Research output per year
Research output per year
Professor
1.17 Lawrence Stenhouse Building
Tim Rowland is Professor of Mathematics Education. He taught mathematics in a College of Education and two secondary schools before moving to teacher education and research in mathematics education. Until 2012 Tim was University Reader (now Emeritus) in Mathematics Education at the University of Cambridge.
His also Professor II in Mathematics Education at the Norwegian University of Science and Technology (NTNU), in Trondheim, Norway. He has held Visiting Professor positions in Chile, Mexico, Cyprus, Barcelona and Trondheim. He was Chair of the International Program Committee for the Seventh Conference of European Research in Mathematics Education held in Rzeszów, Poland, in 2011.
Tim was Vice President of the International Group for the Psychology of Mathematics Education (PME) until 2013, and Chair of the Joint Mathematical Council of the United Kingdom 2012-15. The JMC promotes communication between the UK Societies and bodies for whom the advancement of mathematics and the improvement of the teaching of mathematics is of particular concern.
Tim has a wide range of research interests, including language and informal approaches to proof. His RoutledgeFalmer book The Pragmatics of Mathematics Education reflects research interests in mathematics, linguistics, epistemology and education. In recent years his work has focused on the role of mathematical knowledge in teaching. He has two recent books on teacher knowledge, one jointly-authored with Cambridge colleagues, the other co-edited. He was founding editor, with Elena Nardi, of the Routledge journal Research in Mathematics Education.
2012-13 Economic and Social Research Council. The effects of social pedagogic contexts in the teaching of primary mathematics: facilitating learning in two cultures (with Linda Hargreaves, Maurice Galton and Peter Kutnick)
2009-12 Medical Research Council: Cognitive neuroscience of developmental dyscalculia (with Dénes Szücs, Usha Goswami, Rhodri Cusack).
2007-08 Nuffield Foundation: Seminar series on Mathematical Knowledge in Teaching (with Kenneth Ruthven).
2002 Research Development Fund, University of Cambridge: Primary school teachers’ mathematics subject knowledge and classroom practice (with Anne Thwaites, Peter Huckstep).
Andrews, P. and Rowland, T. (2013) (Eds.) MasterClass in Mathematics Education: International Perspectives on Teaching and Learning. London, Bloomsbury. [223 pages]
Rowland, T. and Ruthven, K. (2011) (Eds.) Mathematical Knowledge in Teaching. London and New York: Springer. [302 pages]
Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2009) Developing Primary Mathematics Teaching: reflecting on practice with the Knowledge Quartet. London: Sage. [252 pages]
Rowland, T. (2000) The Pragmatics of Mathematics Education: Vagueness in Mathematical Discourse. London: Falmer Press. [242 pages]
Rowland, T. and Morgan, C. (2000) (Eds.) Research in Mathematics Education Volume 2: Papers of the British Society for Research into Learning Mathematics. London: British Society for Research into Learning Mathematics. [242 pages]
Rowland, T., Thwaites, A. and Jared, L. (2015) Triggers of contingency in mathematics teaching. Research in Mathematics Education 17(2), pp. 74-91 DOI:10.1080/14794802.2015.1018931
Ineson, G., Voutsina, C, Fielding, H., Barber, P. and Rowland, T. (2015) Deconstructing ‘good practice’ teaching videos: an analysis of pre-service teachers’ reflections. Mathematics Teacher Education and Development 17(2), pp. 45-63
Salehmohamed, A. and Rowland, T. (2014) Whole-class interactions and code-switching in secondary mathematics teaching in Mauritius. Mathematics Education Research Journal, 26(3),, pp.555-577 DOI: 10.1007/s13394-013-0103-6
Rowland, T. (2014) Communication: Hedged maxims. For the Learning of Mathematics 34(2), 45 6. [One of a set of themed communications, authors David Pimm, Lesley Rex, Beth Herbel-Eisenmann, Ellice Forman, Mary Schleppegrell, Codruta Temple]
Rowland, T., Turner, F. and Thwaites, A. (2014) Research into teacher knowledge: a stimulus for development in teacher education practice. ZDM: The International Journal on Mathematics Education, 46(2), pp. 317-328
Rowland, T. (2014) The Knowledge Quartet: the genesis and application of a framework for analysing mathematics teaching and deepening teachers’ mathematics knowledge. SISYPHUS Journal of Education, 1(3), pp. 15-43
Rowland, T. and Zazkis, R. (2013) Contingency in the mathematics classroom: Opportunities taken and opportunities missed. Canadian Journal of Science, Mathematics and Technology Education 13(2), pp. 137–153.
