Celia Hoyles
Biographic Data
| ID | 194160 |
|---|---|
| NAME | Celia Hoyles |
| GIVEN NAMES | Celia |
| FAMILY NAME | Hoyles |
| SIGNATURE | HOYLES C |
| AFFILIATIONS | University of London |
| ORCID | 0000-0001-5724-7600 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
How Learning to Speak the Language of a Computer-Based Digital Environment Can Plant Seeds of Algebraic Generalisation
When learning in a digital interactive mathematics learning environment (DIMLE) designed to foster the development of specific mathematics content, students come to express their ideas through different languages and representations. We devise a method based on the Theory of Instrumental Genesis (TIG) to analyse aspects of a middle school student’s learning about algebraic generalisation in a DIMLE called “eXpresser”. Our analytic scheme allows u…
The Technological Mediation of Mathematics and Its Learning
This paper examines the extent to which mathematical knowledge, and its related pedagogy, is inextricably linked to the tools – physical, virtual, cultural – in which it is expressed. Our goal is to focus on a few exemplars of computational tools, and to describe with some illustrative examples, how mathematical meanings are shaped by their use. We begin with an appraisal of the role of digital technologies, and our rationale for focusing on them…
Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work
The first aim of this article is to present a characterization of the techno-mathematical literacies needed for effective practice in modern, technology-rich workplaces that are both highly automated and increasingly focused on flexible response to customer needs. The second aim is to introduce an epistemological dimension to activity theory, specifically to the notions of boundary object and boundary crossing. We draw on ethnographic research in…
Learning and Technology at Work
Students’ Developing Knowledge in a Subject Discipline
In this paper, we describe research that combined quantitative and qualitative methods in order to investigate how students’ mathematical explanations change over time and to identify factors underlying any changes. The quantitative methods used included tracing trends in hierarchically ordered categorical data, and multi‐level analyses of student scores to identify significant predictors of students’ progress. Qualitative methods used included i…
The changing undergraduate experience
The shift from an élite to a mass system of higher education can be expected to have led to adjustments in the content of degree programmes. This study points to three main areas of change that have taken place in the content of single honours undergraduate mathematics degrees in England and Wales between 1989 and 1996. The range of mathematics covered has been broadened in favour of ‘new ̊s applications of mathematics, a smaller amount of advanc…
Learning Mathematics in Groups with Computers
This paper traces a methodology for analysing groupwork with computers, together with some of the findings. The theoretical underpinning of the research is outlined along with how this theory informed the design of the study. In order to make explicit the research process, reflections on the project revolve around a detailed description of how the data were analysed and the phases through which the analysis progressed. This includes how decisions…
Learning and interaction in groups with computers
In the research reported in this article, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi‐site case study design in six schools and involved eight groups of six mixed‐sex, mixed‐ability pupils (aged 9–12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other re…
Girls and Computers
Graded Assessment and Learning Hierarchies in Mathematics
The Graded Assessment in Mathematics (GAIM) project has sought legitimation, at least in part, by appealing to notions of child‐centred learning. At the same time, in order to gain acceptance, it has attached itself to a certification procedure, namely the General Certificate of Secondary Education (GCSE). This paper argues that the demands imposed by the needs of certification are irreconcilable with a requirement for child‐focused ‘diagnostic’ …
Graded Assessment and Learning Hierarchies in Mathematics
The Graded Assessment in Mathematics (GAIM) project has sought legitimation, at least in part, by appealing to notions of child‐centred learning. At the same time, in order to gain acceptance, it has attached itself to a certification procedure, namely the General Certificate of Secondary Education (GCSE). This paper argues that the demands imposed by the needs of certification are irreconcilable with a requirement for child‐focused ‘diagnostic’ …
Learning and interaction in groups with computers
In the research reported in this article, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi‐site case study design in six schools and involved eight groups of six mixed‐sex, mixed‐ability pupils (aged 9–12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other re…
Graded Assessment and Learning Hierarchies in Mathematics
The Graded Assessment in Mathematics (GAIM) project has sought legitimation, at least in part, by appealing to notions of child‐centred learning. At the same time, in order to gain acceptance, it has attached itself to a certification procedure, namely the General Certificate of Secondary Education (GCSE). This paper argues that the demands imposed by the needs of certification are irreconcilable with a requirement for child‐focused ‘diagnostic’ …
Girls and Computers
Learning and interaction in groups with computers
In the research reported in this article, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi‐site case study design in six schools and involved eight groups of six mixed‐sex, mixed‐ability pupils (aged 9–12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other re…
Learning Mathematics in Groups with Computers
This paper traces a methodology for analysing groupwork with computers, together with some of the findings. The theoretical underpinning of the research is outlined along with how this theory informed the design of the study. In order to make explicit the research process, reflections on the project revolve around a detailed description of how the data were analysed and the phases through which the analysis progressed. This includes how decisions…
The changing undergraduate experience
The shift from an élite to a mass system of higher education can be expected to have led to adjustments in the content of degree programmes. This study points to three main areas of change that have taken place in the content of single honours undergraduate mathematics degrees in England and Wales between 1989 and 1996. The range of mathematics covered has been broadened in favour of ‘new ̊s applications of mathematics, a smaller amount of advanc…
Students’ Developing Knowledge in a Subject Discipline
In this paper, we describe research that combined quantitative and qualitative methods in order to investigate how students’ mathematical explanations change over time and to identify factors underlying any changes. The quantitative methods used included tracing trends in hierarchically ordered categorical data, and multi‐level analyses of student scores to identify significant predictors of students’ progress. Qualitative methods used included i…
Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work
The first aim of this article is to present a characterization of the techno-mathematical literacies needed for effective practice in modern, technology-rich workplaces that are both highly automated and increasingly focused on flexible response to customer needs. The second aim is to introduce an epistemological dimension to activity theory, specifically to the notions of boundary object and boundary crossing. We draw on ethnographic research in…
Learning and Technology at Work
The Technological Mediation of Mathematics and Its Learning
This paper examines the extent to which mathematical knowledge, and its related pedagogy, is inextricably linked to the tools – physical, virtual, cultural – in which it is expressed. Our goal is to focus on a few exemplars of computational tools, and to describe with some illustrative examples, how mathematical meanings are shaped by their use. We begin with an appraisal of the role of digital technologies, and our rationale for focusing on them…
How Learning to Speak the Language of a Computer-Based Digital Environment Can Plant Seeds of Algebraic Generalisation
When learning in a digital interactive mathematics learning environment (DIMLE) designed to foster the development of specific mathematics content, students come to express their ideas through different languages and representations. We devise a method based on the Theory of Instrumental Genesis (TIG) to analyse aspects of a middle school student’s learning about algebraic generalisation in a DIMLE called “eXpresser”. Our analytic scheme allows u…
Computer Science (8 works) · Mathematics education (8 works) · Psychology (7 works) · Sociology (7 works) · Innovative Teaching and Learning Methods (5 works) · Engineering (4 works) · Mathematics Education and Teaching Techniques (4 works) · Social science (4 works) · Epistemology (3 works) · Management science (3 works)