Andy Noyes

Contact

• workRoom C74 Dearing Building
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• work0115 95 14470
• fax0115 846 6600
• andrew.noyes@nottingham.ac.uk
• http://www.nottingham.ac.uk/education/people/andrew.noyes

Biography

Andy is the founding Director of the Observatory for Mathematical Education (2023-). He is the Chair of the Joint Mathematical Council of the UK (2018-24), and a current member - and previous vice-chair - of the Royal Society's Advisory Committee on Mathematics Education. He chairs the RS/ACME Expert Panel on post-16 mathematics, sits on the Mathematical Futures Programme Board, has been closely involved in the development of the Academy for the Mathematical Sciences. Andy is a member of the advisory boards of several major research projects and intervention programmes.

Andy's research interests are focused on mathematics education and 14-19 learner participation, pathways and policy. He is particularly interested in systems thinking, systemic change and implementation science. Andy is involved in a range of consultancy and advisory work including to the qualifications regulator, Ofqual. He joined the University in 2001, after teaching mathematics in a Nottinghamshire secondary school following his graduation from the University in 1991. He was Head of the School of Education from 2014-18 and Associate Pro Vice Chancellor for Research and Knowledge Exchange (Social Science) from 2018-20.

Research Summary

Andy's research is concerned with understanding and improving educational systems. This work is now focused largely in the Observatory for Mathematical Education (60%), but he also leads the Research… read more

Selected Publications

• ADKINS, M. and NOYES, A., 2016. Reassessing the economic value of advanced level mathematics British Education Research Journal. 42(1), 93-116
• NOYES, A. and ADKINS, M., 2016. Reconsidering the rise in A-level mathematics participation Teaching Mathematics and its Applications. 35(1), 1-13
• NOYES, A. and ADKINS, M., 2016. The impact of research upon policy: a case of qualifications reform British Journal of Education Studies. 64(4), 449-465
• NOYES, A. and ADKINS, M., 2016. Studying advanced mathematics in England: findings from a survey of student choices and attitudes Research in Mathematics Education. 18(3), 231-248

• View all publications

Andy is the Director of the Observatory for Mathematical 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 research is concerned with understanding and improving educational systems. This work is now focused largely in the Observatory for Mathematical Education (60%), but he also leads the Research and Policy Group of the UK Institute for Technical Skills and Strategy (20%).

The Observatory has an ambitious longitudinal programme of research, innovation and collaboration and aims to stimulate and support improvements in mathematics education that will, in turn, have benefits for individuals, for the economy, and for society. It was announced at the end of 2023 and builds on an internationally respected history of research and development at the University of Nottingham which began in 1967 with the establishment of the Shell Centre for Mathematics Education, and continued in the Centre for Research in Mathematics Education.

Past Research

Andy's previous project was funded by the Nuffield Foundation. The Mathematics in Further Education Colleges project (MiFEC project) produced an evidence-based advice for policymakers, college managers, curriculum leaders and practitioners on how to improve mathematics education in England's Further Education colleges. A multi-scale approach was used to investigate 1) how FE policies shape patterns of mathematics engagement and attainment, 2) how colleges mediate national policy in their implementation strategies for mathematics and vocational curricula, and 3) how the skills and capacity of the teacher workforce impact upon mathematics learning. This project combined FE college case studies and analyses of student progression over time using the Individualised Learner Record and Next Steps panel survey. A survey of mathematics teachers furthered our understanding of the professional development needs of the workforce.

The earlier Rethinking the Value of Advanced Mathematics Participation (REVAMP) was also funded by the Nuffield Foundation. The project combined 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.

From 2007-11 Andy 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).

