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Jeremy Hodgen

Professor of Mathematics Education, Faculty of Social Sciences

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Biography

Jeremy Hodgen is Professor of Mathematics Education at the University of Nottingham. He has conducted 18 funded research projects, including Increasing Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS) and several studies examining participation in post-16 mathematics. He has published widely on mathematics education, teacher education, assessment, international comparisons and standards over time. His current research includes studies of low attainment, ways of grouping students and primary numeracy. He is collaborating on projects in South Africa and Scotland. He is a member of the Advisory Committee on Mathematics Education. Prior to his academic career, he taught mathematics in primary and secondary schools in London.

Twitter: @JeremyHodgengrouping

Expertise Summary

Mathematics education, international comparisons, standards over time, post-16 participation, assessment, ways of grouping students, evaluation of interventions

Teaching Summary

I am Programme Leader for the Professional Doctorate in Education (EdD)

http://www.nottingham.ac.uk/education/prospective/researchdegrees/professionaldoctorateineducation/index.aspx

Research Summary

Best Practice in Grouping Students

The Mathematics in STEM technical education for 16-19 year olds in England: An analysis of current provision and comparison to successful systems

Improving Children's Mathematical Reasoning

Recent Publications

Past Research

Increasing Competence and Confidence in Algebra and Multiplicative Structures: http://iccams-maths.org/

Towards universal participation in post-16 mathematics: http://www.nuffieldfoundation.org/towards-universal-participation-post-16-mathematics

Is the UK an outlier in upper secondary maths education? http://www.nuffieldfoundation.org/

Targeted Initiative on Science and Maths Education (TISME): http://www.kcl.ac.uk/sspp/departments/education/research/cppr/Research/pastproj/TISME/Index.aspx

