Dr Stuart Rowlands

Biography

Lecturer in mathematics and mathematics education

Research in mathematics education

Qualifications

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

Teaching

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

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.

Doctor of Philosophy, mathematics education, 2017.

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, London.

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, London.

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 UK: A Response’, THEMES in Education, 3(1).

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 Berry, J. (2001), ‘An Objectivist Critique of Relativism in Mathematics Education’, Science & Education, 10(3), 215-2.

Rowlands, S., Graham, E. and Berry, J. (1998), ‘Identifying Stumbling Blocks in the Development of Student Understanding of Moments of Forces’, International Journal of Mathematics in Education, Science and Technology, 29(4), 511-531.

Personal

Reports & invited lectures

What is wrong with Constructivism, Montana State University, June 2001.

Other academic activities

Collaborative work with the Education Department at Montana State University

Links

http://www.tech.plym.ac.uk/maths/CTMHOME/people_STUART.HTM

Profiles

Associate Lecturer

School of Engineering, Computing and Mathematics (Faculty of Science and Engineering)