• MCALINDEN, M and NOYES, A, 2019. Mathematics in the disciplines at the transition to university Teaching Mathematics and its Application: An international journal of the IMA. 38(2), 61-73
• ADKINS, M. and NOYES, A., 2018. Do advanced mathematics skills predict success in Biology and Chemistry degrees? International Journal of Science and Mathematics Education. 16(3), 487-502
• MCALINDEN, M. and NOYES, A., 2017. Assessing mathematics within advanced school science qualifications Assessment in Education:Principles, Policy and Practice.
• MATTHEWS, R. and NOYES, A., 2016. To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations Journal of Further and Higher Education. 40(2), 247-261
• ADKINS, M. and NOYES, A., 2016. Reassessing the economic value of advanced level mathematics British Education Research Journal. 42(1), 93-116
• NOYES, A. and ADKINS, M., 2016. Reconsidering the rise in A-level mathematics participation Teaching Mathematics and its Applications. 35(1), 1-13
• DALBY, D. and NOYES, A., 2016. Locating mathematics within post-16 vocational education Journal of Vocational Education and Training. 68(1), 70-86
• NOYES, A. and ADKINS, M., 2016. The impact of research upon policy: a case of qualifications reform British Journal of Education Studies. 64(4), 449-465
• NOYES, A., 2016. Bringing Bourdieu to mathematics education: a response to Williams and Choudry Research in Mathematics Education. 18(1), 22-26
• NOYES, A. and ADKINS, M., 2016. Studying advanced mathematics in England: findings from a survey of student choices and attitudes Research in Mathematics Education. 18(3), 231-248
• DALBY, D. and NOYES, A., 2015. Connecting mathematics teaching with vocational learning Adults Learning Mathematics. 10(1), 40-49
• NOYES, A., 2013. Scale in education research: towards a multi-scale methodology International Journal of Research & Method in Education. 36(2), 101-116
• NOYES, A., 2013. The effective mathematics department: adding value and increasing participation? School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice. 24(1), 87-103
• NOYES, A, WAKE, G and DRAKE, P, 2013. Time for curriculum reform: the case of mathematics The Curriculum Journal. 24(4), 511-528
• GATES, P. and NOYES, A., 2013. School Mathematics as Social Classification. In: LESLIE, D. and MENDICK, H., eds., Debates in Mathematics Education Routlege.
• NOYES, A. and SEALEY, P., 2012. Investigating participation in Advanced level mathematics: a study of student drop-out Research Papers in Education. 27(1), 123-138
• NOYES, A, 2012. It matters which class you are in: student-centred teaching and the enjoyment of mathematics Research in Mathematics Education. 14(3), 273-290
• DRAKE, P, WAKE, G and NOYES, A, 2012. Assessing ‘functionality’ in school mathematics examinations: what does being human have to do with it? Research in Mathematics Education. 14(3), 237-252
• NOYES, A., WAKE, G. and DRAKE, P., 2011. Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics International Journal of Science and Mathematics Education. 9(2), 483-501
• NOYES, A, 2011. Whose 'quality' and 'equity': the case of reforming 14-16 mathematics education in England. In: BILL ATWEH, MELONY GRAVEN, WALTER SECADA, PAOLO VALERO and , eds., Mapping Equity and Quality in Mathematics Education Springer. 191-204
• NOYES, A and SEALEY, P., 2011. Managing Learning Trajectories: the case of mathematics Educational Review. 63(2), 179-194
• NOYES, A., DRAKE, P., WAKE, G. and MURPHY, R., 2011. Evaluating Mathematics Pathways: Final Report Department for Education. (978-1-84775-944-3)
• FALKENBERG, T and NOYES, A, 2010. Conditions for linking school mathematics and moral education: A case study Teaching and Teacher Education. 26(4), 949-956
• SEALEY, P. and NOYES, A., 2010. On the relevance of the mathematics curriculum to young people The Curriculum Journal. 21(3), 239-254
• NOYES, A., WAKE, G., DRAKE, P. and MURPHY, R., 2010. Evaluating Mathematics Pathways: interim report (Stage 7), April 2010 University of Nottingham.
• NOYES, A, 2010. Researching with large datasets: learning to think big when small is beautiful. In: THOMSON, P. and WALKER, M., eds., Doctoral Supervisor's Companion Routledge. 213-220
• NOYES, A. and SEALEY, P., 2010. Managing Learning Trajectories: the case of mathematics Educational Review. 63(2), 179-193
• NOYES, A., 2010. Reforming 14-16 mathematics education in England: whose ‘quality’ and ‘equity’?. In: B. ATWEH, P. VALERO and W, SECADA, eds., Equity and Quality in Mathematics Education Springer.