Charalampous, E. and Rowland, T. (2013) The experience of security in mathematics. PNA 7(4), pp. 145- 154. http://www.pna.es/
Rowland, T. (2012) Contrasting knowledge for elementary and secondary mathematics teaching. For the Learning of Mathematics 32(1), pp. 16-21
Thwaites, A., Jared, L. and Rowland, T. (2011) Analysing secondary mathematics teaching with the Knowledge Quartet. Research in Mathematics Education 13(2), pp. 227-8
Wong, Ngai-Ying; Rowland, Tim; Chan,Wing-Sum; Cheung, Ka-Luen & Han, Ngai-Sze (2010) The Mathematical Knowledge of Elementary School Teachers: A Comparative Perspective. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education 14(2), pp. 187-207. ISSN : 1226-6191
Rowland, T. (2008) The purpose, design and use of examples in the teaching of elementary mathematics. Educational Studies in Mathematics 69(2) pp. 149-163
Rowland, T. and Turner, F. (2007) Developing and using the Knowledge Quartet: a framework for the observation of mathematics teaching. The Mathematics Educator 10(1), pp. 107-124.
Rowland, T. and Hatch, G. (2007) Learning to Teach? The Assistant Lecturer in Colleges of Education 1960–75. History of Education 36(1), pp. 65–88.
Rowland, T. and Turner, F. (2006) A framework for the observation and review of mathematics teaching. Mathematics Education Review 18, pp. 3-17.
Rowland, T., Huckstep, P. and Thwaites, A. (2005) Developing mathematics teaching: the genesis of the Knowledge Quartet. Scientia Paedagogica Experimentalis XLII(2), pp. 331-350.
Rowland, T., Huckstep, P. and Thwaites, A. (2005) Elementary teachers’ mathematics subject knowledge: the Knowledge Quartet and the case of Naomi. Journal of Mathematics Teacher Education 8(3), pp. 255-281.
Rowland, T. (2004) The psychology of maths education in the early primary years: a response to Munn. Psychology of Education Review 28(1), pp. 17-19.
Rowland, T. (2003) Mathematics as human activity: a different handshakes problem. The Mathematics Educator 7(2), pp. 55-70.
Goulding, M., Rowland, T. and Barber, P. (2002) Does it matter? Primary teacher trainees’ subject knowledge in mathematics. British Educational Research Journal 28(5), pp. 689-704.
Rowland, T. and Huckstep, P. (2000) Creative mathematics: real or rhetoric. Educational Studies in Mathematics 42(1), pp. 81-100.
Rowland, T. (1999) Pronouns in mathematics talk: power, vagueness and generalisation. For the Learning of Mathematics 16(2), pp. 20-26.
Rowland, T. (1999) The National Numeracy Strategy a response to Hughes. Psychology of Education Review 23(2), pp. 16-17
Rowland, T. (1995) Hedges in mathematics talk: linguistic pointers to uncertainty. Educational Studies in Mathematics 29 (4), pp. 327-353.
Rowland, T. (1992) Pointing with pronouns. For the Learning of Mathematics 12(2), pp. 42-48.
M. Pytlak, T. Rowland and E. Swoboda (Eds.) (2011) Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. Rzeszow, Poland: University of Rzeszow. (pp. 3017)
Gagatsis, A., Rowland, T., Panaoura, A. and Stylianides, A. (2010) (Eds) Mathematics Education Research at the University of Cyprus and the University of Cambridge. Lefkosia: University of Cyprus. ISBN: 978-9963-9520-2-1
Rowland,T. and Corcoran, D (2014) Content knowledge and commitment to inquiry. In S. Oesterle, C. Nicol, P. Liljedah and D. Allan (Eds.) Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education, Vol. 6, p. 214. Vancouver, Canada: PME.
Charalampous, E. and Rowland, T. (2014) Mathematics security and the individual. In B. Ubuz, C. Hasar and M.A. Mariotti (Eds) Proceedings of the Eighth Conference of the European Society for Research in Mathematics Education (pp. 1299-1308) Ankara, Turkey: Middle East Technical University.
Rowland, T., Turner, F. and Thwaites, A. (2014) Developing mathematics teacher education practice as a consequence of research. In B. Ubuz, C. Hasar and M.A. Mariotti (Eds) Proceedings of the Eighth Conference of the European Society for Research in Mathematics Education (pp. 3227-3236). Ankara, Turkey: Middle East Technical University.
Grandi, C. and Rowland, T. (2013) Developing one-to-one teacher-student interaction in post-16 mathematics instruction. In A.M. Lindmeier and A. Heinze (Eds.) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Volume 2, pp. 385-392. Kiel, Germany: PME.
Charalampous, E. and Rowland, T. (2012) The experience of security in mathematics. In T-Y Tso (Ed.) Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Volume 2, pp. 115-122. Taipei, Taiwan: PME.
Rowland, T. (2012) Explaining Explaining. In S. Niewoudt, D. Laubscher and H Dreyer (Eds.) Proceedings of the Eighteenth National Congress of the Association for Mathematics Education of South Africa. Vol. 1, pp. 54-66. Potchefsfroom, South Africa: North-West University.
Rowland, T., Jared, L. and Thwaites, A. (2011) Secondary mathematics teachers’ content knowledge: the case of Heidi. In M. Pytlak, T. Rowland and E. Swoboda (Eds.) Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, 2827-2837. Rzeszow, Poland: University of Rzeszow.
