Hannah Bartholomew

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Dr Hannah Bartholomew


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.


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.


Department of Engineering and Mathematics

College of Business, Technology and Engineering


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

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