Richard Barwell
Biographic Data
| ID | 4330244 |
|---|---|
| NAME | Richard Barwell |
| GIVEN NAMES | Richard |
| FAMILY NAME | Barwell |
| SIGNATURE | BARWELL R |
| AFFILIATIONS | University of Ottawa |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Mathematicians on the Radio
Metaphors are recognized as bridging scientists’ challenges in communication with the public. In mathematics, however, which often involves abstract concepts and relations, less attention has been paid to the role of metaphors in public communication. In this article we examine the metaphors appearing in the discourse of 10 mathematicians in five radio broadcasts to communicate advanced mathematical concepts and activities to the public. Using Ca…
Mathematical Morality Tales
Mathematics Education in the News
Post-normal science and mathematics education in uncertain times
In this paper we argue that the academic fields of critical mathematics education and post-normal science are complementary and can provide mutual benefits for the future. Post-normal science promotes the idea of extended peer communities, through which citizens participate with knowledge and insights in urgent and complex societal issues with conflicting stakes. Meanwhile, critical mathematics education is a philosophy of mathematics education t…
The Incidence of Nominal and Real Wage Rigidities in Great Britain
This article analyses the extent of rigidities in wage setting in Great Britain over the 1980s and 1990s. Our estimation strategy follows the generalised Altonji and Devereux (2000) model discussed in the introduction to this Feature, but it includes modifications to include some special features of the British data. Our estimates reveal that real rigidities in wage setting are more prevalent than nominal rigidities in Great Britain, although the…
Empowerment, EAL and the National Numeracy Strategy
This paper concerns the relationship between learning English as an additional language (EAL) and school mathematics. In bilingual education, Cummins has proposed a distinction between coercive and collaborative power-relations as an important consideration in the education of such students, advocating collaboration as a means to empower such students, and so enable more effective learning. In this paper, I explore these ideas through a discursiv…
Working on arithmetic word problems when English is an additional language
There has been little research in the UK into how students learning English as an additional language (EAL) learn mathematics. This article reports results from a three‐year study of the participation of learners of EAL in Year 5 in an arithmetic word problem task. The research, drawing on ideas from discursive psychology, used discourse analysis to explore patterns of attention in students' interaction as they worked in pairs or threes. The arti…
Post-normal science and mathematics education in uncertain times
In this paper we argue that the academic fields of critical mathematics education and post-normal science are complementary and can provide mutual benefits for the future. Post-normal science promotes the idea of extended peer communities, through which citizens participate with knowledge and insights in urgent and complex societal issues with conflicting stakes. Meanwhile, critical mathematics education is a philosophy of mathematics education t…
The Incidence of Nominal and Real Wage Rigidities in Great Britain
This article analyses the extent of rigidities in wage setting in Great Britain over the 1980s and 1990s. Our estimation strategy follows the generalised Altonji and Devereux (2000) model discussed in the introduction to this Feature, but it includes modifications to include some special features of the British data. Our estimates reveal that real rigidities in wage setting are more prevalent than nominal rigidities in Great Britain, although the…
Working on arithmetic word problems when English is an additional language
There has been little research in the UK into how students learning English as an additional language (EAL) learn mathematics. This article reports results from a three‐year study of the participation of learners of EAL in Year 5 in an arithmetic word problem task. The research, drawing on ideas from discursive psychology, used discourse analysis to explore patterns of attention in students' interaction as they worked in pairs or threes. The arti…
Empowerment, EAL and the National Numeracy Strategy
This paper concerns the relationship between learning English as an additional language (EAL) and school mathematics. In bilingual education, Cummins has proposed a distinction between coercive and collaborative power-relations as an important consideration in the education of such students, advocating collaboration as a means to empower such students, and so enable more effective learning. In this paper, I explore these ideas through a discursiv…
Working on arithmetic word problems when English is an additional language
There has been little research in the UK into how students learning English as an additional language (EAL) learn mathematics. This article reports results from a three‐year study of the participation of learners of EAL in Year 5 in an arithmetic word problem task. The research, drawing on ideas from discursive psychology, used discourse analysis to explore patterns of attention in students' interaction as they worked in pairs or threes. The arti…
The Incidence of Nominal and Real Wage Rigidities in Great Britain
This article analyses the extent of rigidities in wage setting in Great Britain over the 1980s and 1990s. Our estimation strategy follows the generalised Altonji and Devereux (2000) model discussed in the introduction to this Feature, but it includes modifications to include some special features of the British data. Our estimates reveal that real rigidities in wage setting are more prevalent than nominal rigidities in Great Britain, although the…
Post-normal science and mathematics education in uncertain times
In this paper we argue that the academic fields of critical mathematics education and post-normal science are complementary and can provide mutual benefits for the future. Post-normal science promotes the idea of extended peer communities, through which citizens participate with knowledge and insights in urgent and complex societal issues with conflicting stakes. Meanwhile, critical mathematics education is a philosophy of mathematics education t…
Mathematical Morality Tales
Mathematics Education in the News
Mathematicians on the Radio
Metaphors are recognized as bridging scientists’ challenges in communication with the public. In mathematics, however, which often involves abstract concepts and relations, less attention has been paid to the role of metaphors in public communication. In this article we examine the metaphors appearing in the discourse of 10 mathematicians in five radio broadcasts to communicate advanced mathematical concepts and activities to the public. Using Ca…
Mathematics education (5 works) · Mathematics (4 works) · Sociology (4 works) · Computer Science (2 works) · Connected Mathematics (2 works) · Economics (2 works) · Educational Strategies and Epistemologies (2 works) · Linguistics (2 works) · Mathematics Education and Teaching Techniques (2 works) · Narrative (2 works)