Doing a Maths PGCE (or know someone who is)? 📚

We’re running a 30 minute study designed to support teaching practices - one participant said: “It’s really benefitted my approach to teaching and eliciting explanations.”

Interested? DM me or use the QR code below ⬇️

@lborodme.bsky.social

How do early years educators engage with research?

I recently spoke with some early years educators to find out 💡

Read my blogpost for a summary of my findings ⤵️

blog.lboro.ac.uk/cmc/2025/04/...

New @lborodme.bsky.social blogpost today! @mjinglis.bsky.social reviews his work looking at the REF and its definition of research quality:

Has the research excellence framework changed how we write papers? The case of mathematics education.

Read below:
blog.lboro.ac.uk/cmc/2025/02/...

New blogpost day!

Did you know we tend to associate smaller numbers with our left & larger numbers with our right?

Dr Krzysztof Cipora has written a brilliantly accessible overview of this effect (SNARC) & introduces his most recent paper investigating it 🎨 ⤵️

blog.lboro.ac.uk/cmc/2025/02/...

Don't worry, I didn't notice until I saw your reply! Thanks for your kind words 🥰

Thank you, I really appreciate that. I’d be interested to hear your thoughts.

"Effective research communication in education: Early years practitioners' views of research summaries"

In my newest paper, I discuss the importance of understanding how early years practitioners engage with research & what I learnt from speaking to them.💡

Free access here: doi.org/10.1002/rev3...

Loved reading this one from Lara, as engaging as always and interesting to situate mathematics in our everyday thought processes.

5 recommendations for successful school-based data collection.

This new @lborodme.bsky.social blogpost from Natasha Guy is worth a read for anyone interested in school-based data collection.

Read here: tinyurl.com/mu8am3e

And share your experiences with us! 💬

@natashacguy.bsky.social

Thanks for this Nathan, Tom has yet to move over to Bluesky but I've let him know, I'm sure he'll be pleased that you've found the notes helpful!

Cultural similarities and differences with finger counting: blog.lboro.ac.uk/cmc/2023/09/...

A review of the literature on explanatory proofs: blog.lboro.ac.uk/cmc/2024/11/...

Showcasing a rich compedium of teacher resources from the late Don Steward: blog.lboro.ac.uk/cmc/2024/11/...

Alongside my postdoc, I am the editor of the Centre for Mathematical Cognition blog at Loughborough University.

Visit our website (blog.lboro.ac.uk/cmc/) or check out some of our most recent posts linked in this thread! 👇

Our department has a variety of expertise and interests... take a look 👀

Thank you for your thoughts.

Perhaps we might consider this in the Engage or Sustain phase? The set of prompts we collated are based on existing literature from a variety of fields and is by no means exhaustive in that sense. But hopefully these phases prove helpful in framing additional prompts as the literature develops.

Yes, I completely agree! We used backwards arrows in our diagram so although perceived as a linear process, these arrows highlight how this process is reflexive, shaped by interactions between researchers and practitioners.

Within each phase, we pose questions for both researchers and practitioners to reflect, emphasising the shared responsibility in maximising the potential of educational research and enhancing classroom practice.

📖 Read the full paper here: tandfonline.com/doi/full/10....

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In our new paper, we identify six key phases for success in bridging the gap between research and practice, drawing together findings from a range of disciplines:

Engage 📢
Understand 💡
Value 💛
Commit 🤝
Adapt 🛠️
Sustain ♻️

Linked below ⬇️ 1/2