Rowland, T., Thwaites, A. and Jared, L. (2011) Triggers of contingency in mathematics teaching. In B. Ubuz (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 73-80. Ankara, Turkey: PME.
Rowland, T. (2010) Knowledge for teaching: contrasting elementary and secondary mathematics. In V. Durand-Guerrier, S. Soury-Lavergne and F. Arzarello (Eds.) Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp. 1841-1850). Institut National de Recherche Pédagogique. www.inrp.fr/editions/cerme6
Rowland, T. (2010). Back to the data: Jason, and Elliot’s quarters. In M.M.F. Pinto and T.F. Kawasaki (Eds.). Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 97-104. Belo Horizonte, Brazil: PME.
Rowland, T. (2009) Beliefs and actions in university mathematics teaching. In M. Tzekaki, M. Kaldrimidou and C. Sakonidis (Eds.) Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Volume 5, pp. 17-24. Thessaloniki, Greece: PME.
Rowland, T. and Turner, F. (2009) Karen and Chloe: The Knowledge Quartet. In M. Tzekaki, M. Kaldrimidou and C. Sakonidis (Eds.) Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Volume 1, pp. 133-139. Thessaloniki, Greece: PME.
Rowland, T. (2009) Proofs, wranglers and virtual conversations. In D. Corcoran, T. Dooley, S. Close and R. Ward (Eds.) Proceedings of the Third National Conference on Research in Mathematics Education, pp. 435-444. Dublin: St Patrick’s College.
Rowland, T. (2007) ‘Prospective primary teachers’ use of mathematics teaching handbooks’. In D Pitta-Pantazi and G. Philippou (Eds.) Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 1965-1974). Nicosia, Cyprus: Department of Education, University of Cyprus.
Tatsis, K. and Rowland, T. (2006) ‘Vague language in Greek and English mathematical talk: a variation study in face-work.’ In J. Novotna, H. Moraova, M. Kratka, and N. Stehlikova (Eds.) Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Volume 5, pp. 257-264. Prague, Czech Republic: Charles University.
Huckstep, P., Rowland, T. and Thwaites, A. (2006) ‘The knowledge quartet: considering Chloe’. In M. Bosch (Ed.) Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (pp. 1568-1578). Barcelona, Spain: FUNDEMI IQS, Universitat Ramon Llull.
Thwaites, A., Huckstep, P. and Rowland, T. (2005) ‘The Knowledge Quartet: Sonia’s reflections.’ In D. Hewitt and A. Noyes (Eds.) Proceedings of the Sixth British Congress of Mathematics Education, pp. 168-175. London: British Society for Research into Learning Mathematics.
Rowland, T., Huckstep, P. and Thwaites, A. (2004) ‘Reflecting on prospective elementary teachers’ mathematics content knowledge: the case of Laura.’ In M. J. Høines and A. B. Fugelstad, (Eds.) Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Volume 4, pp. 121-128. Bergen, Norway: Bergen University College.
Rowland, T., Thwaites, A. and Huckstep, P. (2004) ‘Elementary Teachers’ Mathematics Content Knowledge and Choice of Examples’. In M. A. Mariotti CERME3: European Research in Mathematics Education III . Pisa: University of Pisa. [Compact Disk]
Rowland, T., Thwaites, A. and Huckstep, P. (2003) ‘Novices’ choice of examples in the teaching of elementary mathematics.’ In A. Rogerson (Ed.) Proceedings of the International Conference on the Decidable and the Undecidable in Mathematics Education, pp. 242-245. Brno, Czech Republic.
Rowland, T. (2002) ‘Proofs in number theory: history and heresy.’ In A. D. Cockburn and E. Nardi (Eds.) Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, Volume 1, pp. 230-235. Norwich: University of East Anglia.
Rowland, T., Martyn, S., Barber, P. and Heal, C. (2002) ‘The mathematics subject knowledge of pre-service elementary school teachers.’ In D. Edge and B. H. Yeap (Eds.) Mathematics Education in a Knowledge-Based Era: Proceedings of the Second East Asian Regional Conference on Mathematics Education and Ninth Southeast Asian Conference on Mathematics Education, Volume 2, pp. 274-280. Singapore: Nanyang Technological University.
Rowland, T. (2002) ‘Pragmatic perspectives on mathematics discourse.’ In J. Novotná (Ed.) CERME2: European Research in Mathematics Education II, pp. 408-419. Prague: Charles University.
Rowland, T., Martyn, S., Barber, P. and Heal, C. (2001) ‘Investigating the mathematics subject matter knowledge of pre-service elementary school teachers.’ In M. van den Heuvel-Panhuizen (Ed.) Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Volume 4, pp. 121-128. Utrecht, The Netherlands: Freudenthal Institute, Utrecht University.
Rowland, T. (1999) ‘The clinical interview: conduct and interpretation.’ In O. Zaslavsky (Ed.) Proceedings of the 23rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 129-136. Haifa, Israel: Israel Institute of Technology.
