Dr Peter James Rowlett CMath, FIMA, SFHEA

Peter Rowlett has degrees in maths and computing, including maths education. He teaches mathematics and history of mathematics to mathematics and engineering students.

Prior to arriving at Sheffield Hallam University, Peter taught at Nottingham Trent University and Keele University. Outside of teaching roles, he worked for the Institute of Mathematics and its Applications, coordinated the HE curriculum activity under the Mathematical Sciences Strand of the National HE STEM Programme, and worked in learning technology for mathematics and statistics at school- and university-level.

Peter is a Chartered Mathematician, a Fellow of the Institute of Mathematics and its Applications and a Senior Fellow of the Higher Education Academy.

Subject area

Mathematics

BSc (Hons) Mathematics

• Mathematical Modelling 1
• Advances Modelling Case Studies
• Mathematical Technology
• Programming with Mathematical Applications
• Game Theory and Recreational Mathematics
• Explorations in Mathematics (History of Mathematics)

Research group: Mathematics, Statistics and Mathematics Education Research Group (MSME).

Peter is a researcher in higher education mathematics education. He is an editor of MSOR Connections, a peer-reviewed journal that welcomes articles, case studies and opinion pieces relating to innovative learning, teaching, assessment and support practice in Mathematics, Statistics and Operational Research in HE. 

Peter's research is in teaching, learning and assessment in higher education. His interest is from a practical point of view, seeing this research as an opportunity to improve his practice and that of others. Particular areas of interest are

• graduate and employability skills in mathematical sciences and STEM subjects
• learning technology and e-assessment in mathematical sciences and STEM subjects
• puzzle-based learning, problem-solving and mathematical thinking
• history of mathematics in maths teaching
• effective practice in maths outreach and public engagement
• disability and access technology in mathematical sciences

Journal articles

Rowlett, P., Smith, E., Corner, A., O'Sullivan, D., & Waldock, J. (2019). The potential of recreational mathematics to support the development of mathematical learning. International Journal of Mathematical Education in Science and Technology, 50 (7), 972-986. http://doi.org/10.1080/0020739X.2019.1657596

Russell, E., & Rowlett, P. (2019). Professional skills development for mathematics undergraduates. Higher Education, Skills and Work-Based Learning. http://doi.org/10.1108/HESWBL-01-2018-0010

Rowlett, P., Webster, K., Bradshaw, N.-.A., & Hind, J. (2019). Evaluation of the Maths Arcade initiative at five U.K. universities. The Mathematics Enthusiast, 16 (1). http://scholarworks.umt.edu/tme/

Rowlett, P., Webster, K., Bradshaw, N.-.A., & Hind, J. (2019). Evaluation of the Maths Arcade initiative at five U.K. universities. MATHEMATICS ENTHUSIAST, 16 (1-3), 451-459.

Winberg, C., Bramhall, M., Greenfield, D., Johnson, P., Lewis, O., Rowlett, P., ... Wolff, K.E. (2018). Developing employability in engineering education: a systematic review of the literature. European Journal of Engineering Education. http://doi.org/10.1080/03043797.2018.1534086

Rowlett, P., & Capes, A. (2018). Essential Concepts for the First Year of Study for BSc Mathematics. MSOR connections, 16 (2), 16-23. http://doi.org/10.21100/msor.v16i2.702

Rowlett, P. (2017). Game information sheets: a student-produced resource to help you run a Maths Arcade. MSOR Connections, 16 (1), 64-67. http://doi.org/10.21100/msor.v16i1.601

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

Rowlett, P. (2016). Maths Jam Conference 2015. MSOR Connections, 14 (2), 37-38. https://journals.gre.ac.uk/index.php/msor/article/view/278

Rowlett, P. (2015). Effective Outreach in Mathematics. Mathematics Today, 51, 260.

Rowlett, P. (2015). 'The unplanned impact of mathematics' and its implications for research funding: a discussion-led educational activity. BSHM Bulletin: Journal of the British Society for the History of Mathematics, 30 (1), 67-74. http://doi.org/10.1080/17498430.2014.945136

Rowlett, P. (2015). Developing strategic and mathematical thinking via game play: programming to investigate a risky strategy for Quarto. The Mathematics Enthusiast, 12 (1-3), 55-61. http://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1334&context=tme

Rowlett, P.J. (2013). Developing a healthy scepticism about technology in mathematics teaching. Journal of Humanistic Mathematics, 3 (1), 136-149. http://doi.org/10.5642/jhummath.201301.11

Rowlett, P. (2013). Green's mathematical application to electricity, and beyond. Mathematics Today, 49 (4), 162.

