How should teachers engage with education research? A talk by Professor Matthew Inglis (Loughborough University)
Annual Student Teacher Lecture
Abstract
If education research is to lead to improved learning outcomes for learners, then its outcomes must be communicated to teachers. But what are the outcomes of education research? Here I draw a distinction between two quite different ways of thinking about this question. While some research communication strategies focus on findings, others focus on theoretical understanding. In the talk I try to argue that disseminating findings, especially in the form of effect sizes – as advocated by several influential funding bodies and researchers – is probably unhelpful. Instead, I suggest that the main outcome of education research is theoretical understanding, not a collection of findings. If this is right, then it is theories of instructional design and theories of learning that should be communicated to teachers. I conclude by contrasting exemplars of these different approaches.
About the Speaker
Matthew Inglis is a Professor of Mathematical Cognition in the Mathematics Education Centre at Loughborough University, UK. His research aims to understand the cognitive processes involved in numerical thinking, logical reasoning, and mathematical practice. His work has been widely published across both psychology and education journals. In 2014 he was awarded the Selden Prize by the Mathematical Association of America, and in 2017 he was named the Times Higher Education Outstanding Research Supervisor of the Year.
If you wish to register for attendance at this online North West branch talk, please contact Gemma Reeves by 2.00pm on the day of the talk.
Open to all, and especially to mathematics teachers and teachers in training.
No charge is made to attend meetings. Non-IMA members are welcome.