Rowland, T. (1998) ‘Conviction, explanation and generic examples.’ In A. Olivier and K. Newstead (Eds.) Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 65-72. Stellenbosch SA: University of Stellenbosch.
Rowland, T. (1997) ‘Fallibilism and the Zone of Conjectural Neutrality.’ In E. Pehkohnen, (Ed.) Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education, Vol 4, pp. 80-87. Lahti, Finland: University of Helsinki.
Rowland, T. (1996) ‘Counting, estimation and the language of uncertainty.’ In L. Puig and A. Gutiérrez (Eds.) Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education, pp. 235-243. Valencia, Spain: University of Valencia.
Rowland, T. (1996) ‘Researching mathematical thinking with talk, tape and transcripts.’ In M. Selinger and T. Smart (Eds.) Proceedings of the Third British Congress on Mathematics Education, pp. 279-286. Manchester: Manchester Metropolitan University.
Rowland, T. (1994) ‘Talking about uncertainty.’ In G. Wain (Ed.) Research Papers: British Congress on Mathematics Education 1993, pp. 84-86. Leeds: University of Leeds.
Lin, F-L. and Rowland, T. (2016). Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development. In A. Gutierrez, G. C. Leder, & P. Boero, The Second Handbook of Research on the Psychology of Mathematics Education (pp. 483-520). Rotterdam, The Netherlands: Sense Publishers.
Rowland, T. (2013) Mathematics teacher knowledge. In P. Andrews and T. Rowland (Eds.) MasterClass in Mathematics Education: International Perspectives on Teaching and Learning (pp. 87-98). London, Bloomsbury.
Rowland, T. (2013) The role of examples in mathematics teaching. In H. Mendick and D. Leslie (Eds) Debates in Mathematics Education, pp. 96-105. London: Routledge
Turner, F. and Rowland, T. (2011) The Knowledge Quartet as an organising framework for developing and deepening teachers’ mathematics knowledge. In T. Rowland & K. Ruthven (Eds) Mathematical Knowledge in Teaching (pp.195-212). London and New York: Springer.
Rowland, T. (2009) Geometry: tales of elegance and love. In B. Sriraman and S. Goodchild (Eds.) Relatively and Philosophically E(a)rnest:Festschrift in Honor of Paul Ernest’s 65th Birthday (pp. 197-219). Montana: Information Age Publishing.
Rowland, T. (2009) Just enjoying the mathematics. In S. Lerman and B. Davis (Eds.) Mathematical Action and Structures of Noticing: Studies Inspired by John Mason (pp. 49-61) Rotterdam, the Netherlands: Sense Publishers.
Rowland, T. (2008) ‘Researching teachers’ mathematics disciplinary knowledge.’ In P. Sullivan and T. Wood (Eds.) International handbook of mathematics teacher education:Vol.1. Knowledge and beliefs in mathematics teaching and teaching development (pp. 273-298). Rotterdam, the Netherlands: Sense Publishers.
Rowland, T. (2007) “Well maybe not exactly, but it’s around fifty basically”: vague language in mathematics classrooms. In J. Cutting (Ed.) Vague Language Explored, pp. 79-96. Basingstoke: Palgrave Macmillan,.
Fan, L. and Rowland, T. (2003) ‘Providing effective learning opportunities for all students: the British mathematics curriculum.’ In X. Sun (Ed.) International perspectives on the development of the mathematics curriculum, pp. 45-91. Beijing, China: Higher Education Press (in Chinese).
Rowland, T. (2001) ‘Language issues in mathematics.’ In L. Haggarty (Ed.) Aspects of Teaching Secondary Mathematics: Perspectives on Practice, pp. 179-190. London: Routledge Falmer.
Rowland, T. (2001) ‘Generic proofs in number theory.’ In S. Campbell and R. Zazkis (Eds.) Learning and teaching number theory: Research in cognition and instruction, pp. 157-184. Westport, CT: Ablex Publishing.
Huckstep, P. and Rowland, T. (2001) ‘Being creative with the truth? Self-expression and originality in pupils’ mathematics.’ In C. Morgan and K. Jones (Eds.) Research in Mathematics Education Volume 3: Papers of the British Society for Research into Learning Mathematics, pp. 183-196. London: British Society for Research into Learning Mathematics.
Rowland, T., Martyn, S., Barber, P. and Heal, C. (2000) ‘Primary teacher trainees’ mathematics subject knowledge and classroom performance.’ In T. Rowland and C. Morgan, (Eds.) Research in Mathematics Education Volume 2: Papers of the British Society for Research into Learning Mathematics, pp. 3-18. London: British Society for Research into Learning Mathematics.
Rowland, T. and Bills, L. (1999) ‘Examples, generalisation and proof.’ In L. Brown. (Ed.) Making Meanings in Mathematics: Refereed Proceedings of the British Society for Research into Learning Mathematics, pp. 103-116. York: QED Publications.
Rowland, T. (1999) ’Mathematics: all in the mind?’ In J. Riley and R. Prentice (Eds.) The Curriculum for 7-11 year olds, pp. 165-182. London: Paul Chapman Publishing.
