Prof Paul Andrews
Further organisations: Description: Paul Andrews' research interests cover a variety of topics, typically focused on the improvement of classroom mathematics teaching and learning. Of particular interest has been, by means of comparative mathematics education projects, an examination of the relationship between curriculum and culture. Evidence increasingly shows that what happens in mathematics classrooms is determined less by the expectations of curriculum documents than the cultural conditioning of both teacher and student. Also, students’ performance on international tests of achievement may be as much a consequence of the cultural norms within which students are raised as it is the quality of classroom interactions. More recently, along with Judy Sayers, he has been researching cross-culturally the key number skills that year one children need to acquire - foundational number sense - in order to be successful learners of mathematics.
With respect to this latter theme, Andrews (PI) and Sayers have been awarded almost 9,5 million kronor by the Swedish Research Council for a five year project focused on the ways in which parents and teachers facilitate the development of grade one children's foundational number sense. The project, which will be undertaken in England and Sweden, will run from 2016-2021 and involve qualitative interviews, questionnaire surveys and classroom observations in both countries.
He was the director of the European Union-funded five Mathematics Education Traditions of Europe (METE) project, which examined in various ways the teaching of mathematics to students in the age range 10-14 in England, Finland, Flanders, Hungary and Spain.
His refereed journal papers and book chapters, shown below, highlight the breadth of his research interests. He is always happy to receive informal approaches from persons interested in pursuing PhD research in mathematics education research.
Recent refereed publications:
- Sayers, J., Andrews, P., & Björklund Boistrup, L. (2016). The role of conceptual subitising in the development of foundational number sense. In T. Meaney, O. Helenius, M. Johansson, T. Lange & A. Wernberg (Eds.), Mathematics education in the early years (pp. 371-396). Dordrecht: Springer.
- Andrews, P. (2016). Is the ‘telling case' a methodological myth? International Journal of Social Research Methodology, In Press.
- Andrews, P. (2016). Understanding the cultural construction of school mathematics. In B. Larvor (Ed.), Mathematical Cultures: The London meetings 2012-2014 (pp. 9-23). Basel: Birkhäuser.
- Marschall, G., & Andrews, P. (2015). Polish teachers' conceptions of and approaches to the teaching of linear equations to grade six students: An exploratory case study. Research in Mathematics Education, 17(3), 220-238. doi:10.1080/14794802.2015.1107498
- Andrews, P., & Diego-Mantecón, J. (2015). Instrument adaptation in cross-cultural studies of students' mathematics-related beliefs: Learning from healthcare research. Compare: A Journal of Comparative and International Education, 45(4), 545-567. doi: 10.1080/03057925.2014.884346
- Andrews, P. (2015). Mathematics, PISA, and culture: An unpredictable relationship. Journal of Educational Change, 16(3), 251-280. doi: 10.1007/s10833-015-9248-2
- Andrews, P. and J. Sayers (2015). Identifying opportunities for grade one children to acquire foundational number sense: Developing a framework for cross cultural classroom analyses. Early Childhood Education Journal, 43(4): 257-267.doi 10.1007/s10643-014-0653-6
- Andrews, P., & Xenofontos, C. (2015). Analysing the relationship between problem-solving-related beliefs, competence and teaching of three Cypriot primary teachers. Journal of Mathematics Teacher Education, 18(4): 299-325. doi 10.1007/s10857-014-9287-2
- Andrews, P. (2014). The Emperor's new clothes: PISA, TIMSS and Finnish mathematics. In A.-S. Röj-Lindberg, L. Burman, B. Kurtén-Finnäs & K. Linnanmäki (Eds.), Spaces for learning: past, present and future (pp. 43-65). Vasa: Åbo Akademi University.
- Andrews, P., et al. (2014). PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation. Educational Studies in Mathematics, 87(1), 7-26.
- Xenofontos, C. and P. Andrews (2014). Defining mathematical problems and problem solving: prospective primary teachers' beliefs in Cyprus and England. Mathematics Education Research Journal, 26(2): 279-299.
- Andrews, P. (2014). European mathematics curricula and classroom practices. In P. Andrews & T. Rowland (Eds.), Master Class in Mathematics Education (pp. 179-190). London: Bloomsbury (In press).
- Andrews, P. (2014). Flemish mathematics teaching: Bourbaki meets RME? In S. Pope (Ed.) Proceedings of the Eighth British Congress on Mathematics Education. (9-16) Nottingham, British Society for Research in Learning Mathematics.
- Andrews, P. (2013). Finnish mathematics teaching from a reform perspective: A video-based case study analysis. Comparative Education Review, 57(2), 189-211.
- Andrews, P. (2013). What does PISA performance tell us about mathematics teaching quality? Case studies from Finland and Flanders. In H.-D. Meyer & A. Benavot (Eds.), Who succeeds at PISA and why? The role of international benchmarking in the emerging global education governance system. institutional and policy perspectives (pp. 99-114). Oxford: Symposium.
- Andrews, P., & Sayers, J. (2013). Comparative studies of mathematics teaching: does the means of analysis determine the outcome? ZDM: The International Journal on Mathematics Education, 45(1), 133-144.
- Andrews, P. (2012). Learning from others: Can PISA and TIMSS really inform curriculum development in mathematics? The Mathematical Gazette, 96(537), 386-407.
- Andrews, P., & Sayers, J. (2012). Teaching linear equations: Case studies from Finland, Flanders and Hungary. The Journal of Mathematical Behavior, 31(4), 476-488.
- Xenofontos, C., & Andrews, P. (2012). Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions. Research in Mathematics Education, 14(1), 69-85.
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