Rowlett, P. (2013). A modification of Bradshaw's Method of Group Allocation when you do not know the students. MSOR Connections, 13 (2), 43-50. https://www.heacademy.ac.uk/sites/default/files/msor_13-2-7.pdf

Rowlett, P. (2012). Developing graduate mathematicians. Mathematics Today, 48 (5), 213-215.

Croucher, M., Rowlett, P., & Lewis, H. (2012). Smartphone apps for mathematics. Mathematics Teaching, 227, 36-37. http://www.atm.org.uk/journal/archive/mt227files/ATM-MT227-36-37.pdf

Rowlett, P., Steckles, K., Loch, B., Szetey, K., & Kelly, A. (2012). Maths Jam: playing with maths in pubs, an international movement. Australian Mathematical Society Gazette, 39 (3), 115-118. http://www.austms.org.au/Publ/Gazette/2012/Jul12/CommsMathsJam.pdf

Rowlett, P. (2012). Early careerConnectionswith MSOR. MSOR Connections, 12 (2), 17-19. http://doi.org/10.11120/msor.2012.12020017

Rowlett, P. (2011). Views of HE curriculum from 'Young Researchers in Mathematics'. MSOR Connections, 11 (3), 20-21. http://doi.org/10.11120/msor.2011.11030020

Rowlett, P. (2011). Lecture capture technology - technically possible, but can it be used effectively? MSOR Connections, 11 (3), 39-41. http://doi.org/10.11120/msor.2011.11030039

Feinstein, J., & Rowlett, P. (2011). Media enhanced teaching and learning. MSOR Connections, 11 (3), 37-38. http://doi.org/10.11120/msor.2011.11030037

Rowlett, P., McCartney, M., Mann, T., Hoare, G., Harriss, E., Parrondo, J., ... Linton, C. (2011). The unplanned impact of mathematics. Nature, 475 (7355), 166-169. http://doi.org/10.1038/475166a

Rowlett, P. (2010). The science of chance. iSquared Magazine, 12, 23-27. http://www.nationalstemcentre.org.uk/elibrary/resource/10116/isquared-magazine-issue-12

Rowlett, P. (2010). Shape of the cosmos. iSquared Magazine, 11, 23-27. http://www.nationalstemcentre.org.uk/elibrary/resource/10115/isquared-magazine-issue-11

Rowlett, P. (2010). 10 ’rules’ for a successful Careers Fair for mathematicians. Mathematics Today, 46, 19-20. http://aperiodical.com/2010/01/mathematics-today-february-2010-university-liaison-officers-report/

Rowlett, P. (2010). Workshop report...Visual impairment in maths, stats and operational research (MSOR). MSOR Connections, 10 (2), 45-48. http://doi.org/10.11120/msor.2010.10020045

Rowlett, P. (2010). Ask the audience (yes, all of them). MSOR Connections, 10 (1), 3-5. http://doi.org/10.11120/msor.2010.10010003

Rowlett, P. (2009). Ciphers through the ages. iSquared Magazine, 10, 24-27. http://www.nationalstemcentre.org.uk/elibrary/resource/10114/isquared-magazine-issue-10

Rowlett, P. (2009). Improving graduate skills through an undergraduate conference. Mathematics Today, 45, 263-264. http://aperiodical.com/2009/11/mathematics-today-december-2009-university-liaison-officers-report/

Rowlett, P. (2009). Careers resources. Mathematics Today, 45, 108-109. http://aperiodical.com/2009/06/mathematics-today-june-university-liaison-officers-report/

Rowlett, E.J., & Rowlett, P.J. (2009). Visual impairment in MSOR. MSOR Connections, 9 (4), 43-46. http://doi.org/10.11120/msor.2009.09040043

Rowlett, P.J. (2008). A quick and easy (rough and ready) method for online video. MSOR Connections, 8 (2), 44-45. http://doi.org/10.11120/msor.2008.08020044

Rowlett, P.J. (2008). Some approaches to mathematical blogging. MSOR Connections, 8 (1), 31-33. http://doi.org/10.11120/msor.2008.08010031

Rowlett, P.J. (2007). E-Learning in Mathematical Subjects. Mathematics Today, 43, 85.

