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: