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.
Business, Technology and Enterprise
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
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
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
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
Ratcliffe, M., Osborne, J., & Bartholomew, H. (2006). Teaching 'ideas about science': The role of research in improving practice. In Improving Subject Teaching: Lessons from Research in Science Education. (pp. 117-133). http://doi.org/10.4324/9780203012369