Rowlett, P.J. (2007). A simple example of dynamic graphics. MSOR Connections, 7 (1), 35-37. http://doi.org/10.11120/msor.2007.07010035

Rowlett, P.J. (2006). The W3C MathML software list. MSOR Connections, 6 (2), 30. https://www.heacademy.ac.uk/sites/default/files/msor.6.2i.pdf

Wright, E.J., & Rowlett, P.J. (2006). Introducing the Supporting Students with Disabilities Series: disability legislation update. MSOR Connections, 6 (4), 24-26. http://doi.org/10.11120/msor.2006.06040024

Rowlett, P.J. (2006). What is MathML? MSOR Connections, 6 (1), 18-19. http://doi.org/10.11120/msor.2006.06010008

Rowlett, P.J., & Wright, E.J. (2005). Creating accessible web forms. MSOR Connections, 5 (4), 21-24. http://doi.org/10.11120/msor.2005.05040008

Rowlett, P.J. (2005). Mathematics teaching & learning and XML. MSOR Connections, 5 (1), 35-38. https://www.heacademy.ac.uk/sites/default/files/msor.5.1s.pdf

Rowlett, P.J. (2004). Pseudo-randomised CAA by 'preprocessing' MathML. . http://icse.xyz/mathstore/repository/mathscaa_sep2004.pdf

Rowlett, P. (2004). MathPlayer and the Design Science Mathematics Accessibility Project. MSOR Connections, 4 (2), 5. http://icse.xyz/mathstore/headocs/42mathplayer.pdf

Hibberd, S., Litton, C., Chambers, C., & Rowlett, P. (2004). Embedding CAA support for mathematics in a web-based learning environment. . http://icse.xyz/mathstore/repository/mathscaa_apr2004.pdf

Hibberd, S., Litton, C., Chambers, C., & Rowlett, P. (2003). MELEES - e-support or mayhem? MSOR Connections, 3 (3), 29-34. http://doi.org/10.11120/msor.2003.03030029

Conference papers

Rowlett, P., & Russell, E. (2016). Realism and employer engagement in a work-related mathematics group project. In CETL-MSOR Conference 2015 : University of Greenwich, 8th-9th September 2015 : conference proceedings, (pp. 89-93). Loughborough, U.K: The sigma Network

Rowlett, P. (2014). Improved two-way feedback to ease transition to mathematics at university. In European First Year Experience Conference, Nottingham Trent University, 9 June 2014 - 11 June 2014 (pp. 95-102). Nottingham, U.K: Nottingham Trent University: http://www.ntu.ac.uk/apps/events/9/home.aspx/event/151843/default/european_first_year_experience_network_(efye)_2014_conference_

Rowlett, P. (2012). Developing graduate skills and engaging with employers. In CETL-MSOR Conference 2012, University of Sheffield, (pp. 53-54). Birmingham, U.K: Maths, Stats and OR Network

Rowlett, P. (2012). Student-centred approaches to supporting students in their learning. In CETL-MSOR Conference 2012, University of Sheffield, (pp. 59-60). Birmingham, U.K: Maths, Stats and OR Network

Hibberd, S., Litton, C., & Rowlett, P. (2004). MELEES - Managing Mayhem? In The Mathematical Education of Engineers IV, Loughborough University, 2 April 2003 - 3 April 2003. Essex, U.K

Book chapters

Rowlett, P. (2017). Recording small group interaction to encourage reflection on group work. In Rowlett, P., & Waldock, J. (Eds.) Employability development for HE mathematics and statistics: case studies of successful practice. (pp. 42-43). Sheffield: Sheffield Hallam University: http://www.sigma-network.ac.uk/wp-content/uploads/2017/09/Employability-Development-booklet.pdf#page=46

Rowlett, P. (2017). Recording small group interaction to encourage reflection on group work. In Rowlett, P., & Waldock, J. (Eds.) Employability development for HE mathematics and statistics: case studies of successful practice. (pp. 42-43). Sheffield: Sheffield Hallam University: http://www.sigma-network.ac.uk/wp-content/uploads/2017/09/Employability-Development-booklet.pdf#page=46

