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Cornerstone Maths: Designing for Scale

Clark-Wilson, A; Hoyles, C; Noss, R; (2013) Cornerstone Maths: Designing for Scale. In: Smith, C, (ed.) Proceedings of the British Society for Research into Learning Mathematics (June 2013). (pp. pp. 13-18). British Society for Research into Learning Mathematics Green open access

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Abstract

This paper builds on the outcomes of the Cornerstone Maths pilot study, a USA/UK collaboration, which is now in a phase of scaling to over 100 schools. We describe the vision for the project and its iterative design, both informed by a twenty-year history of research on dynamic digital technologies. The resulting intervention builds on our understanding of some of the constraints to the widespread use of dynamic digital technologies by pupils in mathematics, which relate to accessibility, teacher development, curriculum alignment and the need to support the instrumentation process for teachers. The accompanying research agenda is concerned with evaluating models for scaling that are mindful of the ‘grain size’ of analysis and the necessary re-alignment of the design principles of the innovation to take account of implementation imperatives.

Type: Proceedings paper
Title: Cornerstone Maths: Designing for Scale
Event: British Society for Research into Learning Mathematics Day Conference, 2 June 2013, Sheffield Hallam University, UK
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.bsrlm.org.uk/IPs/ip33-2/BSRLM-IP-33-2-0...
Language: English
Additional information: Copyright © The authors 2013.
Keywords: Cornerstone Maths, dynamic digital technology, geometric similarity, linear function, scaling, teacher development
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1515671
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