Povey, H., & Adams, G. (2021). Disordering mathematics, citizenship and socio-political research in mathematics education amongst the “rubble of words”. Research in Mathematics Education. http://doi.org/10.1080/14794802.2021.1994452

Adams, G. (2021). Teacher agency and professional learning: narrative explorations. In Kollosche, D. (Ed.) Mathematics Education and Society 11, University of Klagenfurt, Austria [online], 24 September 2021 - 29 September 2021 (pp. 125-128). Tredition: http://doi.org/10.5281/zenodo.5336638

Gannon, S., Taylor, C., Adams, G., Donaghue, H., Hannan-Swain, S., Harris-Evans, J., ... Moore, P. (2019). ‘Working on a rocky shore’: Micro-moments of positive affect in academic work. Emotion, space and society. http://doi.org/10.1016/j.emospa.2019.04.002

Adams, G. (2018). A narrative study of the experience of feedback on a professional doctorate: ‘A kind of flowing conversation’. Studies in Continuing Education. http://doi.org/10.1080/0158037X.2018.1526782

Adams, G., & Povey, H. (2018). “Now There’s Everything to Stop You”: Teacher autonomy then and now. In Jurdak, M., & Vithal, R. (Eds.) Socio-political dimensions of mathematics education: Voices from margin to mainstream. (pp. 209-230). Springer: http://doi.org/10.1007/978-3-319-72610-6_12

Povey, H., & Adams, G. (2018). Possibilities for mathematics education? : Aphoristic fragments from the past. The Mathematics Enthusiast, 15 (1-2), 159-177. https://scholarworks.umt.edu/tme/vol15/iss1/10/

Adams, G. (2017). Using a narrative approach to illuminate teacher professional learning in an era of accountability. Teaching and teacher education, 67, 161-170. http://doi.org/10.1016/j.tate.2017.06.007

Journal articles

Donaghue, H., & Adams, G. (2023). The Role of Situated Talk in Developing Doctoral Students’ Researcher Identities. Studies in Continuing Education. http://doi.org/10.1080/0158037X.2023.2274925

Povey, H., & Adams, G. (2022). Mathematics and citizenship: disordering the taken-for-granted. Mathematics Teaching, 283, 17-20. https://www.atm.org.uk/mathematics-teaching-journal-archive/177712

Povey, H., Jackson, C., & Adams, G. (2020). Part of something bigger? Children’s interactive exhibitions. Mathematics Teaching, 271, 13-16.

Povey, H., Adams, G., Demissie, F.A., Unwin, R., Weber, R., & Bremer, J. (2019). A cross-curricular project in citizenship and mathematics (PiCaM). Mathematics Teaching, (269), 12-15.

Taylor, C.A., Gannon, S., Adams, G., Donaghue, H., Hannam-Swain, S., Harris-Evans, J., ... Moore, P. (2019). Grim tales: Meetings, matterings and moments of silencing and frustration in everyday academic life. International Journal of Educational Research, 99, 101513. http://doi.org/10.1016/j.ijer.2019.101513

Povey, H., Boylan, M., & Adams, G. (2019). Regulated time and expansive time in primary school mathematics. Pedagogy, Culture and Society. http://doi.org/10.1080/14681366.2019.1692059

Taylor, C., & Adams, G. (2019). Reconceptualizing doctoral students’ journeyings: Possibilities for profound happiness? International Journal of Educational Research. http://doi.org/10.1016/j.ijer.2019.04.003

Boylan, M., Adams, G., Coldwell, M., Willis, B., & Demack, S. (2018). Context and Implications Document for: Theorising variation in engagement in professional and curriculum development: Performativity, capital, systems and purpose. Review of Education, 6 (3), 408-410. http://doi.org/10.1002/rev3.3152

Boylan, M., Adams, G., Willis, B., Coldwell, M., & Demack, S. (2018). Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose. Review of Education, 6 (3), 360-407. https://onlinelibrary.wiley.com/journal/20496613

Povey, H., Adams, G., & Everley, R. (2017). “Its Influence Taints All”: Urban Math-ematics Teachers Resisting Performativity through Engagement with the Past. The Journal of Urban Mathematics Education, 10 (2), 52-65.