Rowlett, P. (2017). Setting open-ended work to develop confidence. In Rowlett, P., & Waldock, J. (Eds.) Employability development for HE mathematics and statistics: case studies of successful practice. (pp. 46-47). Sheffield: Sheffield Hallam University: http://www.sigma-network.ac.uk/wp-content/uploads/2017/09/Employability-Development-booklet.pdf#page=46

Rowlett, P. (2017). Setting open-ended work to develop confidence. In Rowlett, P., & Waldock, J. (Eds.) Employability development for HE mathematics and statistics: case studies of successful practice. (pp. 46-47). Sheffield: Sheffield Hallam University: http://www.sigma-network.ac.uk/wp-content/uploads/2017/09/Employability-Development-booklet.pdf#page=46

Rowlett, P. (2014). Development and evaluation of a partially-automated approach to the assessment of undergraduate mathematics. In Pope, S. (Ed.) British Congress of Mathematics Education : BCME-8. (pp. 295-302). British Society for Research into Learning Mathematics: http://www.bsrlm.org.uk/wp-content/uploads/2016/09/BCME8-38.pdf

Rowlett, P. (2012). Using Social Media to Engage Students. In Robinson, C. (Ed.) Student-centred Approaches in Mathematics. (pp. 49-54). Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/Studentcentered.pdf#51

Rowlett, P. (2012). The unplanned impact of mathematics. In Pitici, M. (Ed.) The Best Writing on Mathematics 2012. (pp. 21-29). Princeton, N.J., U.S.A: Princeton University Press

Chadwick, E., Waldock, J., Bradshaw, N.-.A., Orpin, L., McNulty, D., Singh, M., ... Steele, N. (2012). How realistic is work-related learning, and how realistic should it be? In Waldock, J., & Rowlett, P. (Eds.) Employer engagement in undergraduate mathematics. (pp. 47-51). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/EmployerEngagement.pdf

Chadwick, E., Waldock, J., Bradshaw, N.-.A., Orpin, L., McNulty, D., Singh, M., ... Steele, N. (2012). How realistic is work-related learning, and how realistic should it be? In Waldock, J., & Rowlett, P. (Eds.) Employer engagement in undergraduate mathematics. (pp. 47-51). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/EmployerEngagement.pdf

Feinstein, J., & Rowlett, P. (2012). Recording mathematics lectures at Nottingham. In Rowlett, P. (Ed.) Media enhanced teaching and learning: case studies and evidence of effective use. (pp. 13-14). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/metalbooklet.pdf#page=15

Feinstein, J., & Rowlett, P. (2012). Recording mathematics lectures at Nottingham. In Rowlett, P. (Ed.) Media enhanced teaching and learning: case studies and evidence of effective use. (pp. 13-14). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/metalbooklet.pdf#page=15

Rowlett, P. (2012). Lecture capture technology - technically possible, but can it be used effectively? In Rowlett, P. (Ed.) Media enhanced teaching and learning: case studies and evidence of effective use. (pp. 32-35). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/metalbooklet.pdf#page=34

Rowlett, P. (2012). Lecture capture technology - technically possible, but can it be used effectively? In Rowlett, P. (Ed.) Media enhanced teaching and learning: case studies and evidence of effective use. (pp. 32-35). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/metalbooklet.pdf#page=34

Shukie, A., & Rowlett, P. (2012). Learning from video and making lectures interactive. In Rowlett, P. (Ed.) Media enhanced teaching and learning: case studies and evidence of effective use. (pp. 36-39). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/metalbooklet.pdf#page=38

Shukie, A., & Rowlett, P. (2012). Learning from video and making lectures interactive. In Rowlett, P. (Ed.) Media enhanced teaching and learning: case studies and evidence of effective use. (pp. 36-39). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/metalbooklet.pdf#page=38

Rowlett, P., & Rowlett, E. (2012). Experiences of students with visual impairments. In Cliffe, E., & Rowlett, P. (Eds.) Good practice on inclusive curricula in the mathematical sciences. (pp. 9-13). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf#page=11

Rowlett, P., & Rowlett, E. (2012). Experiences of students with visual impairments. In Cliffe, E., & Rowlett, P. (Eds.) Good practice on inclusive curricula in the mathematical sciences. (pp. 9-13). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf#page=11