Rowland, T. (1999) ‘Will it work? The language of interaction in mathematics.’ In E. Bearne (Ed.) Use of Language across the Secondary Curriculum, pp. 114-127. London: Routledge..
Rowland, T. and Rousham, L. (1996) ‘Numeracy and calculators.’ In R. Merttens (Ed.) Teaching Numeracy, pp. 61-76. Leamington: Scholastic Press.
Rowland, T. (1995) ‘Between the lines: the languages of mathematics’ in J. Anghileri (Ed.) Children’s Thinking in Primary Mathematics, pp. 54-73. Cassell.
Rowland, T. (1994) CAN in Suffolk: the First Six Months of a Calculator-Aware Number Curriculum. Cambridge: Homerton College Research Reports. [28 pages]
Rowland, T. (1989) CAN in Suffolk: the Beginnings of a Calculator-Aware Number Curriculum in Three Suffolk Primary Schools. Ipswich: Suffolk County Council Curriculum Topics. [56 pages]
de la Fuente, A, Rowland, T.and Deulofeu, J. (2016) Developing algebraic language in a problem solving environment: the role of teacher knowledge. Proceedings of the British Society for Research into Learning Mathematics 36(1) pp. 25-30.
Aldalan, B. and Rowland, T. (2014) Responding to students’ contributions in the mathematics classroom: the case of Saudi trainee primary teachers. Proceedings of the British Society for Research into Learning Mathematics 34(1) pp. 13-18.
Rowland, T. (2013) The Knowledge Quartet: a framework for analysing and developing mathematics teaching. In Fernandes, J. A., Martinho, M. H., Tinoco, J., & Viseu, F. (Eds.) Atas do XXIV Seminário de Investigação em Educação Matemática (pp. 31-47). Braga: Centro de Investigação em Educação da Universidade do Minho.
Rowland, T. (2013) The Knowledge Quartet: a tool for developing mathematics teaching. In M. Hahkioniemi, H. Leppaaho, P. Nieminen and J. Viiri (Eds.) Proceedings of the 2012 Annual Conference of the Finnish Mathematics and Science Education Research Association (pp. 11-24) Jyvaskyla, Finland: Jyvaskyla University.
Weston, T.L., Kleve, B. and Rowland, T. (2013) Developing an online coding manual for the Knowledge Quartet: An international project. Proceedings of the British Society for Research into Learning Mathematics 32(3) pp. 179-84.
Thwaites, A., Jared, L. and Rowland, T. (2011) Analysing secondary mathematics teaching with the Knowledge Quartet. Proceedings of the British Society for Research into Learning Mathematics 31(3) pp. 85-90.
Rowland, T. (2010) Frogs and ski-slopes: contrasting knowledge for elementary and secondary mathematics teaching. In Gagatsis, A., Rowland, T., Panaoura, A. and Stylianides, A. (Eds) Mathematics Education Research at the University of Cyprus and the University of Cambridge (pp. 185-201). Lefkosia: University of Cyprus. ISBN: 978-9963-9520-2-1
Ruthven, K. and Rowland, T. (2009) Mathematical Knowledge in Teaching: the Nuffield seminar series. Proceedings of the British Society for Research into Learning Mathematics 29(1) pp. 79 84.
Jones, K. and Rowland, T. (2008) ‘Brian Griffiths (1927–2008): a tribute to a pioneer in mathematics education’. Proceedings of the British Society for Research into Learning Mathematics 28(2) pp. 1-6.
Rowland, T. and Turner, F. (2008) ‘How shall we talk about ‘subject knowledge’ for mathematics teaching?’. Proceedings of the British Society for Research into Learning Mathematics 28(2) pp. 91-96.
Nardi, E. and Rowland, T. (2008) ‘Research in Mathematics Education’. Proceedings of the British Society for Research into Learning Mathematics 28(1) pp. 59-64
Rowland, T. (2007) ‘Developing knowledge for mathematics teaching: a theoretical loop.’ In S. Close, D. Corcoran and T. Dooley (Eds.) Proceedings of the Second National Conference on Research in Mathematics Education, pp. 13-26. Dublin: St Patrick’s College.
Rowland, T. (2005) ‘“Three cheers for Derek Haylock!” Primary PGCE students’ use of mathematics teaching handbooks.’ Proceedings of the British Society for Research into Learning Mathematics 25(2), pp. 97-102.
Rowland, T. (2005) ‘The Knowledge Quartet: a tool for developing mathematics teaching.’ In A. Gagatsis (Ed.) Proceedings of the Fourth Mediterranean Conference on Mathematics Education, pp. 69-81. Nicosia, Cyprus: Cyprus Mathematical Society.
Rowland, T. (2004) ‘The discourse of ‘subtraction as difference.’ Proceedings of the British Society for Research into Learning Mathematics 24(2), pp. 91-97.
Rowland, T., Huckstep, P. and Thwaites, A. (2003) ‘The Knowledge Quartet.’ Proceedings of the British Society for Research into Learning Mathematics 23(3), pp. 97-102.
