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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
Role
UCL Principal Supervisor
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 development across the curriculum. For many years I was employed in parallel to support mathematics education 5-18 across a wide geographical area. In both roles I worked to develop teachers' informed use of research and of their own and others' systematic classroom-based enquiry.
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 Groups
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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 also 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 centrality of appropriate teacher affect for deep change. Outcomes have been incorporated into a number of ITE and CPD courses in schools and HEIs in this country, but also in Uganda, 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 for supporting teachers to discriminate among, and apply, what is available in a mathematically-informed way. Where possible I try to collaborate with local mathematics education researchers for such purposes.
Teaching Summary
I have taught on a range of ITE courses at IoE (HE-led and school-led PGCE, 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 run the UCL 'masterclass' for early career teachers of mathematics, jointly with the UCL Mathematics department. I also lead 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 Uganda, 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. I also work with emerging mathematics education researchers in sub-Saharan Africa to enhance regional capacity for such work.
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’
Despoina Boli EdD: 'GCSE Mathematics retake: a painful year or a change of mindset?'
Justin Kit Chu EdD: 'Student engagement in university biology: teachers' perspectives on their approaches to support engagement'
Appointments
| 01-OCT-2018 | Associate Professor, Mathematics Education | IoE | UCL, United Kingdom |
Academic Background
| 2017 | ATQ04 - Recognised by the HEA as a Senior Fellow | University College London |
