and 14-19 learner participation, pathways and policy. His latest project is funded by the Nuffield Foundation: Rethinking the Value of Advanced Mathematics Participation.

Research Summary

Andy's latest project is funded by the Nuffield Foundation. The Rethinking the Value of Advanced Mathematics Participation (REVAMP) project weaves together four quantitative strands of analysis to… read more

Selected Publications

Andy is a member of the Centre for Research in Mathematics Education. His research supervision areas include:

  • mathematics curriculum, assessment and pedagogy
  • 14-19 mathematics education and transitions into university
  • learner choices, pathways and transitions
  • initial teacher education and teacher development
  • education policy
  • quantitative, qualitative and mixed methods studies

Research proposals: please email Andy if you would like to discuss the appropriateness of your research topic. See also: School of Education research supervision areas.

Current Research

Andy's latest project is funded by the Nuffield Foundation. The Rethinking the Value of Advanced Mathematics Participation (REVAMP) project weaves together four quantitative strands of analysis to understand the current and changing attitudes to, participation in, and value of A level mathematics. The project uses high-quality secondary datasets and includes a large-scale survey of 17-year-olds' understandings of the value of mathematics in their educational and life choices and aspirations. The project includes 1) updated research on the 'economic return' to A level mathematics; 2) an investigation of the nature of changing participation in A level mathematics from 2005-13; 3) modeling of the relationship between A level mathematics and outcomes in a range of science and social science degree-level programmes; 4) a large-scale survey of 17-year-olds. These quantitative studies will be interwoven with a policy trajectory analysis that traces the value(s) attributed to A level mathematics, in particular its economic value.

Andy's is also conducting a project is funded by Nottingham City Council from 2013-16. Together with Dr Rachel Fyson from the School of Sociology and Social Policy the study will trace the experiences of a cohort of around 100 learning-disabled young people as they approach the end of their time in school/college and progress to adult life. It will examine how this group navigates through the changing landscape of local services provision and how this is shaped by their family resources, support networks and particular personal needs.

Andy has recently led two major longitudinal studies of mathematics education. The first of these, Geographies of Mathematical Attainment and Participation, was funded by the ESRC (2007-2011) . The second, the Evaluating Mathematics Pathways project was conducted on behalf of QCA (2007-2010) More recently Andy has contributed to the College Ready Mathematics Project funded by the Bill and Melinda Gates Foundation.

Geographies of Mathematical Attainment and Participation went beyond headline statistical trend analyses to examine, through a multi-scale, mixed methods approach, the social patterning and underlying causes of varied participation and attainment in school mathematics. Of particular concern was the impact of school mathematics departments upon mathematics learning trajectories but the project also explored the impact of learners' dispositions acquired in their particular social milieu. The study used large-scale, longitudinal data sets of learner attainment to conduct analyses of school effects (e.g. multi-level modelling) and the impact of various social factors upon trajectories.

The Evaluating Mathematics Pathways (EMP) project was an independent evaluation of the Mathematics Pathways pilots. This project evaluated the manageability and impact of a range of proposed new 14-19 mathematics qualifications. It was conducted in collaboration with colleagues at the Universities of Manchester and Sussex. The EMP project provided evidence regarding the extent to which the Pathway models address the concerns raised in Making Mathematics Count (Smith, 2004).

A large part of Andy's research, both past and present, is concerned with trajectories in education, particularly with regards to the teaching and learning of mathematics. His doctoral work was focused on the primary/secondary interface and he has broader research interests relating to the initial and ongoing professional development of teachers. His research makes use of a range of qualitative and quantitative methods and draws on a variety of theoretical resources, in particular Bourdieu's theory of practice.

School of Education

University of Nottingham
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