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Dr Jenefer (Jennie) Golding
812
UCL Institute of Education, University College London
20 Bedford Way
London
WC1H 0AL
Tel: 020 7612 6655
Appointment
  • Associate Professor
  • IOE - Curriculum, Pedagogy & Assessment
  • UCL Institute of Education
Biography

I am a mathematician and teacher of mathematics by background, having spent much of my career based in schools but with substantial responsibility for teacher initial and
continuing education across the curriculum. For many years I worked in parallel to develop teaching of mathematics 5-18 across a wide geographical area.

I have been widely involved in policy work, aiming to support mathematics education policy that is evidence-based. I have been vice-chair of the national ACME (Advisory Committee for Mathematics Education) and President of The Mathematical Association, and currently serve on several national education fora. I therefore bring to UCL research, and to policy roles, an unusual profile of expertise: a substantial and successful background in mathematics education practice in schools, complemented by practice-saturated engagement with research in my role as teacher educator in universities and schools and, informed by those experiences, over twenty years’ active engagement with national policy. As such, I would conceptualise myself as a ‘boundary player’ between the worlds of education policy, practice and research. 


My professional motivation lies in optimising my contribution to a full and confident development of the mathematical potential of the range of young people - in this country and more widely.

Research Summary

My research has increasingly been focused on initial and continuing teacher development for widely-valued, but ambitious, policy change – in this country, but also in a variety of second and third world jurisdictions: what is needed to teach mathematics effectively - what knowledge, skills and affect, and how can that best be acquired in different contexts? I am interested in the answers to those questions particularly in relation to mathematics education, but am also interested in how answers to such questions differ across disciplines: what is it that makes disciplines, their learning and teaching, unique - and what can we learn from approaches in other disciplines?


At present I lead a group of research projects studying teacher classroom enactment of recent changes in mathematics curricula 5-18 in England, asking what it is that teachers draw on, how is that shaped by the available resources, assessment, and teacher professional development,
and what impact do those have on student learning? Those projects span year 1 to A-level Further Mathematics, complementing recent research on the development of A-level teaching.
My research shows the necessity for appropriate teacher affect if deep teacher change is to happen, and outcomes have been incorporated into a number of ITE and CPD courses
in schools and HEIs in this country, but also in Jordan, Kenya, Nigeria and South Africa.

With teachers and teacher educators in sub-Saharan Africa I am researching effective, affordable and sustainable ways of harnessing technology for teacher development - and working with them and with policymakers to identify approaches that have been successful in similarly resource-challenged contexts in supporting teachers to discriminate among what is available in a mathematically-informed way.

Teaching Summary

I have taught on a range of ITE courses at IoE (HE-led and school-led PGCE, both QTS and SCITT-related, Graduate Teacher Programme, School Direct Salaried, and Teach First) and also on the Masters in Mathematics Education and AMTEC, a short course available face to face or as webinar, for early career teachers wanting to teach A-level Mathematics. Many of my erstwhile students have gone on to study for a Masters or Doctoral degree.


I help run the UCL 'masterclass' for early career teachers of mathematics, jointly with the UCL Mathematics department. I also run a variety of masterclasses and workshops for school students and teachers, under the auspices of The Royal Institution and other bodies.


I regularly work with teachers, policy makers and teacher educators in developing countries to support growth of evidence-based effective mathematics education for the twenty-first century: in recent years I have worked in Kenya, Nigeria, South Africa, Tanzania, Armenia and Jordan. I have written and edited a variety of resources for use in crowded, poorly  resourced mathematics classrooms, and these have been published by CUP or are freely available on the web, e.g. at www.aimssec.ac.za.
 
Research students:
Nabiul Alam PhD: ‘Bangladeshi rural girls’ participation in Higher Mathematics’
Jessica Barnecutt EdD: ‘Mathematics teachers interacting with project based learning’
Claire Dunnet EdD: ‘The effectiveness of the Key Stage 2 National Curriculum training for developing mathematical reasoning’
Stephen Abe PhD: ‘The impact of the Millennium Development Goals Mathematics training in Jos Province Nigeria’

Academic Background
2017 SFHEA ATQ04 - Recognised by the HEA as a Senior Fellow – Teaching and Learning in Higher Education University College London
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