• HALL, C. and NOYES, A., 2009. School self-evaluation and its impact on teachers’ work in England Research Papers in Education. 24(3), 311-334
• HALL, C. and NOYES, A., 2009. New regimes of truth: the impact of performative school self evaluation systems on teachers' professional identities Teaching and Teacher Education. 25(6), 850-856
• NOYES, A., 2009. Modelling participation in pre-college mathematics education Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. (In Press.)
• NOYES, A., MURPHY, R., WAKE, G. and DRAKE, P., 2009. Evaluating Mathematics Pathways Stage 5: Interim Report, April 2009 University of Nottingham.
• NOYES, A., 2009. Participation in mathematics: what is the problem? Improving Schools. 12(3), 277-299
• NOYES, A. J. AND TURNER, T., 2009. Responding to Diversity. In: CAPEL, S and LEASK, M. AND TURNER, T., eds., Learning to Teach in the Secondary School 5th ed. Routledge. 204-216
• NOYES, A., 2009. Exploring social patterns of participation in university-entrance level mathematics in England Research in Mathematics Education. 11(2), 167-183
• NOYES, A, 2009. Understanding Pupil Diversity. In: YOUNIE, S., CAPEL, S. and LEASK, M., eds., Supporting Teaching and Learning in Schools: A Handbook for Higher Level Teaching Assistants Routlege. 47-59
• NOYES, A., WAKE, G., DRAKE, P. and MURPHY, R., 2009. Evaluating Mathematics Pathways Stage 6: End of year report - December 2009 University of Nottingham. (In Press.)
• NOYES, A., 2008. Mathematics Learning Trajectories and School Transfer VDM.
• NOYES, A., 2008. Choosing teachers: Exploring agency and structure in the distribution of newly qualified teachers Teaching and Teacher Education. 24(3), 674-683
• NOYES, A., 2008. Using video diaries to investigate learner trajectories: researching the 'unknown unknowns'. In: THOMSON, P., ed., Doing Visual Research with Children and Young People Routledge. 132-145
• NOYES, A., 2007. Rethinking School Mathematics Paul Chapman Publishing Ltd..
• NOYES, A., 2007. Mathematics Counts,..... for what?: Rethinking the mathematics curriculum in England Philosophy of Mathematics Education. 21,
• NOYES, A., 2007. Mathematical Marginalisation and Meritocracy: inequity in an English classroom The Montana Mathematics Enthusiast: International Perspectives on Social Justice in Mathematics Education. Monograph 1, 35-48
• NOYES, A., 2006. School transfer and the diffraction of learning trajectories Research Papers in Education. 21(1), 43-62
• NOYES, A.J., 2006. Using metaphor in mathematics teacher preparation Teaching and Teacher Education. 22(7), 898-909
• HALL, C.J. and NOYES, A., 2006. Report on the Nottinghamshire Self Evaluation Teaching and Learning Framework
• NOYES, A. and POVEY, H., eds., 2006. Research in Mathematics Education 8. London: British Society for Research into Learning Mathematics.
• NOYES, A.J., 2006. Developing a Video Diary Research Tool Qualitative Research. 1, 9-11
• HEWITT, D. and NOYES, A.J., eds., 2005. Proceedings of the British Congress on Mathematics Education 6th Conference
• NOYES, A.J. and TURNER, T., 2005. Responding to Diversity. In: CAPEL, S., LEASK, M. and TURNER, T, eds., Learning to Teach in the Secondary School 4th Edition. 200-211
• NOYES, A., 2005. Pupil voice: purpose, power and the possibilities for democratic schooling British Educational Research Journal. VOL 31(NUMB 4), 533-540
• BARWELL, R. and NOYES, A.J., eds., 2005. Research in Mathematics Education 7 London: British Society for Research into Learning Mathematics.
• NOYES, A., 2004. Video diary: a method for exploring learning dispositions Cambridge Journal of Education. 34(2), 193-209
• NOYES, A., 2004. (Re)producing mathematics educators: a sociological perspective Teaching Education. 15(3), 243-256
• NOYES, A., 2004. Learning landscapes British Educational Research Journal. VOL 30(PART 1), 27-42
• NOYES, A, 2004. A Sociological Study Of School Transfer And The Learning Of Mathematics
• NOYES, A., 2003. School Transfer and Social Relocation International Studies in Sociology of Education. VOL 13(PART 3), 261-280
• NOYES, A., 2003. Mathematics Learning Trajectories: Class, Capital and Conflict Research in Mathematics Education. VOL 5, 139-154
• NOYES, A.J., 2002. School Transfer and the Learning of Mathematics: Learning Landscapes and Bourdieuan Frameworks. In: VALERO, P and SKOVSMOSE, O., eds., .Proceedings of the Third International Mathematics Education and Society Conference 470-479