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Stuart Rowlands Dr Stuart Rowlands
Role Lecturer in mathematics and mathematics education Research in mathematics education Publicity manager for Foundation Pathways in Technology Qualifications & background PhD in mechanics education, University of Plymouth, 1997. BSc (Hons) Philosophy, University of Swansea, 1978. Postgraduate Certificate in Education (mathematics), University of Swansea, 1980.
Full time seconday school teacher in mathematics, 1980-1993. PhD student, 1994-1997. Research assistant, 1997-1999. Fixed term lecturer in mathematics and mathematics education, 1999-2002. Supply teacher, part-time mathematics teacher, one-to-one tutor for Plymouth education service, 2002-2004. Full-time lecturer in mathematics and mathematics education, 2004- Professional membership International History and Philosophy of Science Teaching Group British Society for Research into Learning Mathematics British Educational Research Association Teaching interests Mechanics; Mathematical Methods (FPT); History of Mathematics; Philosophy, epistemology and psychology in mathematics education. Staff serving as external examiners External Examiner, College of St. Mark and St. John. Research interests Philosophy of mathematics and education; mechanics education; creativity; curriculum design and development; Vygotsky. Research degrees awarded to supervised students Master of Philosophy, mechanics education, 2002. Creative practice & artistic projects Discussion Article: Disciplinary Bounds for Creativity, to be submitted to the British Education Research Journal Publications Carson, R. and Rowlands, S. (2005), "Mechanics as the Logical Point of Entry for the Enculturation into Scientific Thinking", Science & Education, 14(3-5). Rowlands, S. and Graham, E. (2005), “What is Conceptual Change in Mechanics?”, British Congress of Mathematics Education 6 conference (refereed) proceedings. Rowlands, S. and Carson, R. (2004), “Our response to Adam, Alangui and Barton's ``A Comment on Rowlands & Carson `Where would Formal, Academic Mathematics stand in a Curriculum informed by Ethnomathematics? A Critical Review'~'' Educational Studies in Mathematics, 56(2-3), 329-342. Rowlands, S. (2003), “Vygotsky and the ZPD, Have we got it Right?” in (S. Pope and O. McNamara, eds.) Research in Mathematics Education, Volume 5, British Society for Research in Mathematics Education, Rowlands, S. (2003), “Misunderstanding Modelling in Mechanics: A Review of the A-level Textbook Literature”, in (S. Pope and O. McNamara, eds.) Research in Mathematics Education, Volume 5, British Society for Research in Mathematics Education, Rowlands, S. and Carson, R. (2002), ‘Where Would Formal, Academic Mathematics Stand in a Curriculum Informed by Ethnomathematics? A Critical review of Ethnomathematics’, Educational Studies in Mathematics, 50(1), 79-10. Rowlands, S. and Carson, R. (2002), ‘The State’s Attack on Mathematics Education Research in the Carson, R. and Rowlands, S. (2001), ‘A Critical Assessment of Dewey’s Attack on Dualism’, The Journal of Educational Thought, 35(1), 27-60. Rowlands, S., Graham, E. and Rowlands, S., Graham, E. and
Reports & invited lectures What is wrong with Constructivism, Montana State University, June 2001. Other academic activities |
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