Currently browsing: Items authored or edited by Cathy Smith https://orcid.org/0000-0003-2160-4594

Smith, Cathy; Kathotia, Vinay; Ward-Penny, Robert; Howson, Oli and Wermelinger, Michel (2023). Mathematical and Data Literacy: Competencies and curriculum implications at the intersection of mathematics, data science, statistics and computing.

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Kimber, Elizabeth and Smith, Cathy (2023). Identifying static- and emergent- shape thinking in students’ language about graphs of functions. In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (Drijvers, P.; Csapodi, C.; Palmér, H.; Gosztonyi, K. and Kónya, E. eds.), Alfréd Rényi Institute of Mathematics and ERME pp. 1613–1620.

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Kimber, Elizabeth and Smith, Cathy (2022). Extending discourse on gradient: Given and New. In: Proceedings of the British Society for Research into Learning Mathematics, 42(2), article no. 5.

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Kimber, Elizabeth and Smith, Cathy (2022). Teachers’ talk and gestures in online teaching videos about graphs. In: Twelfth Congress of the European Society for Research in Mathematics Education, Feb 2022, Bozen-Bolzano, Italy (Online).

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Gillard, Jonathan; Ketnor, Claire; Mac An Bhaird, Ciarán and Smith, Cathy (2021). Special issue editorial: restarting the new normal. Teaching Mathematics and its Applications: An International Journal of the IMA, 40(4) pp. 249–253.

Smith, Cathy (2021). Choosing The Future: Which Mathematics? In: Ineson, Gwen and Povey, Hilary eds. Debates in Mathematics Education (2nd edition). Debates in Subject Teaching. Abingdon: Routledge, pp. 269–281.

Smith, Cathy (2021). Taking a visibility perspective on gendering in secondary school mathematics. In: Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference Vol 3 (Kollosche, David ed.), pp. 947–956.

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Smith, Cathy and Forsythe, Susan (2020). Mathematics Education 5- 18 In The Four Nations: A comparative analysis.

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Smith, Cathy (2020). Senses of time and maturity structuring participation in advanced mathematics. In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom (Ingram, Jenni; Erath, Kirstin; Rønning, Frode and Schüler-Meyer, Alexander eds.) pp. 171–178.

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Smith, Cathy (2020). Discourses of time and maturity structuring participation in mathematics and further mathematics. British Journal of Sociology of Education, 41(2) pp. 160–177.

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Webb, Charlotte and Smith, Cathy (2019). Developing subject knowledge. In: Lee, Clare and Ward-Penny, Robert eds. A practical guide to teaching mathematics in the secondary school (2nd ed). Abingdon: Routledge, pp. 104–115.

Webb, Charlotte and Smith, Cathy (2019). Developing Subject Knowledge. In: Lee, Clare and Ward-Penny, Robert eds. A Practical Guide to Teaching Mathematics in the Secondary School (2nd edition). Routledge Teaching Guides. Routledge, pp. 104–115.

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Smith, Cathy and Golding, Jennie (2018). Schools’ Strategies for Promoting Girls’ Participation in Mathematics. In: Proceedings Of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Bergqvist, E.; Österholm, M.; Granberg, C. and Sumpter, L. eds.), Umeå, Sweden, 4 pp. 211–218.

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Smith, Cathy and Bretscher, Nicola (2018). Designing teacher education for pre-university mathematics: articulating and operationalising pedagogic messages. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2) pp. 84–97.

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Smith, Cathy and Golding, Jennie (2018). Teaching A-level in Early Career: Induction, Support and Professional Learning. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2) pp. 55–68.

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Smith, Cathy; Golding, Jennie and Bretscher, Nicola (2018). [Editorial] Special issue: Preparing to teach mathematics pathways beyond 16. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2) pp. 53–54.

Golding, Jennie; Smith, Cathy and Blayock, Mick (2018). Learning to teach contextualized problem-solving in a non-calculus mathematics pathway. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(2) pp. 69–83.

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Smith, Cathy and Golding, Jennie (2017). Gender and Participation in Mathematics and Further Mathematics: Final Report for the Further Mathematics Support Programme.

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Smith, Cathy and Golding, Jennie (2017). Teaching A-level Mathematics in Early Career: Report for the Further Mathematics Support Programme.

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Smith, Cathy (2017). [Book Review] Disaffection with school mathematics. Research in Mathematics Education, 19(1) pp. 97–101.

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Golding, Jennie and Smith, Cathy (2016). Beginner mathematics teachers learning to teach and assess advanced problem solving.

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Golding, Jennie and Smith, Cathy (2016). Wider school effects of engaging with the Further Mathematics Support Programme to introduce Further Mathematics: Final Report.

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Baldwin, Claire; de Pomerai, Sue and Smith, Cathy (2016). The participation of girls in further mathematics.

Smith, Cathy and Morgan, Candia (2016). Curricular orientations to real-world contexts in mathematics. The Curriculum Journal, 27(1) pp. 24–45.

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Smith, Cathy and Golding, Jennie (2015). Gender and Participation in Mathematics and Further Mathematics: Interim Report for the Further Mathematics Support Programme.

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Smith, Cathy (2014). Gender and participation in mathematics and further mathematics A-levels: a literature review for the Further Mathematics Support Programme.

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Smith, Cathy (2014). Choosing the Future: A-level Mathematics. In: Leslie, Dawn and Mendick, Heather eds. Debates in Mathematics Education. Debates in Subject Teaching Series. London: Routledge, pp. 196–206.

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Smith, Cathy (2011). ‘Sometimes I Think Wow I’m Doing Further Mathematics…’: Balancing Tensions Between Aspiring and Belonging. In: Atweh, Bill; Graven, Mellony; Secada, Walter and Valero, Paola eds. Mapping Equity and Quality in Mathematics Education. Dordrecht: Springer, pp. 285–298.

Smith, Cathy (2010). Choosing more mathematics: happiness through work? Research in Mathematics Education, 12(2) pp. 99–115.

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