Alf Coles
Biographic Data
| ID | 144550 |
|---|---|
| NAME | Alf Coles |
| GIVEN NAMES | Alf |
| FAMILY NAME | Coles |
| SIGNATURE | COLES A |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0001-7301-409X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Shifts of Caring and Mathematical Content in Contexts of Marginalization
This paper explores how aspects of care and mathematical content come into play when prospective teachers design and teach a task centered on socio-ecological issues relevant to their lives. A group of 23 teachers, including 15 from the Bedouin community in Israel, took part in a task photo-design-teach-reflect cycle, which includes: 1) taking a photograph of an issue from everyday life and discussing it in class; 2) making a collaborative decisi…
The Promise of AI Object-Recognition in Learning Mathematics
We developed and trained a prototype AI-based object-recognition app, blockplay.ai, to recognise Cuisenaire rods placed on a tabletop, and speak the rods’ lengths. We challenged 6-year-olds in a primary school in England to play a ‘game’: can you make the app say the two times table? Drawing methodologically on theories of embodiment, we analyse two videoclips, each of a child interacting with rods, the app and the task set by the researchers, as…
Bracing Ourselves
We articulate the principles behind our practices as teacher educators for an Initial Teacher Education (ITE) provider in South-West England working in partnership with local schools. We position them as ‘braces’ that enable us not only to withstand but ‘embrace’ the challenges of the current policy environment, which imposes braces of its own. All ITE providers in England must present their curriculum and teaching plans for approval by the Depar…
New Spatial Imaginaries for International Curriculum Projects
This article explores the complex relational landscape of international partnerships where local and transnational education objectives are entangled. We present a methodological practice for experimenting with diagrams and maps. Our emphasis on spatial rendering of local/global relationality is intended to invite discussion about the postcolonial context of international education work and the geopolitics of transnational curriculum. We pursue a…
Re-thinking ‘Concrete to Abstract’ in Mathematics Education
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Re-thinking ‘Concrete to Abstract’ in Mathematics Education
New Spatial Imaginaries for International Curriculum Projects
This article explores the complex relational landscape of international partnerships where local and transnational education objectives are entangled. We present a methodological practice for experimenting with diagrams and maps. Our emphasis on spatial rendering of local/global relationality is intended to invite discussion about the postcolonial context of international education work and the geopolitics of transnational curriculum. We pursue a…
The Promise of AI Object-Recognition in Learning Mathematics
We developed and trained a prototype AI-based object-recognition app, blockplay.ai, to recognise Cuisenaire rods placed on a tabletop, and speak the rods’ lengths. We challenged 6-year-olds in a primary school in England to play a ‘game’: can you make the app say the two times table? Drawing methodologically on theories of embodiment, we analyse two videoclips, each of a child interacting with rods, the app and the task set by the researchers, as…
Bracing Ourselves
We articulate the principles behind our practices as teacher educators for an Initial Teacher Education (ITE) provider in South-West England working in partnership with local schools. We position them as ‘braces’ that enable us not only to withstand but ‘embrace’ the challenges of the current policy environment, which imposes braces of its own. All ITE providers in England must present their curriculum and teaching plans for approval by the Depar…
Shifts of Caring and Mathematical Content in Contexts of Marginalization
This paper explores how aspects of care and mathematical content come into play when prospective teachers design and teach a task centered on socio-ecological issues relevant to their lives. A group of 23 teachers, including 15 from the Bedouin community in Israel, took part in a task photo-design-teach-reflect cycle, which includes: 1) taking a photograph of an issue from everyday life and discussing it in class; 2) making a collaborative decisi…
Engineering (4 works) · Computer Science (3 works) · Mathematics education (3 works) · Mathematics Education and Teaching Techniques (3 works) · Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Epistemology (2 works) · Political science (2 works)