  • FRANCIS, BECKY, ARCHER, LOUISE, HODGEN, JEREMY, PEPPER, DAVID, TAYLOR, BECKY and TRAVERS, MARY-CLAIRE, 2016. Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account: Cambridge Journal of Education Cambridge Journal of Education. 1-17
  • ALCOCK, L, ANSARI, D, BATCHELOR, S, BISSON, M.-J, DE SMEDT, B, GILMORE, C, GOBEL, S, HANNULA_SORMUNEN, M, HODGEN, J, INGLIS, M, JONES, I, MAZZOCCO, M, MCNEIL, N, SCHNEIDER, M, SIMMS, V and WEBER, K, 2016. Challenges in mathematical cognition: a collaboratively derived research agenda Challenges in Mathematical Cognition. 1(2), 20-41
  • HODGEN, JEREMY, 2015. Master the literacy and numeracy challenge. In: FROSTICK, TOM, ed., Fit for growth: investing in a stronger skills base to 2020 CentreForum. 20-22
  • POURNARA, CRAIG, HODGEN, JEREMY, ADLER, JILL and PILLAY, VASEN, 2015. Can improving teachers’ knowledge of mathematics lead to gains in learners’ attainment in Mathematics?: South African Journal of Education South African Journal of Education. 35(3), 1-10
  • BROWN, MARGARET, HODGEN, JEREMY and KÜCHEMANN, DIETMAR, 2014. Learning Experiences Designed to Develop Multiplicative Reasoning: Using Models to Foster Learners’ Understanding. In: TOH, PEE CHOON, TOH, TIN LAM and KAUR, BERINDER, eds., Learning Experiences that Promote Mathematics Learning World Scientific. 187-208
  • HODGEN, JEREMY, COE, ROBERT, BROWN, MARGARET and KÜCHEMANN, DIETMAR ERICH, 2014. Improving students’ understanding of algebra and multiplicative reasoning: Did the ICCAMS intervention work?. In: POPE, SUE, ed., Proceedings of the Eighth British Congress of Mathematics Education (BCME8) BSRLM / BCME. 167-174
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR and BROWN, MARGARET, 2014. Learning Experiences Designed to Develop Algebraic Thinking: Lessons from the ICCAMS Project in England. In: TOH, PEE CHOON, TOH, TIN LAM and KAUR, BERINDER, eds., Learning Experiences that Promote Mathematics Learning World Scientific. 171-186
  • HODGEN, JEREMY, MCALINDEN, MARY and TOMEI, ANTHONY, 2014. Mathematical transitions: a report on the mathematical and statistical needs of students undertaking undergraduate studies in various disciplines Higher Education Academy (HEA).
  • KÜCHEMANN, DIETMAR ERICH, HODGEN, JEREMY and BROWN, MARGARET, 2014. The use of alternative double number lines as models of ratio tasks and as models for ratio relations and scaling. In: POPE, SUE, ed., Proceedings of the Eighth British Congress of Mathematics Education (BCME8) BSRLM / BCME. 231-238
  • BROWN, MARGARET and HODGEN, JEREMY, 2013. Curriculum, teachers and teaching: experiences from systemic and local curriculum change in England. In: LI, Y and LAPPAN, GLENDA, eds., Mathematics Curriculum in School Education Springer. 377-390
  • CAÑADAS, MARIA C, DOOLEY, THERESE, HODGEN, JEREMY and OLDENBURG, RIENHARD, 2013. Introduction to the papers and posters of Working Group 3: Algebraic Thinking. In: UBUZ, B, HASER, Ç and MARIOTTI, M-A, eds., Eighth Congress of the European Society for Research in Mathematics Education (CERME8) Middle East Technical University on behalf of the European Society for Research in Mathematics. 407-410
  • HODGEN, JEREMY, MARKS, RACHEL and PEPPER, DAVID, 2013. Towards universal participation in post-16 mathematics: lessons from high performing countries The Nuffield Foundation.
  • HODGEN, JEREMY and MARKS, RACHEL, 2013. The Employment Equation: Why our young people need more maths for today’s jobs The Sutton Trust.
  • HODGEN, JEREMY and VAN DEN HEUVEL-PANHHUIZEN, MARJA, 2013. Improving assessment in school mathematics. In: ANDREWS, PAUL and ROWLAND, TIM, eds., Masterclass in mathematics education Continuum.
  • JONES, IAN, INGLIS, MATTHEW, GILMORE, CAMILLA and HODGEN, JEREMY, 2013. Measuring conceptual understanding: The case of fractions. In: LINDMEIER, A M and HEINZE, A, eds., Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education 3. PME. 113-120
  • KYFFIN, HUW, HODGEN, JEREMY and TOMEI, ANTHONY, 2013. The Supply of Mathematics teachers in the Further Education Sector King's College London.