Rowland, T., Barber, P., Heal, C. and Martyn, S. (2003) 'Prospective primary teachers' mathematics subject knowledge: substance and consequence.’ Proceedings of the British Society for Research into Learning Mathematics 23(3), pp. 91-96.
Rowland, T., Thwaites, A. and Huckstep, P. (2003) ‘The choice of examples in the teaching of mathematics: what do we tell the trainees?’ Proceedings of the British Society for Research into Learning Mathematics 23(2), pp. 85-90.
Huckstep, P., Rowland, T. and Thwaites, A. (2003) ‘Observing subject knowledge in primary mathematics teaching.’ Proceedings of the British Society for Research into Learning Mathematics 23(1), pp. 37-42.
Rowland, T. (2002) ‘Diagnostic tools and pedagogical content knowledge: a response.’ Proceedings of the British Society for Research into Learning Mathematics 22(1), pp. 59-64.
Rowland, T. (2001) ‘Safety in numbers? Number crunching and making sense.’ Proceedings of the British Society for Research into Learning Mathematics 21(3), pp. 76-81.
Rowland, T. and Huckstep, P. (2000) ‘Creative mathematics: real or rhetoric.’ In E Bills (Ed.) Proceedings of the British Society for Research in Learning Mathematics Day Conference at Warwick University, pp. 79-84. Coventry: University of Warwick,
Rowland, T., Martyn, S., Barber, P. and Heal, C. (1999) ‘Primary trainees mathematics subject knowledge: an update report.’ In E. Bills (Ed.) Proceedings of the British Society for Research in Learning Mathematics Day Conference at The Open University, pp. 73-76. Coventry: University of Warwick.
Hilton, C. and Rowland, T. (1999) ‘What do mathematics tests test?’ In E. Bills (Ed.) Proceedings of the British Society for Research in Learning Mathematics Day Conference at The Open University, pp. 19-24. Coventry: University of Warwick.
Rowland, T., Heal, C., Barber, P. and Martyn, S. (1998) ‘Mind the gaps: primary trainees’ mathematics subject knowledge.’ In E. Bills (Ed.) Proceedings of the British Society for Research in Learning Mathematics Day Conference at Birmingham, pp. 91-96. Coventry: University of Warwick.
Rowland, T. and Bills, L. (1996) ‘Examples, generalisation and proof.’ Proceedings of the British Society for Research in Learning Mathematics, London Institute of Education, pp. 1-7. London: Institute of Education.
Rowland, T. (1996) ‘Writing the thesis in mathematics education.’ Proceedings of the British Society for Research in Learning Mathematics, Sheffield, pp. 29-34. Sheffield: Sheffield Hallam University.
Rowland, T. (1995) ‘Inductive reasoning.’ Proceedings of British Society for Research in Learning Mathematics, Loughborough, pp. 53-57. Loughborough: Loughborough University.
Rowland, T. (2015) Teacher learning provoked by teaching: equal-area triangles. Tangenten 2/2015, pp. 43-48
Rowland, T. (2011) Å undervise i elementær matematikk: ikkje så elementært likevel [Teaching elementary mathematics: not elementary after all]. Tangenten 1/2011, pp. 2-8 (in Norwegian)
Rowland, T. and Hatch, G. (2006) ‘Learning to teach: Tim’s story.’ Mathematics Teaching 197, pp. 36-39.
Hatch, G. and Rowland, T. (2006) ‘Learning to teach: Gill’s story.’ Mathematics Teaching 196, pp. 3-7.
Rowland, T. (2006) ‘Subtraction – difference or comparison?’ Mathematics in School 35(2), pp. 32 35.
Rowland, T. (2004) ‘Mathematics Teaching: celebrating ‘the knowledge.’ Mathematics in School 33(5), pp. 12-13.
Rowland, T. (2001) ‘Generic proofs: setting a good example.’ Mathematics Teaching 177, pp. 40 43.
Rowland, T. (1999) ‘The Dorothy Gardner Memorial Lecture : The National Numeracy Strategy.’ Institute of Education Child Development Society Newsletter 48, pp. 5-8.
Rowland, T. (1999) ‘i’ is for induction.’ Mathematics Teaching 167, pp. 23-27.
Rowland, T. (1997) ‘Dividing by three-quarters: what Susie saw.’ Mathematics Teaching 160, pp. 30-33.
Rowland, T. and Hall, R. (1997) ‘The classical form of Pythagorean triples.’ Mathematical Gazette 81 no. 491, pp. 270-272.
Rowland, T. and Corbett, C. (1995) ‘Don’t get angry, get even: the milk crate problem revisited.’ Mathematics in School 25(5), pp. 2-5.
Rowland, T. (1995) ‘Promoting cornflakes: what do you expect?’ Mathematical Gazette 79 no. 486, pp. 549-552.
Rowland, T. (1993) ‘Hyperpainting: mind games for night riders.’ Mathematics Teaching 143, pp. 28-29.