Povey, H., Adams, G., & Jackson, C. (2016). How making for a purpose in mathematics can provoke mathematical meaning making. Philosophy of Mathematics Education Journal, 31. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome31/index.html

Williams, L., Nixon, S., Hennessy, C., Mahon, E., & Adams, G. (2016). Inspiring to inspire: developing teaching in Higher Education. Cogent Education, 3, 1-12. http://doi.org/10.1080/2331186X.2016.1154259

Hennessy, C., Adams, G., Mahon, E., Nixon, S., Pratt, A., & Williams, L. (2014). Discovering inspiring teaching: immersive models of staff development. Quality Assurance in Education, 22 (3), 240-254. http://doi.org/10.1108/QAE-01-2013-0006

Adams, G. (2013). Women teachers' experiences of learning mathematics. Research in Mathematics Education, 15 (1), 87-88. http://doi.org/10.1080/14794802.2013.763607

Starczewska, A., Hodkinson, A., & Adams, G. (2011). Conceptions of inclusion and inclusive education: a critical examination of the perspectives and practices of teachers in Poland. Journal of Research in Special Educational Needs, 12 (3), 162-169. http://doi.org/10.1111/j.1471-3802.2011.01209.x

Conference papers

Adams, G., Boylan, M., Chronaki, A., Otieno, H., & Wright, P. (2021). Mathematics teacher agency. In Kollosche, D. (Ed.) Mathematics Education and Society 11, University of Klagenfurt, Austria [online], 24 September 2021 - 29 September 2021 (pp. 95-98). Tredition: http://doi.org/10.5281/zenodo.5385359

Boylan, M., & Adams, G. (2019). Policy shifts in primary mathematics professional development in England: hybrid roles and system leadership. In Educating the educators III, Freiburg, Germany, 7 October 2019 - 8 October 2019 (pp. 70-72).

Boylan, M., & Adams, G. (2019). Policy shifts in primary mathematics professional development in England: hybrid roles and system leadership. In Educating the educators III, Freiburg, Germany, 7 October 2019 - 8 October 2019 (pp. 70-72).

Boylan, M., & Adams, G. (2019). Paradox, market mirages and the statification of professional learning: the case of mathematics professional development in England [abstract only]. In British Educational Research Association Annual Conference, Manchester, UK, 10 September 2019 - 12 September 2019.

Boylan, M., & Adams, G. (2019). Paradox, market mirages and the statification of professional learning: the case of mathematics professional development in England [abstract only]. In British Educational Research Association Annual Conference, Manchester, UK, 10 September 2019 - 12 September 2019.

Demissie, A., Povey, H., & Adams, G. (2019). What are the affordances and limitations of the philosophy for Children (P4C) pedagogy for teaching and learning mathematics? In Curtis, F. (Ed.) Proceedings of the British Society for Research into Learning Mathematics, Milton Keynes, UK, 19 March 2019. BSRLM

Chronaki, A., Adams, G., Andrade, M., Bruno, G., Demissie, F., Marcone, R., ... Yolcu, A. (2019). Unfolding global/local policies, practices and/or hybrids in mathematics education worldwide: utopias, pleasures, pressures and conflicts. Proceedings of the Tenth International Mathematics Education and Society Conference. https://www.mescommunity.info/proceedings/MES10.pdf

Povey, H., Adams, G., Demissie, F., & Chronaki, A. (2019). Initial report from the project in citizenship and mathematics (PICAM): moral and political dilemmas. Proceedings of the Tenth International Mathematics Education and Society Conference. https://www.mescommunity.info/proceedings/MES10.pdf

Adams, G., Boylan, M., & Maxwell, B. (2018). Primary mastery specialists: adaptive leadership of pedagogical and cultural change. Paper presented at symposium 'Professional development facilitators: theorising knowledge, skills and practice' [abstract only]. In British Educational Research Association Annual Conference 2018, Newcastle, UK, 11 September 2018 - 13 September 2018.