  • OLDENBURG, RIENHARD, HODGEN, JEREMY and KÜCHEMANN, DIETMAR, 2013. Syntactic and semantic items in algebra tests – a conceptual and empirical view: Eighth Congress of the European Society for Research in Mathematics Education (CERME8) In: 501-510
  • BROWN, MARGARET, HODGEN, JEREMY and KÜCHEMANN, DIETMAR, 2012. Changing the Grade 7 curriculum in algebra and multiplicative thinking at classroom level in response to assessment data. In: SUNG, JE CHO, ed., Proceedings of the 12th International Congress on Mathematical Education (ICME-12) International Mathematics Union. 6386-6395
  • CAÑADAS, MARÍA C., DOOLEY, THÉRÈSE, HODGEN, JEREMY and OLDENBURG, REINHARD, 2012. CERME7 Working Group 3: Algebraic thinking: Research in Mathematics Education Research in Mathematics Education. 14(2), 189-190
  • HODGEN, J, 2012. Computers good, calculators bad. In: ADEY, PHILIP and DILLLON, JUSTIN, eds., Bad Education: Debunking educational myths Open University Press.
  • HODGEN, JEREMY, BROWN, MARGARET, COE, ROBERT and KÜCHEMANN, DIETMAR, 2012. Surveying lower secondary students’ understandings of algebra and multiplicative reasoning: to what extent do particular errors and incorrect strategies indicate more sophisticated understandings?. In: SUNG, JE CHO, ed., Proceedings of the 12th International Congress on Mathematical Education (ICME-12) International Mathematics Union. 6572-6580
  • HODGEN, JEREMY, BROWN, MARGARET, COE, ROBERT and KÜCHEMANN, DIETMAR ERICH, 2012. Why are educational standards so resistant to reform? An examination of school mathematics in England: 2012 Annual Conference of the American Educational Research Association (AERA) In:
  • BLACK, PAUL, HARRISON, CHRIS, HODGEN, JEREMY, MARSHALL, BETHAN and SERRET, NATASHA, 2011. Can teachers’ summative assessments produce dependable results and also enhance classroom learning?: Assessment in Education: Principles, Policy & Practice 18(451-469),
  • BROWN, MARGARET and HODGEN, JEREMY, 2011. Assessment in Schools - Mathematics. In: MCGAW, BARRY, PETERSON, PENELOPE L and BAKER, EVA, eds., International Encyclopedia of Education Elsevier.
  • CAÑADAS, MARIA C, DOOLEY, THERESE, HODGEN, JEREMY and OLDENBURG, RIENHARD, 2011. Introduction to the papers of Working Group 3: Algebraic Thinking. In: PYTLAK, M, ROWLAND, TIM and SWOBODA, E, eds., Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (CERME7) University of Rzeszów on behalf of the European Society for Research in Mathematics. 406-409
  • HODGEN, JEREMY, 2011. Knowing and identity: A situated theory of mathematics knowledge in teaching. In: ROWLAND, TIM and RUTHVEN, KEN, eds., Mathematical Knowledge in Teaching Springer. 27-42
  • HODGEN, JEREMY and ASKEW, MIKE, 2011. Emotion, identity and teacher learning: becoming a primary mathematics teacher. In: DAY, CHRIS and LEE, JOHN CHI-KIN, eds., New Understandings of Teacher Effectiveness: Emotions and Educational Change Springer. 165-185
  • HODGEN, JEREMY, BROWN, MARGARET, KÜCHEMANN, DIETMAR and COE, ROBERT, 2011. Why have educational standards changed so little over time: The case of school mathematics in England At: Institute of Education, University of London
  • HODGEN, JEREMY, COBEN, DIANA and RHODES, VALERIE, 2011. Characterising formative assessment in adult numeracy learning: particularities and difficulties. In: COBEN, DIANA, ed., Issues in adult mathematics education National Centre for Excellence in Mathematics and Science Teaching and Learning (NCE-MSTL), University of Limerick / Adults Learning Mathematics.
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR and BROWN, MARGARET, 2011. A didactical approach to formative assessment: Examining the use of research-informed materials in secondary mathematics At: Institute of Education, University of London
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR ERICH and BROWN, MARGARET, 2011. Models and representations for the learning of multiplicative reasoning: Making sense using the Double Number Line: Proceedings of the British Society for Research into Learning Mathematics 31(1), 85-90
  • KÜCHEMANN, DIETMAR, HODGEN, JEREMY and BROWN, MARGARET, 2011. Using models and representations to support teacher assessment in mathematics At: Institute of Education, University of London