Rowland, T. (1992) ‘Inadmissible evidence.’ Micromath 8(1), pp. 27-28.
Rowland, T. (1992) ‘Pop Maths postscript.’ Mathematical Gazette 76 no. 476, pp. 254-256.
Rowland, T. (1990) ‘CAN openers.’ Mathematics in School 19(2), pp. 34-37.
Rowland, T. (1989) ‘Polyominoes with patterns.’ Micromath 5(3), pp. 46-50.
Rowland, T. (1987) ‘Microwhat?’ Micromath 3(3), p. 64.
Rowland, T. (1986) ‘Problem solving with a micro.’ Micromath 2(3), pp. 22-23.
Rowland, T. (1982) ‘Toss Fibonacci!’ Mathematical Gazette 68 no. 445, pp. 183-186.
Rowland, T. (1982) ‘Teaching directed numbers: an experiment.’ Mathematics in School 11(1), pp. 24-27.
Rowland, T. (1974) ‘Real functions which generate the dihedral groups.’ Mathematics Teaching 69, pp. 40-47.
Rowland, T. (1970) ‘A generalisation of a well-known puzzle.’ Mathematics Teaching 53, pp. 35 38.
Rowland, T. (2001) ‘The sum of a good maths teacher.’ Research Focus, Times Educational Supplement p. 26, 02.02.2001.
Rowland, T., Martyn, S., Barber, P. and Heal, C. (1999) ‘Discovering the ABC of Number.’ Research Focus, Times Educational Supplement p. 25, 12.3.1999.
2016
Teacher learning provoked by teaching: equal-area triangles. Eighth YERME Summer School (YESS-8), Podebrady, Czech Republic. 13th-20th August 2016
Analysing secondary mathematics teaching with the Knowledge Quartet. ICME-13 TSG46 Conceptualization and theorization of knowledge in/for teaching mathematics at the secondary level. Hamburg, 26th July 2016
The Knowledge Quartet 2003-15: genesis and evolution of a theory of mathematical knowledge in teaching. University of Agder, Norway 24th June 2016.
Three signposts on the road to mastery. Cambridge Maths Hub Mastery Forum. 15th March 2016
Teacher learning provoked by teaching: equal-area triangles. University of Tromso, Norway, 1st February 2016
2015
Knowledge for teaching elementary mathematics: More than meets the eye. Mesa de trabajo 3: First Congress on the specific teaching practice and in the training of teachers: Universidad de Tarapacá, Arica, Chile. 4th November 2015
Teacher knowledge and mathematics teacher education. Opening plenary: First Congress on the specific teaching practice and in the training of teachers: Universidad de Tarapacá, Arica, Chile. 3rd November 2015
Learning from mathematics teaching: embracing ‘the unexpected’. Interdisciplinary Workshop on Mathematics Education, Center for Research on Educational Policy and Practice, Catholic University of Chile. 27 October 2015
Knowledge for teaching primary mathematics: More than meets the eye. Enhancing Mathematical Learning through Talk – Pan-London Dissemination Conference, Brunel University. 3rd July 2015
Mathematics teaching: Choices and consequences. Enhancing Mathematical Learning through Talk Seminar 5, Brunel University (Richmond) 27 April 2015
Powerful mathematics teaching: embracing ‘the unexpected’. Plenary presentation at Conversations on Knowledge for Teaching Conference. Launceston, Tasmania, 13 February 2015
The Knowledge Quartet 2003-13: genesis and evolution of a theory of mathematical knowledge in teaching. Mathematics & Statistics Education Seminar University of Auckland, 30th January 2015
2014
Mathematics teaching: surprises and opportunities. Matematikksenteret Novemberkonferansen, NTNU Trondheim, 27th November 2014
Explaining to Jennifer. Seminar: Loughborough University Mathematics Education Centre, 22nd October 2014
The Knowledge Quartet. Seventh YERME Summer School (YESS-7), Reinhardswaldschule, Kassel, Germany. 4th-11th August 2014
Developing mathematics teaching with the Knowledge Quartet 2003-13: Origins and episodes. University of Athens, Greece. 11th June 2014
Mathematical Knowledge in Teaching. Symposium on Research into Aspects of Mathematics Teaching. Department of Mathematics & Statistics, NUI Maynooth, Ireland. 6th June 2014
Representing Mathematics in the Classroom. Research Seminar, University of East Anglia, 13th February
Starting from the data: The genesis of the Knowledge Quartet. Høgskolen i Sør-Trøndelag, Norway. 16th January 2014
2013
Developing mathematics teaching with the Knowledge Quartet 2003-13: Origins and episodes. XXIV Seminário de Investigação em Educação Matemática Braga, Portugal: Universidade do Minho. 17th November 2013.
