Completed PhD projects
Below is a list of PhDs completed within the Mathematics Education Centre, together with links to further details where available.
- Beth Woollacott (2022). Reading mathematics, a textbook approach.
- Hanna Weiers (2022). Learning artificial number symbols: the role of ordinal and magnitude information.
- Bustang (2022). Probability conceptions and metacognitive judgements of Indonesian secondary school students and in-service mathematics teachers
- Joanne Eaves (2020). Domain-specific and domain-general skills in the identification of conceptually-derived arithmetic strategies
- Ben Davies (2020). Comparative judgement and proof.
- Jayne Pickering (2020). The disruptive effect of pain on arithmetic performance: exploring group and individual difference.
- Emine 艦im艧ek (2020). Factors Influencing Students’ Understanding of Mathematical Equivalence.
- Helen Harth (2018). An analysis of the teaching of introductory statistics at university in context.
- Amy Bennett (2018). Early Numerical Experiences.
- Philip Borg (2018). Using the computer as a tool for constructivist teaching: a case study of Grade 7 students developing representations and interpretations of mathematical notation when using the software Grid Algebra.
- Marinos Anastasakis (2018). An activity theory investigation of tool-use in undergraduate mathematics.
- Adewale Oluwafemi Adesina (2017). A semi-automatic computer-aided assessment framework for primary mathematics.
- Francis Duah (2017). Students as partners and students as change agents in the context of university mathematics.
- Sara Humphries (2017). The formal disciplinary value of advanced mathematical study: a focus on spatial skills
- Eirini Kouvela (2017). A socio-cultural analysis of the transition from school to university mathematics.
- Stephen Broughton (2017, MPhil). An evaluation of the effectiveness of a computer-aided assessment system for mathematics and engineering students.
- Angeliki Mali (2016). Lecturers' tools and strategies in university mathematics teaching: an ethnographic study.
- Sarah Clayton (2016). The cognitive underpinnings of non-symbolic comparison task performance.
- Simon Drew (2016). Dyscalculia in higher education.
- Sophie Batchelor (2014). Dispositional factors affecting children's early numerical development.
- Mark Hodds (2014). Improving proof comprehension in undergraduate mathematics.
- Somali Roy (2014). Evaluating novel pedagogy in higher education: A case study of e-Proofs.
- Sarah Parsons (2014). Enabling success in mathematics and statistics: the effects of self-confidence and other factors in a University College.
- Sven Trenholm (2013). Adaptation of tertiary mathematics instruction to the virtual medium: approaches to assessment practice.
- Nina Attridge (2013). Advanced mathematics and deductive reasoning skills: testing the theory of formal discipline.
- Stephanie Thomas (2012). An activity theory analysis of linear algebra teaching within university mathematics.
- Antony Edwards (2011). Using example generation to explore undergraduates conceptions of real sequences: a phenomenographic study.
- Samuel King (2010). Evaluating the impact of electronic voting systems on university mathematics teaching and learning.
- Ria Symonds (2009). Evaluating student engagement with mathematics support.
- Glynis Perkin (2007). Mathematics learning support and dyslexia.
- Stephen Lee (2007). The repercussions in higher education of the changes in the teaching and learning of mechanics in schools in England.