Barton, S., & Rowlett, P. (2011). Using an audience response system - what do the audience DO with the feedback? In Green, D. (Ed.) CETL-MSOR Conference 2010, University of Birmingham, 6th-7th September, Conference proceedings. (pp. 12-22). Birmingham: Maths, Stats and OR Network: http://icse.xyz/mathstore/headocs/Proceedings2010.pdf#page=12

Rowlett, P. (2011). Using art gallery problems to develop mathematical and employability skills in a higher education group project. In Waldock, J. (Ed.) Developing graduate skills in HE mathematics programmes - case studies of successful practice. (pp. 30-31). Birmingham, U.K: Maths, Stats and OR Network: http://www.mathcentre.ac.uk/resources/uploaded/gradskills.pdf#page=32

Books

Rowlett, P., & Waldock, J. (Eds.). (2017). Employability development for HE mathematics and statistics: case studies of successful practice. Sheffield: Sheffield Hallam University. http://www.sigma-network.ac.uk/wp-content/uploads/2017/09/Employability-Development-booklet.pdf#page=46

Rowlett, P., & Waldock, J. (Eds.). (2017). Employability development for HE mathematics and statistics: case studies of successful practice. Sheffield: Sheffield Hallam University. http://www.sigma-network.ac.uk/wp-content/uploads/2017/09/Employability-Development-booklet.pdf#page=46

Rowlett, P. (Ed.). (2012). Summary of work in mathematical sciences HE curriculum innovation. Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/hestemoverview.pdf

Rowlett, P. (Ed.). (2012). Media Enhanced Teaching and Learning: case studies and evidence of effective use. Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/metalbooklet.pdf

Rowlett, P. (Ed.). (2012). Further Work Developing Graduate Skills in HE Mathematics Programmes. Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/furthergradskills.pdf

Cliffe, E., & Rowlett, P. (Eds.). (2012). Good Practice on Inclusive Curricula in the Mathematical Sciences. Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/inclusivecurricula.pdf

Rowlett, P., & Waller, D. (Eds.). (2012). Proceedings of the CETL-MSOR Conference 2012, University of Sheffield, 12th-13th July. Maths, Stats and OR Network.

Waldock, J., & Rowlett, P. (Eds.). (2012). Employer engagement in undergraduate mathematics. Birmingham, U.K: Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/employerengagement.pdf

Bradshaw, N.-.A., & Rowlett, P. (Eds.). (2012). Maths Arcade: stretching and supporting mathematical thinking. Birmingham, U.K: Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/mathsarcade.pdf

Waldock, J., & Rowlett, P. (Eds.). (2012). Employer engagement in undergraduate mathematics. Birmingham, U.K: Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/employerengagement.pdf

Bradshaw, N.-.A., & Rowlett, P. (Eds.). (2012). Maths Arcade: stretching and supporting mathematical thinking. Birmingham, U.K: Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/mathsarcade.pdf

Rowlett, P. (Ed.). (2011). HE Mathematics Curriculum Summit. Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/summitreport.pdf

Rowlett, P. (Ed.). (2011). HE mathematics curriculum summit : a report on the summit held at the University of Birmingham 12 January 2011. Birmingham, U.K: Maths, Stats and OR Network. http://www.mathcentre.ac.uk/resources/uploaded/summitreport.pdf

Theses / Dissertations

Rowlett, P.J. (2013). A Partially-automated Approach to the Assessment of Mathematics in Higher Education. (Doctoral thesis). http://irep.ntu.ac.uk/309/1/217235_Peter.Rowlett-2014.pdf

• External examiner, BSc Mathematics and MMath, Keele University
• IMA representative, Royal Society STEMM Disability Advisory Committee
• External examiner, BSc Mathematics, University of Worcester
• Editor, MSOR Connections
• Member, Greenwich Maths Centre Advisory Board
• Committee member, London Mathematical Society Education Public Engagement Sub-Committee
• Member, Institute of Mathematics and its Applications Communications Committee
• Elected Council Member, Institute of Mathematics and its Applications 
• Editorial Board Member, International Journal of Mathematical Education in Science and Technology
  
  

Doctoral supervision

• Director of Studies for Ellen Marshall, 'Statistics anxiety: effectiveness of strategies in reducing the impact on student achievement'.
• Supervisor for Siavosh Haghighi Movahed, 'An innovative approach in teaching laboratory activities within a computer networking curriculum'.
• Director of Studies for Alex Crombie, 'The contribution of multi-disciplinary problem-solving interventions to undergraduate employability skills development'.