University mathematics teaching: is this the real thing? Invited plenary talk, Irish Mathematical Society Conference, NUI Maynooth, Ireland, 26th August 2013
Who owns a theory? The case of the Knowledge Quartet. University of Southampton, 13 May 2013
Mathematical explanation. University of Leeds, 29 April 2013
Mathematical explanation. Seminar, University of Oslo, 23 January 2013
Mathematical explanation. Seminar, Brunel University, 16 January 2013
2012
Perspectives on mathematics teacher knowledge: the Knowledge Quartet. University of Dundee, 23 November 2012
The Knowledge Quartet: a framework for developing knowledge for teaching mathematics. Symposium of the Finnish mathematics and science education research association: University of Jyväskylä, Finland. 9 November 2012
Auditing the mathematical knowledge of elementary school teachers. Seminar, St Patrick’s College, Drumcondra. 27 September 2012
Explaining Explaining. Invited plenary presentation, Eighteenth National Congress of the Association for Mathematics Education of South Africa. 25th June 2012. North-West University, Potchesfroom, South Africa.
Explanation in mathematics teaching. Research seminar. University College Trondheim, Norway. 27 April 2012
2011
The Knowledge Quartet. Dokuz Eylül University, İzmir, Turkey. 11 November 2011
Mathematics teacher knowledge. Doctoral seminars, University of Oslo. 23-24 March 2011
2010
Knowledge for mathematics teaching: the Knowledge Quartet. Research seminar, Centro de Investigación y de Estudios Avanzados del IPN, Mexico City, Mexico. 5th November 2010
Analysing mathematics teaching with the Knowledge Quartet. Research seminar, Centro de Investigación y de Estudios Avanzados del IPN, Mexico City, Mexico. 4th November 2010
Knowing and using the Knowledge Quartet. Research seminar, Universidad Pedagógica Nacional, Mexico City, Mexico. 3rd November 2010
The Knowledge Quartet. Invited talk to students at University of Leicester. 11th June 2010
Mathematical knowledge in teaching: situations, types and prototypes. Mathematics Education SIG, Institute of Education, University of London. 7th June 2010
Knowledge for mathematics teaching: beyond subject matter. Research seminar, University College, Oslo, Norway. 27th May 2010
Mathematics teachers' knowledge in action: a celebration. Holmboe Prize Symposium, University College, Oslo, Norway. 26th May 2010
Mathematical knowledge in teaching. Research seminar. Universitat Autònoma de Barcelona, Spain, 11th May 2010
2009
Karen and Chloe: the Knowledge Quartet. Research Forum 1, Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece.
Teacher knowledge: the undergraduate mathematics lecture. Seminar: King’s College London.
What should an undergraduate mathematics lecture look like? Midlands Mathematics Education Seminar, Loughborough University,.
2008
Mathematical Knowledge for Teaching. Eleventh International Congress in Mathematical Education, Monterrey, Mexico. Topic Study Group 27: Mathematical knowledge for teaching.
Primary teacher education in England. Seminar on Primary School Teacher Training, University of the Aegean, Rhodes.
Is it something I said? Promoting equity and participation in mathematics classrooms by attention to language. National Science Foundation sponsored seminar on Equitable Discourse Practices in Mathematics Classrooms, University of Rochester, New York.
2007
Developing knowledge for mathematics teaching: a theoretical loop. Second Mathematics in Ireland Conference, University College Dublin.
The mathematical knowledge of elementary school teachers: a comparative perspective. Hong Kong Association for Mathematics Education, Hong Kong Baptist University.
Knowledge bases for mathematics teaching. Agder University College, Kristiansand, Norway.
2006
Lecture and workshops, Costeas-Geitonas Mathematics Education Seminar, Athens, Greece.
Knowledge bases for mathematics teaching. Seminar, University of East Anglia.
2005
Lectures on mathematics teacher knowledge. Summer school on Didactics and Methodology in Mathematics. Delphi, Greece,
The knowledge quartet: a framework for reflection, discussion and professional development. International Commission on Mathematical Instruction Conference on the Professional Education and Development of Teachers of Mathematics. Águas de Lindóia, Brazil.
The knowledge quartet: a tool for developing mathematics teaching. Fourth Mediterranean Conference on Mathematics Education, Palermo, Sicily.
2004
The pursuit of perfect pedagogy. St Patrick’s College, Dublin.
The knowledge quartet. Seminar, School of Mathematical Sciences, London Institute of Education.
2012-13 Economic and Social Research Council. The effects of social pedagogic contexts in the teaching of primary mathematics: facilitating learning in two cultures (with Linda Hargreaves, Maurice Galton and Peter Kutnick)
2009-12 Medical Research Council: Cognitive neuroscience of developmental dyscalculia (with Dénes Szücs, Usha Goswami, Rhodri Cusack).
2007-08 Nuffield Foundation: Seminar series on Mathematical Knowledge in Teaching (with Kenneth Ruthven).
2002 Research Development Fund, University of Cambridge: Primary school teachers’ mathematics subject knowledge and classroom practice (with Anne Thwaites, Peter Huckstep).
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review
Research output: Contribution to journal › Article › peer-review
Research output: Contribution to journal › Article › peer-review
Research output: Contribution to journal › Article › peer-review