Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at https://www.ucl.ac.uk/finance/research/rs-contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
 More search options
Prof Richard Noss
Level 2
UCL Knowledge Lab
23-29 Emerald Street
Tel: +44 (0)20 7907 4643
Fax: +44 (0)20 7763 2138
Prof Richard Noss profile picture
  • Emeritus Professor
  • IOE - Culture, Communication & Media
  • UCL Institute of Education

Richard Noss was the founder of the London Knowledge Lab. and its co-director for its first ten years. He is Professor of Mathematics Education, holding a Masters degree in pure mathematics and a PhD in mathematical education. He was co-founder and deputy scientific manager of Kaleidoscope, the European network of excellence for technology enhanced learning, and was until recently the director of the UK's Technology Enhanced Learning Research Programme funded jointly by the ESRC and EPSRC. 

His research has focused on the design of constructionist computational environments for learning a range of ideas, mostly mathematics-related. He is a founding member of the International Journal of Computers for Mathematical Learning. He has also extensively researched the kinds of mathematical knowledge needed by employees in technology-rich workplaces, and appropriate ways to harness technology to foster this knowledge. Richard is a Fellow of the Institute of Mathematics and its Applications, an Academician of the Academy of the Social Sciences and in 2011, was elected a Foreign Fellow of the Union of Bulgarian Mathematicians. He is, since 2012, a Professorial Fellow of the University of Melbourne.

Editor: Logos 1984-5
European editor: International Logo Exchange 1985-1988
Guest Editor of Educational Studies in Mathematics Special Edition on Computational Environments in Mathematics Education, 1995/6.
Editor-in-chief: International Journal of Computers for Mathematical Learning 1999-2005
Executive editor: International Journal of Computers for Mathematical Learning 2005-
Editorial board: Teaching Mathematics and Its Applications. 2000-
Editorial board: International Journal of Science and Mathematics Education. 2001-
International Editorial Board: Informatics in Education. 2003-
Editorial Board: International Electronic Journal  of Mathematics Education 2006-
Series Editor (with Mike Sharples): Technology Enhanced Learning. Sense Publishers.

Research Groups
Research Summary

Richard has directed or co-directed some 20 research projects, all of which have focussed on a mix of technology-enhanced learning, mathematics, and - for the first decade of the millennium - workplace learning. He recently directed the MiGen project, which is designed and implemented an intelligent learning environment for supporting 11-14 year-old students learning of mathematical generalisation.

His  latest work returns to his favourite theme, the learning of computer programming by young children in order to learn mathematics. The ScratchMaths project, funded by the Educational Endowment Fund and directed jointly by Celia Hoyles and Richard Noss, seeks to investigate the potential of teaching grade 5/6 children programming and the key ideas of computer science in order to learn mathematics more effectively. This project is funded until mid-2017.

Richard has edited and authored five books, including Windows on Mathematical Meanings: Learning Cultures and Computers (co-authored with Celia Hoyles) in 1996. His most recent book (co-authored with Celia Hoyles, Phillip Kent and Arthur Bakker and published in 2010), Improving Mathematics at Work: the Need for Techno-mathematical Literacies, questions the mathematical knowledge and skills that matter in the 21st century world of work, and studies how the use of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation.

Teaching Summary

Richard's teaching consists of doctoral and masters level teaching in mathematics education and technology enhanced learning. He was course tutor for the MA Mathematics Education (Digital Technologies) and gives occasional lectures on other courses in the fields of TEL and mathematics learning.

Chronis Kynigos (1989) From Intrinsic to Non-Intrinsic Geometry: A Study Of Children's Understandings in Logo-Based Microworlds.

Candida Moreira (1992) Primary Teachers' Attitudes towards Mathematics and Mathematics Teaching With Special Reference To a Logo-Based In-Service Course.

Adnan Baki (1994) Breaking with Tradition: a Study of Turkish Student Teachers' Experiences within a Logo-based Mathematical Environment

Ian Stevenson (1995) Constructing Curvature: The Iterative Design of a Computer-Based Microworld for Non-Euclidean Geometry

Declan O'Reilly (1995)  A Study of Children's Theories of Number in a Boxer Programming Environment

Ana Isabel Sacristan  (1997) Windows on Infinity: creating meanings in a Logo microworld.
*Tenoch Cedillo (1996) Understanding algebraic formalism: a study with programmable calculators.

*Angelos Agalianos  (1996)  A Historiography of Logo

*Jonathan Fletcher  (1996)  A Study of  Mathematics Teacher Appraisal  in Nigeria

David Pratt (1998)  The construction of meanings in and for a stochastic domain of abstraction

Duncan Jones (1998) Young children proving in computational settings

Ana T. Lucena (2004) Young children`s understanding of place value: design and analysis of a computer game

Efthymia Chr. Paparistodemou. (2004) Children`s Expressions of Randomness: Constructing Probabilistic Ideas In an Open Computer Game

Yishay Mor  (2009) Computer Science perspectives on the design of mathematical learning
Chrystalla Papademetri  Epistemological pluralism in the early years: Young children constructing and communicating structural knowledge of shapes.

Alison Clark-Wilson (2010). How does a multi-representational mathematical ICT tool mediate teachers’ mathematical and pedagogical knowledge?

01-SEP-1996 Professor Mathematics and Statistics Institute of Education, United Kingdom
Some IRIS profile information is sourced from HR data as explained in our FAQ. Please report any queries concerning HR data shown on this page to hr-services@ucl.ac.uk.
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by