  • KÜCHEMANN, DIETMAR, HODGEN, J and BROWN, MARGARET, 2011. English school students’ understanding of algebra, in the 1970s and now: Der Mathematikunterricht 57(2), 41-54
  • KÜCHEMANN, DIETMAR ERICH, HODGEN, JEREMY and BROWN, MARGARET, 2011. Using the double number line to model multiplication. In: PYTLAK, M, ROWLAND, T and SWOBODA, T, eds., Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (CERME7) University of Rzesów. 326-335
  • TORGERSON, C.J., WIGGINS, A., TORGERSON, D.J., AINSWORTH, H., BARMBY, P., HEWITT, C., JONES, K., HENDRY, V., ASKEW, M., BLAND, M., COE, R., HIGGINS, S., HODGEN, J., HULME, C. and TYMMS, P, 2011. Every Child Counts: the Independent Evaluation. Technical Report DfE.
  • ASKEW, MIKE, HODGEN, JEREMY, HOSSAIN, SARMIN and BRETSCHER, NICOLA, 2010. Values and variables: A review of mathematics education in high-performing countries The Nuffield Foundation.
  • BLACK, PAUL, HARRISON, CHRISTINE, HODGEN, JEREMY, MARSHALL, BETHAN and SERRET, NATASHA, 2010. Validity in teachers' summative assessments: Assessment in Education: Principles, Policy & Practice 17(2), 215 - 232
  • BROWN, MARGARET, HODGEN, JEREMY, KÜCHEMANN, DIETMAR, COE, ROBERT and PEPPER, DAVID, 2010. Attitudes, gender and attainment: evidence from a large-scale survey in england. In: PINTO, M F and KAWASKI, T F, eds., Proceedings of the 34th Conference of the International Group of the Psychology of Mathematics Education 2. 217-224
  • BROWN, MARGARET, KÜCHEMANN, DIETMAR ERICH and HODGEN, JEREMY, 2010. The struggle to achieve multiplicative reasoning 11-14. In: JOUBERT, MARIE and ANDREWS, PAUL, eds., Proceedings of the Seventh British Congress of Mathematics Education (BCME7) 30. BSRLM. 49-56
  • HODGEN, JEREMY, 2010. Setting streaming and mixed ability teaching. In: DILLON, JUSTIN and MAQUIRE, MEG, eds., Becoming a teacher 4th. Open University Press. 210-221
  • HODGEN, JEREMY and ASKEW, MIKE, 2010. Assessment for learning: what is all the fuss about?. In: THOMPSON, IAN, ed., Issues in teaching numeracy in primary school Open University Press. 133-145
  • HODGEN, JEREMY, BROWN, MARGARET, KÜCHEMANN, DIETMAR and COE, ROBERT, 2010. Mathematical attainment of English secondary school students: a 30-year comparison At: University of Warwick
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR and BROWN, MARGARET, 2010. Textbooks for the teaching of algebra in lower secondary school: are they informed by research?: Pedagogies 5(3), 187-201
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR, BROWN, MARGARET and COE, ROBERT, 2010. Lower secondary school students' knowledge of fractions: Research in Mathematics Education Research in Mathematics Education. 12(1), 75-76
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR, BROWN, MARGARET and COE, ROBERT, 2010. Lower secondary school students’ attitudes to mathematics: evidence from a large-scale survey in England: Research in Mathematics Education Research in Mathematics Education. 12(2), 155
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR, BROWN, MARGARET and COE, ROBERT, 2010. Multiplicative reasoning, ratio and decimals: A 30 year comparison of lower secondary students' understandings. In: PINTO, M F and KAWASKI, T F, eds., Proceedings of the 34th Conference of the International Group of the Psychology of Mathematics Education 3. 89-96
  • HODGEN, JEREMY, PEPPER, DAVID, STURMAN, LINDA and RUDDOCK, GRAHAM, 2010. Is the UK an outlier? An international comparison of upper secondary mathematics education The Nuffield Foundation.
  • COBEN, DIANA and HODGEN, JEREMY, 2009. Assessing numeracy for nursing: Research in Mathematics Education Research in Mathematics Education. 11(2), 191 - 192
  • COBEN, DIANA, HODGEN, JEREMY, HUTTON, MERIEL and OGSTON-TUCK, SHERRI, 2009. High Stakes: Assessing Numeracy for Nursing: Adult Learning Quarterly 19(3-4), 38-41
  • COBEN, DIANA, HODGEN, JEREMY and RHODES, VALERIE, 2009. Travelling hopefully? The employment outcomes of Skills for Life numeracy learners NRDC.
