Kenneth Ruthven
Biographic Data
| ID | 5239664 |
|---|---|
| NAME | Kenneth Ruthven |
| GIVEN NAMES | Kenneth |
| FAMILY NAME | Ruthven |
| SIGNATURE | RUTHVEN K |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0002-5186-6707 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Problematising learning to teach through mathematical problem posing
Tracing teachers’ transformation of knowledge in social media
Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics
While research suggests that interactive pedagogy drawing on students’ ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under‐researched normative aspect of such practice which shapes participants’ actions and expectations. Drawing on theories of social practic…
A research-informed dialogic-teaching approach to early secondary school mathematics and science
The Effecting Principled Improvement in STEM Education [epiSTEMe] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a for…
Design Tools in Didactical Research
European programs of design research have developed distinctive types of apparatus to structure and support the process of didactical design. This article illustrates how intermediate frameworks and design tools serve to mediate the contribution of grand theories to the design process, by coordinating and contextualizing theoretical insights on the epistemological and cognitive dimensions of a knowledge domain for the particular purposes of desig…
Teachers' developing ‘practical theories’ of the contribution of information and communication technologies to subject teaching and learning
This article examines teachers' ‘practical theories’ concerning the contribution of information and communications technology (ICT) to teaching and learning, as they are elaborated and refined in action. The study arose from a collaborative programme of 10 small‐scale projects through which participating teacher‐researchers aimed to develop a range of pedagogic strategies involving the use of computer‐based ICTs within their subject areas (Classi…
Teacher representations of the successful use of computer-based tools and resources in secondary-school English, mathematics and science
Creating a calculator‐aware number curriculum
Pupil perspectives on the contribution of information and communication technology to teaching and learning in the secondary school
This study explores pupils ’ views of the use of information and communication technology (ICT) within subject teaching and learning. Members of three year cohorts (Years 8, 10 and 12) in six English secondary schools took part in focus group interviews during the first half of 2000. The views elicited in the course of the 27 interviews are summarised in terms of six themes. Pupils saw computer-based tools and resources as helping not just to eff…
The long‐term influence of a ‘calculator‐aware’ number curriculum on pupils’ mathematical attainments and attitudes in the primary phase
This study examines the long‐term influence of a widely discussed ‘calculator‐aware’ approach to number on the mathematical attainments and attitudes of pupils in the primary phase. It focuses on a cohort of pupils aged 10/11 who entered reception class during the 1989/90 school year and had progressed to year 6, the final year of primary education in England, in the 1995/96 year. Data were gathered in six neighbouring primary schools. Three scho…
Proof Practices and Constructs of Advanced Mathematics Students
Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post‐Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become l…
Computer Literacy and the Curriculum
Computer literacy and the curriculum
(1984). Computer literacy and the curriculum. British Journal of Educational Studies: Vol. 32, No. 2, pp. 134-147
The Disciplines Thesis and the Curriculum
The disciplines thesis and the curriculum
primarily associated with Hirst and Phenix, and it is in the works of these two theorists that it can be found in its most developed forms.' This paper will examine the thesis and its implications in relation to mathematics. There are a number of reasons for this choice of approach. First, while there are fairly substantial disagreements between Hirst and Phenix at a more general level-Hirst has, for example, criticized the basis of Phenix's prim…
Tracing teachers’ transformation of knowledge in social media
Teacher representations of the successful use of computer-based tools and resources in secondary-school English, mathematics and science
Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics
While research suggests that interactive pedagogy drawing on students’ ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under‐researched normative aspect of such practice which shapes participants’ actions and expectations. Drawing on theories of social practic…
A research-informed dialogic-teaching approach to early secondary school mathematics and science
The Effecting Principled Improvement in STEM Education [epiSTEMe] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a for…
Teachers' developing ‘practical theories’ of the contribution of information and communication technologies to subject teaching and learning
This article examines teachers' ‘practical theories’ concerning the contribution of information and communications technology (ICT) to teaching and learning, as they are elaborated and refined in action. The study arose from a collaborative programme of 10 small‐scale projects through which participating teacher‐researchers aimed to develop a range of pedagogic strategies involving the use of computer‐based ICTs within their subject areas (Classi…
