Dr Ted Graham
Associate Professor in Mathematics and Statistics
School of Computing, Electronics and Mathematics (Faculty of Science & Engineering)
Ted Graham is the director of the Centre for Teaching Mathematics. The work of the Centre has three main strands.
1. Research - There are a number of part-time research students associated with the Centre, who are working towards higher degrees. These students work in three main areas associated with student beliefs, the use of technology and conceptual understanding in mechanics. the Centre is also responsible for the publication of the journal The International Journal of Computer Algebra in Mathematics Education, of which Ted is the current editor.
2. Training for Teachers - The Centre offers a range of courses for teachers. These are mainly associated with the use of technology in teaching and teaching A-level mathematics, in particular the TAM course run in conjunction with MEI..
3. Liason with Schools - The Centre runs a wide range of activities for secondary school pupils to enrich their mathematical experience. The activities run for pupils from year 5 up to year 13. Some of the activities are designed to be part of a widening participation programme, while others are designed to stretch and motivate able students in mathematics. An important aspect of this work is the hosting of the FMSP Area Coordinators.
In addition to the work in the Centre, Ted lectures in the University. He works on modules for mathematics with education students and also the secondary mathematics PGCE programme.
Since January 2004 Ted has been the director of the Centre for Teaching Mathematics. He has been a member of the Centre since its formation in 1990, but has worked in the University since 1988. His first contact was when he started his PhD in 1988, working on the use of video and misconceptions in mechanics. Ted completed his PhD in 1991.
Before joining the University Ted had obtained a degree in mathematics from Imperial College in 1981 and gone on to train as a teacher at Chelsea College, gaining his PGCE in 1982. He then worked as a mathematics teacher at Tavistock College in Devon and part-time at HMP Dartmoor before moving into research.
Ted is currently one of the Area Coordinators for the Further Mathematics Support Programme in the South West.
For the last 10 years, Ted has been the editor of the international Journal for Technology in Mathematics Education.
Ted is a member of the British Society for Research into Learning Mathematics (BSRLM) and a fellow of the Intitute of Mathematics and its Applications.
Ted works in four main areas.
1. Supervision of PhD and MPhil research students. Ted has acted as director of studies for a number of students and also helps with the supervision of other research students, all of whom are engaged in research into mathematics education.
2. Ted runs two masters level modules as part of the TAM programme. These are courses for existing teachers who are working towards an MA.
3. Ted is one of the subject tutors for the PGCE secondary mathematics pathway.
$. Ted also acts as a project supervisor for a number of final year students on the BSc Mathematics with Education programme.
Staff serving as external examiners
2012 PhD External Examiner, University of Leeds
2007 EdD External Examiner, University of Exeter
2006 EdD External Examiner, University of Leeds
2005 PhD External Examiner, Loughborough University
2003 PhD External Examiner, University of Exeter
2003- 2007 External Examiner Secondary Mathematics PGCE, University of Exeter
1999-2003 External Examiner Mathematical Modelling Module, University of the West Indies
2003 EdD External Examiner, University of Exeter.
2002 EdD External Examiner, University of Exeter.
2001 MPhil External Examiner, University of Exeter.
Ted has worked on research projects in a number of areas. This work has mainly been to do with the use of technology in the teaching of mathematics and conceptual understanding in mechanics. Recently Ted's main focus has been on the use of technology.
Some recent projects that Ted has worked on include.
1. A study of how teachers cope with introducing new technology that has been introduced to their schools. The first part of this work was a case study of three teachers who were using graphis calculators for the first time.
2. A study of how key stage 2 pupils use calculators when taking a national test. The way in which the calculators were used was monitored using the "key-recorder" software that had been installed on the calculators. The results produced by this research have been very revealing, showing many unexpected strategies in use.
3. Using the "key-recorder" software to examine the working styles of sixth form and undergraduate students has provided a rich source of data. This has formed the basis for some of Ted's recent research publications.
4. Ted has collaborated with colleagues at the University of Birmingham and University College in London, to look at the attitudes of undergradaute mathematics students to group work.
5. An HEA funded project, in conjunction with the Mathematics Education Centre at the University of Loughborough, to produce support materials for mechanics.
Ted is also engaged in the supervision of a number of part-time research students.
Another important aspect of Ted's work is as the editor of the journal The International Journal of Computer Algebra in Mathematics Education.
