Dr Hannah Bartholomew
Summary
Hannah is interested in exploring equity issues within mathematics education, an area which doesn't always feel that these concerns sit very comfortably within the mathematics education community as a whole; at times she has caught herself looking longingly outward towards sociology of education, or feeling that she straddles the two disciplines but doesn't have a true home in neither. It is very refreshing for her to have found a forum within mathematics education which allows her to develop her own research interests in such a friendly, safe and supportive setting.
About
Emma is a newcomer to the Critical Mathematics Education Group, she had heard about it a while before she ever went along to a meeting. Despite being keen to get involved she had neither the time nor the energy for much else - particularly if it demanded such an early start! - while in the final throes of writing up a PhD. When she did finally make it to a meeting her incredulity at having to get herself to Sheffield for 10am on a Saturday was replaced, as soon as shearrived, by a feeling of being welcomed into a group of people who shared her concern with social justice issues in mathematics education, who often had similar uncertainties and insecurities about being a researcher and who had a real interest in each others' ideas and in developing and moving forward together. It felt a very comfortable group to be a part of.
Publications
Journal articles
Waldock, J., Rowlett, P., Cornock, C., Robinson, M., & Bartholomew, H. (2017). The role of informal learning spaces in enhancing student engagement with mathematical sciences. International Journal of Mathematical Education in Science and Technology, 48 (4), 587-602. http://doi.org/10.1080/0020739X.2016.1262470
Yoon, C., Kensington-Miller, B., Sneddon, J., & Bartholomew, H. (2011). It's not the done thing: social norms governing students’ passive behaviour in undergraduate mathematics lectures. International Journal of Mathematical Education in Science and Technology, 42 (8), 1107-1122. http://doi.org/10.1080/0020739x.2011.573877
Bartholomew, H., Darragh, L., Ell, F., & Saunders, J. (2011). ‘I’m a natural and I do it for love!’: exploring students’ accounts of studying mathematics. International Journal of Mathematical Education in Science and Technology, 42 (7), 915-924. http://doi.org/10.1080/0020739x.2011.608863
Rodd, M., & Bartholomew, H. (2006). Invisible and special: young women’s experiences as undergraduate mathematics students. Gender and Education, 18 (1), 35-50. http://doi.org/10.1080/09540250500195093
Ratcliffe *, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R., & Osborne, J. (2005). Evidence‐based practice in science education: the researcher–user interface. Research Papers in Education, 20 (2), 169-186. http://doi.org/10.1080/02671520500078036
Bartholomew, H., Osborne, J., & Ratcliffe, M. (2004). Teaching students “ideas‐about‐science”: Five dimensions of effective practice. Science Education, 88 (5), 655-682. http://doi.org/10.1002/sce.10136
Wiliam, D., & Bartholomew, H. (2004). It's not which school but which set you're in that matters: the influence of ability grouping practices on student progress in mathematics. British Educational Research Journal, 30 (2), 279-293. http://doi.org/10.1080/0141192042000195245
Book chapters
Millar, R., Leach, J., Osborne, J., & Ratcliffe, M. (n.d.). Improving Subject Teaching. Routledge: http://doi.org/10.4324/9780203012369