The long‐term influence of a ‘calculator‐aware’ number curriculum on pupils’ mathematical attainments and attitudes in the primary phase
This study examines the long‐term influence of a widely discussed ‘calculator‐aware’ approach to number on the mathematical attainments and attitudes of pupils in the primary phase. It focuses on a cohort of pupils aged 10/11 who entered reception class during the 1989/90 school year and had progressed to year 6, the final year of primary education in England, in the 1995/96 year. Data were gathered in six neighbouring primary schools. Three scho…
The Disciplines Thesis and the Curriculum
The disciplines thesis and the curriculum
primarily associated with Hirst and Phenix, and it is in the works of these two theorists that it can be found in its most developed forms.' This paper will examine the thesis and its implications in relation to mathematics. There are a number of reasons for this choice of approach. First, while there are fairly substantial disagreements between Hirst and Phenix at a more general level-Hirst has, for example, criticized the basis of Phenix's prim…
Computer Literacy and the Curriculum
Computer literacy and the curriculum
(1984). Computer literacy and the curriculum. British Journal of Educational Studies: Vol. 32, No. 2, pp. 134-147
Proof Practices and Constructs of Advanced Mathematics Students
Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post‐Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become l…
The long‐term influence of a ‘calculator‐aware’ number curriculum on pupils’ mathematical attainments and attitudes in the primary phase
This study examines the long‐term influence of a widely discussed ‘calculator‐aware’ approach to number on the mathematical attainments and attitudes of pupils in the primary phase. It focuses on a cohort of pupils aged 10/11 who entered reception class during the 1989/90 school year and had progressed to year 6, the final year of primary education in England, in the 1995/96 year. Data were gathered in six neighbouring primary schools. Three scho…
Creating a calculator‐aware number curriculum
Pupil perspectives on the contribution of information and communication technology to teaching and learning in the secondary school
This study explores pupils ’ views of the use of information and communication technology (ICT) within subject teaching and learning. Members of three year cohorts (Years 8, 10 and 12) in six English secondary schools took part in focus group interviews during the first half of 2000. The views elicited in the course of the 27 interviews are summarised in terms of six themes. Pupils saw computer-based tools and resources as helping not just to eff…
Teacher representations of the successful use of computer-based tools and resources in secondary-school English, mathematics and science
Teachers' developing ‘practical theories’ of the contribution of information and communication technologies to subject teaching and learning
This article examines teachers' ‘practical theories’ concerning the contribution of information and communications technology (ICT) to teaching and learning, as they are elaborated and refined in action. The study arose from a collaborative programme of 10 small‐scale projects through which participating teacher‐researchers aimed to develop a range of pedagogic strategies involving the use of computer‐based ICTs within their subject areas (Classi…
Design Tools in Didactical Research
European programs of design research have developed distinctive types of apparatus to structure and support the process of didactical design. This article illustrates how intermediate frameworks and design tools serve to mediate the contribution of grand theories to the design process, by coordinating and contextualizing theoretical insights on the epistemological and cognitive dimensions of a knowledge domain for the particular purposes of desig…
A research-informed dialogic-teaching approach to early secondary school mathematics and science
The Effecting Principled Improvement in STEM Education [epiSTEMe] project undertook pedagogical research aimed at improving pupil engagement and learning in early secondary school physical science and mathematics. Using principles identified as effective in the research literature and drawing on a range of existing pedagogical resources, the project designed and trialled a classroom intervention, with associated professional development, in a for…
Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics
While research suggests that interactive pedagogy drawing on students’ ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under‐researched normative aspect of such practice which shapes participants’ actions and expectations. Drawing on theories of social practic…
Tracing teachers’ transformation of knowledge in social media
Problematising learning to teach through mathematical problem posing
Psychology (15 works) · Mathematics education (14 works) · Pedagogy (13 works) · Computer Science (9 works) · Sociology (8 works) · Curriculum (6 works) · Education and Technology Integration (5 works) · Mathematics Education and Teaching Techniques (5 works) · Gender and Technology in Education (4 works) · Epistemology (3 works)