  • DAVIS, BRENT,, BROWN, LAURINDA, CEDILLO, T, CHIOCCA, C-M, DAWSON, SANDY, GIMÉNEZ, J., HODGEN, JEREMY, JAWORSKI, BARBARA, KIDD, M and SIEMON, DI, 2009. Development of teaching in and from practice. In: EVEN, RUHAMA and BALL, DEBORAH L, eds., The Professional Education and Development of Teachers of Mathematics. The 15th ICMI Study Srpinger. 149-166
  • HODGEN, JEREMY, COBEN, DIANA and RHODES, VALERIE, 2009. Feedback, talk and engaging with learners: Formative assessment in adult numeracy NRDC.
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR, BROWN, MARGARET and COE, ROBERT, 2009. CURRENT REPORT: Children’s understandings of algebra 30 years on: Research in Mathematics Education Research in Mathematics Education. 11(2), 193-194
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR, BROWN, MARGARET and COE, ROBERT, 2009. Year 8 students’ knowledge of fractions: Proceedings of the British Society for Research into Learning Mathematics 29(1), 55-60
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR, BROWN, MARGARET and COE, ROBERT, 2009. Children's understandings of algebra 30 years on: Research in Mathematics Education Research in Mathematics Education. 11(2), 193 - 194
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR, BROWN, MARGARET and COE, ROBERT, 2009. School students' understandings of algebra 30 years on. In: TZEKAKI, M, KALDRIMIDOU, M and SAKONIDIS, H, eds., Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME 33) 3. PME. 177-184
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR, BROWN, MARGARET and COE, ROBERT, 2009. Lower secondary school students’ attitudes to mathematics: Evidence from a large-scale survey in England: Proceedings of the British Society for Research into Learning Mathematics 29(3), 49-54
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR ERICH, BROWN, MARGARET and COE, ROBERT, 2009. Children’s understandings of algebra 30 years on: what has changed?. In: DURAND-GUERRIER, VIVIANE, SOURY-LAVERGNE, SOPHIE and ARZARELLO, FERDINANDO, eds., Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (CERME 6) Institut National De Recherche Pedagogique (INRP). 539-548
  • HODGEN, JEREMY and MARKS, RACHEL, 2009. Mathematical ‘ability’ and identity: a socio-cultural perspective on assessment and selection. In: BLACK, LAURA, MENDICK, HEATHER and SOLOMON, YVETTE, eds., Mathematical Relationships in Education: Identities and Participation Routledge. 31-42
  • BROWN, MARGARET, ASKEW, MIKE, HODGEN, JEREMY, RHODES, VALERIE, MILLETT, ALISON, DENVIR, HAZEL and WILIAM, DYLAN, 2008. Individual and cohort progression in learning numeracy ages 5-11: Results from the Leverhulme 5-year longitudinal study. In: DOWKER, ANN, ed., Children's Mathematical Difficulties: Psychology, Neuroscience and Education Elsevier. 85-108
  • COBEN, DIANA and HODGEN, JEREMY, 2008. Assessing numeracy for nursing: Proceedings of the British Society for Research into Learning Mathematics 28(3), 18-23
  • HODGEN, JEREMY, COBEN, DIANA and RHODES, VALERIE, 2008. Characterising formative assessment in adult numeracy learning: particularities and difficulties: 11th International Congress of Mathematics Education (ICME-11) In:
  • HODGEN, JEREMY, KÜCHEMANN, DIETMAR, BROWN, MARGARET and COE, ROBERT, 2008. Children’s understandings of algebra 30 years on: Proceedings of the British Society for Research into Learning Mathematics 28(3), 36-41
  • HODGEN, JEREMY and WEBB, MARY, 2008. Questioning, dialogue and formative assessment. In: SWAFFIELD, SUE, ed., Unlocking assessment Open University Press. 73-89
  • BLACK, PAUL, HARRISON, CHRIS, HODGEN, JEREMY, MARSHALL, BETHAN and SERRET, NATASHA, 2007. Riding the interface: an exploration of the issues that beset teachers as they strive for assessment systems: BERA Annual Conference, Institute of Education, University of London, 5th-8th September In:
  • HODGEN, JEREMY, 2007. Setting streaming and mixed ability teaching. In: DILLON, JUSTIN and MAQUIRE, MEG, eds., Becoming a teacher 3rd. Open University Press. 201-212
  • HODGEN, JEREMY, 2007. Formative assessment: tools for transforming school mathematics towards dialogic practice?. In: PITTA-PANTAZI, DEMETRA and PHILIPPOU, GEORGE, eds., Proceedings of CERME 5: Fifth Congress of the European Society for Research in Mathematics Education, 22 – 26 February European Society for Research in Mathematics Education / Department of Education, University of Cyprus. 1886-1895