Research degrees awarded to supervised students
2013 C Headlam PhD
2011 A Taylor PhD
2010 M Peters PhD
2008 S Honey PhD
2008 B Strassfeld PhD
2006 B Watson MPhil
2005 B Walker PhD
2004 C Headlam MPhil
2003 A Smith MPhil
2002 P A McWilliam MPhil
1997 S K Rowlands PhD
Recent Published Papers
S Rowlands, E Graham and J Berry (2001), An objectivist Critique of Relativism in Mathematics Education, Science and Education, Vol. 10, 215-241.
E Graham (2002), AS Mathematics : The Results of a Survey of Schools and Colleges, Teaching Mathematics and its Applications, Vol. 21, No. 1, 11-28.
E Graham, C Headlam, S Honey, J Sharp and A Smith (2003), The Use of Graphics Calculators by Students in an Examination: What do they really do?, International Journal of Mathematical Education in Science and Technology, Vol.34, No.3, pp319-334.
S Honey and E Graham (2003), To Use or not to Use Graphics Calculators on Teaching Practice: A Case Study of Three Trainee Teachers' Beliefs and Attitudes, International Journal of Computer Algebra in Mathematics Education, Vol. 10, No. 2, 81-101.
E Graham and P Smith (2004), An Investigation into the use of Graphics Calculators with Pupils in Key Stage 2, International Journal of Mathematical Education in Science and Technology, Vol. 35, 227-237.
MacBean J, Graham E and Sangwin C (2004), Group Work in Mathematics: A Survey of Students' Experiences and Attitudes, Teaching Mathematics and its Applications, Vol. 23, 49-68.
Berry J., and Graham E., 2005, On high-school students’ use of graphic calculators in mathematics. ZDM, 37 No 3, 140-148
Berry J, Graham E and Smith A (2005), Classifying Student’s Calculator Strategies, International Journal for Technology in Mathematics Education, Vol. 12, 15-32.
Rowlands, S., Graham, E., Berry, J. and McWiliam, P. (2005), Misconceptions of Force: Spontaneous Reasoning or Well-formed Ideas Prior to Instruction, Research in mathematics Education, Vol. 7, 47-65.
Strassfeld, B. and Graham, E. (2006), High School Teachers’ Beliefs: The Use of Manipulatives, in Fraser-Abder, P. and Wallace, R. J. (eds), Pedagogical Issuers in Science, MATHEMATICS AND Technology Education, Volume 2, 6-23.
Berry, J., Graham, E. and Smith, A. (2006), Observing Student Working Styles when Using Graphics Calculators to Solve Mathematics Problems, International Journal of Mathematical Education in Science and Technology, Vol. 37, 291-308.
Rowlands, S., Graham, E., Berry, J. and McWilliam, P. (2007), Conceptual Change Through the Lens of Newtonian Mechanics, Science & Education, 16, 21-42.
Graham, E., Headlam, C., Sharp, J. and Watson, B. (2008), An investigation into whether student use of graphics Calculators Matches their Teacher’s Expectations, International Journal of Mathematical Education in Science and Technology, Vol. 39, 179-196.
Peters, M. and Graham, E. (2009), The Validation of a Semantic Model for the Interpretation of Mathematics in an Applied Mathematics Problem, Proceedings the British Society for the Research into Learning Mathematics Conference at Cambridge University, 73-78.
Watson, B. and Graham, E. (2009), Rural Schools Mathematics Project, Mathematics in School, Vol.38, No. 3, 17-20.
Headlam,C. and Graham, E. (2009), Some initial findings from a study of children’s understanding of the Order of Operations, Proceedings the British Society for the Research into Learning Mathematics Conference at Loughborough University, 37-41.
Peters, M. D., & Graham, E. (2009). The Validation of a Semantic Model for the Interpretation of Mathematics in an Applied Mathematics problem. Proceedings of the British Society for the Research into Learning Mathematics. Cambridge.
Rowlands, S., Graham, E. and Berry, J. (2011), Problems with Fallibilism as a Philosophy of Mathematic Education, Science and Education, 20, 625-654
Honey, S. and Graham, E. (2012), A Model of Teacher Change and Development, The International Journal for Technology in mathematics Education, 19(2), 59-71.
Graham, T., Berry, J. and Rowlands, S. (2012), Are Misconceptions or Alternative Frameworks of Force and Motion Spontaneous or Formed Prior to Instruction?, International Journal of Mathematical Education in Science and Technology, 12.
Trubridge, N. and Graham, E. (2013), Exploring the features of a collaborative connected classroom, Proceedings of the British Society for the Research into Learning Mathematics. Sheffield.