Taylor, C., & Adams, G. (2017). Doctoral journeyings: Pedagogic possibilities for profound happiness [abstract only]. In Higher Education: Rising to the challenge: Balancing expectations of students, society and stakeholders, Newport, Wales, 2017 - 2017. Society for Research in Higher Education (SRHE)

Povey, H., & Adams, G. (2017). Thinking forward : using stories from the recent past in mathematics education in England. In Chronaki, A. (Ed.) Mathematics Education : Proceedings of 9th International Conference of Mathematics Education and Society (MES) Conference, Volos, Greece, April 2017, (pp. 803-811). Thessaly, Greece: International Conference of Mathematics Education and Society (MES): http://mes9.ece.uth.gr/portal/index.php/program-en/conferenceproceedings-en

Adams, G., & Povey, H. (2016). Workshop report: Using data from a history of Smile to overcome 'historic loneliness'. In BSRLM Day conference, Loughborough University, 11 June 2016. http://www.bsrlm.org.uk/wp-content/uploads/2016/11/BSRLM-CP-36-2-15.pdf

Povey, H., Adams, G., & Boylan, M. (2016). Making time to make meaning: an embodied approach to learning. In Y. Solomon (Chair), Making time for mathematics: the case for a slower-paced pedagogy. Symposium [abstract only]. In British Educational Research Association Annual Conference, Leeds, UK, 13 September 2016 - 15 September 2016.

Povey, H., Adams, G., & Everley, R. (2016). "Its influence taints all": mathematics teachers resisting performativity through engagement with the past. In 13th International Congress on Mathematical Education, Hamburg, 24 July 2016 - 2016.

Povey, H., Adams, G., & Jackson, C. (2016). “It was all led by them”: opening up opportunities for making mathematics through a children’s exhibition. Proceedings of the British Society for Research into Learning Mathematics, 36 (1), 82-87. https://bsrlm.org.uk/publications/proceedings-of-day-conference/ip36-1/

Adams, G. (2014). 'It doesn't have to be like this': Women mathematics teachers' experience of professional learning. Proceedings of the British Society for Research into Learning Mathematics, 34 (1), 1-6. http://www.bsrlm.org.uk/IPs/ip34-1/BSRLM-IP-34-1-01.pdf

Adams, G. (2012). Pushing the boundaries : Women teachers’ experiences of learning mathematics. Proceedings of the British Society for Research into Learning Mathematics, 32 (2), 5-10. http://www.bsrlm.org.uk/IPs/ip32-2/BSRLM-IP-32-2-01.pdf

Book chapters

Povey, H., Adams, G., & Jackson, C. (2018). Time for work: finding worth-while-ness in making mathematics. In Ernest, P. (Ed.) Philosophy of Mathematics Education Today. (pp. 343-352). Dordrecht: Springer: https://link.springer.com/chapter/10.1007%2F978-3-319-77760-3_22

Starczewska, A., Hodkinson, A., & Adams, G. (2013). Poland, Special education in. In Reynolds, C.R., Vannets, K.J., & Fletcher-Janzen, E. (Eds.) Encyclopedia of special education : reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. John Wiley & Sons, Inc: http://doi.org/10.1002/9781118660584.ese1883

Reports

Boylan, M., Adams, G., & Birkhead, A. (2023). Landscaping mathematics education policy: landscaping national mathematics education policy. The Royal Society. https://royalsociety.org/topics-policy/projects/mathematical-futures/

Demack, S., Reaney-Wood, S., Adams, G., Stiell, B., & Culliney, M. (2019). Number of A levels taken and subject combinations: An analysis of NPD data for A level Mathematics and Further Mathematics (2013, 2015 & 2017). https://mei.org.uk/app/uploads/2021/08/FMSP-A-level-Combinations-2019.pdf

Adams, G., Reaney-Wood, S., Demack, S., Handforth, R., & Stiell, B. (2019). An Evaluation of the Further Mathematics Support Programme Research Report. 2017-2018. https://mei.org.uk/reports/evaluation-of-the-fmsp-2017-18-phase-6/