  • BROWN, MARGARET, COBEN, DIANA, HODGEN, JEREMY, STEVENSON, IAN and VENKATAKRISHNAN, HAMSA, 2006. Functional mathematics and its assessment: Proceedings of the British Society for Research into Learning Mathematics 26(1), 29-34
  • COBEN, DIANA, BROWN, MARGARET, HODGEN, JEREMY and STEVENSON, IAN, 2006. Crossing borders between numeracy and mathematics: Developing curriculum pathways in mathematics At: Belfast, N Ireland, 16th-20th July.
  • EDEXCEL / KING'S COLLEGE LONDON,, 2006. Developing curriculum pathways in mathematics: Phase One. Final Report Ecexcel / KIng's College London.
  • HODGEN, JEREMY and ASKEW, MIKE, 2006. Relationships with/in primary mathematics: identity, emotion and professional development: Proceedings of the British Society for Research into Learning Mathematics 26(2), 37-42
  • HODGEN, JEREMY and WILIAM, DYLAN, 2006. Mathematics inside the black box NFER-Nelson.
  • HODGEN, JEREMY and MARSHALL, BETHAN, 2005. Assessment for learning in English and mathematics: a comparison: The Curriculum Journal 16(2), 153-176
  • HODGEN, JEREMY, 2004. Identity, motivation and teacher change in primary mathematics: A desire to be a mathematics teacher: Proceedings of the British Society for Research into Learning Mathematics 24(1), 31-36
  • HODGEN, JEREMY and JOHNSON, DAVID C, 2004. Teacher reflection, identity and belief change in the context of Primary CAME. In: MILLETT, ALISON, BROWN, MARGARET and ASKEW, MIKE, eds., Primary mathematics and the developing professional Kluwer. 219-244
  • JOHNSON, DAVID C, HODGEN, JEREMY and ADHAMI, MUNDHER, 2004. Professional development from a cognitive and social standpoint. In: MILLETT, ALISON, BROWN, MARGARET and ASKEW, MIKE, eds., Primary mathematics and the developing professional Kluwer. 185-217
  • HODGEN, JEREMY, 2003. Reflection, Identity and Belief Change in Primary Mathematics. In: MARIOTTI, MARIA ALESSANDRA, ed., Proceedings of the Third Conference of the European Society for Research in Mathematics Education (CERME-3). University of Pisa / European Society for Research in Mathematics Education.
  • HODGEN, JEREMY, 2003. Recent UK research into prospective primary teachers’ mathematics subject knowledge: A response: Proceedings of the British Society for Research into Learning Mathematics 23(3), 103-108
  • JOHNSON, DAVID C, ADHAMI, MUNDHER, SHAYER, MICHAEL, HODGEN, J, HAFEEZ, ROSEMARY, DUBBEN, SALLY, LONGFIELD, ANN, HARVEY, LINDA, HINDSHAW, JEAN and DAVIDSON, MATT, 2003. Primary CAME Thinking Maths: Teachers' guide BEAM Education.
  • ASKEW, MIKE, BIBBY, TAMARA, BROWN, MARGARET and HODGEN, JEREMY, 2002. Mental calculation: Interpretations and implementation. Final report. King's College, University of London.
  • HODGEN, JEREMY, 2002. Primary teachers and cognitive acceleration in mathematics education: Transforming teachers' mathematical knowledge through reflection. In: SHAYER, MICHAEL and ADEY, PHILIP S, eds., Learning intelligence: Cognitive acceleration across the curriculum from 5 to 15 years Open University Press. 118-133
  • MCNAMARA, OLWEN, JAWORSKI, BARBARA, ROWLAND, TIM, HODGEN, JEREMY and PRESTAGE, STEPHANIE, 2002. Developing mathematics teachers and teaching: A research monograph
  • MCNAMARA, OLWEN, JAWORSKI, BARBARA, ROWLAND, TIM, HODGEN, JEREMY, PRESTAGE, STEPHANIE and BROWN, TONY, 2001. Mathematics teaching and teachers' professional education and development: Formulating a research agenda for mathematics education: Proceedings of the British Society for Research into Learning Mathematics 21(1),
  • HODGEN, JEREMY, 2000. "Learning's Not Enough: They need to See": Analysing a Numeracy Consultant's Teaching Style: Proceedings of the British Society for Research into Learning Mathematics 20(3), 31-36
  • DUBBEN, SALLY, HODGEN, JEREMY and LONGFIELD, ANN, 1999. Being a teacher and doing research: Reflections on the Primary Cognitive Acceleration in Mathematics Education (CAME) Project: Proceedings of the British Society for Research into Learning Mathematics 19(3), 61-66

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