Demack, S., Reaney-Wood, S., Adams, G., Stiell, B., & Culliney, M. (2019). Participation and Attainment in A level Mathematics & FurtherMathematics. https://mei.org.uk/reports/participation-and-attainment-in-a-level-mathematics-further-mathematics/

Boylan, M., Wolstenholme, C., Maxwell, B., Demack, S., Jay, T., Reaney, S., & Adams, G. (2019). Longitudinal evaluation of the Mathematics Teacher Exchange: China-England - Final Report. Department for Education. https://www.gov.uk/government/publications/evaluation-of-the-maths-teacher-exchange-china-and-england

Boylan, M., Demack, S., Willis, B., Stevens, A., Adams, G., & Verrier, D. (2015). Multiplicative reasoning professional development programme : evaluation. London: Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/436832/RR406A_-_Multiplicative_Reasoning_Professional_Development_Programme.pdf

Adams, G., Povey, H., Beutelspacher, A., Kahlen, C., Weber, R., Jackson, C., ... Soares, M.D.C. (2013). MiMa - Mathematics in the Making - The Project. Sheffield Hallam University.

Theses / Dissertations

Williams, S. (2022). Physical Education in primary schools: head teachers' beliefs and practices. (Doctoral thesis). Supervised by Adams, G., & Coldwell, M. http://doi.org/10.7190/shu-thesis-00505

Media

Adams, G., Povey, H., Jackson, C., Beutelspacher, A., Kahlen, C., Weber, R., & Munkacsy, K. (2013). MiMa - Mathematics in the Making - The DVD. [DVD].

Presentations

Burnett, C., Shetty, P., Adams, G., Shannon, D., Thompson, T.L., & Gillen, J. (2023). Is a Diversification in Sources of Expertise Accompanied by Lack of Diversity in the Research that Gains Influence? [Abstract only]. Presented at: European Conference on Educational Research (ECER) 2023, University of Glasgow, Glasgow, 2023

Adams, G., & Donaghue, H. (2023). Becoming Active Agents: Doctoral Researchers Navigating Communities [Abstract only]. Presented at: European Conference on Educational Research (ECER) 2023, University of Glasgow, Glasgow, 2023

Adams, G., & Boylan, M. (2022). Mathematics education policy: a horizon scan [Abstract only]. Presented at: BSRLM Autumn Day Conference 2022, Online, 2022

Adams, G., & Donaghue, H. (2022). The role of situated talk in developing doctoral students’ researcher identities [abstract only]. Presented at: European Conference on Educational Research (ECER) 2022, Online, 2022

Adams, G., Burnett, C., Vackova, P., Gillen, J., Thompson, T.-.L., & Cermakova, A. (2022). Research Mobilities in Education [Abstract only]. Presented at: European Conference on Educational Research (ECER) 2022, Online, 2022

Donaghue, H., & Adams, G. (2021). Developing doctoral researcher identities through tutorial talk. Presented at: 7th International Conference on Professional and Practice-Based Doctorates, Online, 2021

Perry, E., Booth, J., Boylan, M., & Adams, G. (2020). Professionalism and professional development: modelling a dynamic relationship [abstract only]. Presented at: IPDA International Virtual Conference 2020, Online conference, 2020

Adams, G., & Povey, H. (2019). Making connections through mathematical activity: The Project in Citizenship and Mathematics (PiCaM). Presented at: Global Perspectives: Re-imagining Education, University of Worcester

Perry, E., Adams, G., & Burnett, C. (2018). Let it go! Learning through openness, space and play. Presented at: Festival of Social Science, Sheffield

Adams, G. (2018). 'The struggle to be there, let alone be heard': Doctoral researchers' narratives. Presented at: The ABCs of Narrative, University of Twente

Adams, G., & Cripps, C. (2016). Developing doctoralness: experiences of feedback on the Doctorate in Education in a UK university. Presented at: International Conference on Professional Doctorates, Titanic, Belfast

Boylan, M., Adams, G., & Willis, B. (2015). Professional learning as situated: Accounting for variation in engagement and outcomes in professional development. Presented at: International Association for Professional Development (IPDA) Conference, Aston University