Research output
Number of items: 16.
Hodgen, Jeremy, Foster, Colin, Marks, Rachel and Brown, Margaret
(2018)
Improving mathematics in key stages two and three: evidence review
[Report (for external body)]
Marks, Rachel
(2016)
Book review: transforming mathematics instruction - multiple approaches and practices
Research in Mathematics Education, 18 (2).
pp. 214-218.
ISSN 1479-4802
Marks, Rachel
(2016)
Children put in the bottom maths group at primary believe they'll never be any good
The Conversation Trust (UK), London.
Marks, Rachel
(2016)
Ability grouping in primary schools: case studies and critical debates
Critical Guides for Teacher Educators
.
Critical Publishing, Northwich, UK.
ISBN 9781910391242
Marks, Rachel
(2016)
Primary pupils' perceptions of mathematical ability
In: 9th Congress of European research in mathematics education, Charles University in Prague, Prague, Czech Republic, 4th-8th February 2015.
Marks, Rachel, Hodgen, Jeremy, Coben, Diana and Bretscher, Nicola
(2016)
Nursing students' experiences of learning numeracy for professional practice
Adults Learning Mathematics - An International Journal, 11 (1).
pp. 43-58.
ISSN 1744-1803
Marks, Rachel
(2014)
Key ideas in teaching mathematics: research-based guidance for ages 9–19
Research in Mathematics Education, 16 (3).
pp. 326-330.
ISSN 1479-4802
Marks, Rachel and Onion, Alice
(2014)
Assessment in mathematics education: key debates
In: Mendick, H. and Leslie, D., eds.
Debates in mathematics education.
Debates in Subject Teaching
.
Routledge, London, pp. 175-185.
ISBN 9780415623858
Marks, Rachel
(2014)
Educational triage and setting in primary mathematics: a case-study
Research in Mathematics Education, 16 (1).
pp. 38-53.
ISSN 1479-4802
Marks, Rachel
(2014)
The dinosaur in the classroom: what we stand to lose through ability-grouping in the primary school
Forum: For Promoting 3-19 Comprehensive Education, 56 (1).
pp. 45-54.
ISSN 0963-8253
Marks, Rachel
(2013)
"The blue table means you don't have a clue": the persistence of fixed-ability thinking and practices in primary mathematics in English schools
Forum: For Promoting 3-19 Comprehensive Education, 55 (1).
pp. 31-44.
ISSN 0963-8253
Marks, Rachel
(2012)
How do pupils experience setting in primary mathematics?
Mathematics Teaching, 230.
pp. 5-8.
ISSN 0025-5785
Marks, Rachel
(2012)
"I get the feeling that it is really unfair": educational triage in primary mathematics
In: Proceedings of the British Society for Research into Learning Mathematics, University of Sussex, June 2012.
Marks, Rachel
(2011)
‘Ability' in primary mathematics education: patterns and implications
Research in Mathematics Education, 13 (3).
pp. 305-306.
ISSN 1479-4802
Marks, Rachel
(2011)
Ability ideology and its consequential practices in primary mathematics
In: Proceedings of the British Society for Research into Learning Mathematics, University of Leeds, June 2011.
Hodgen, Jeremy and Marks, Rachel
(2009)
Mathematical ‘ability' and identity: a sociocultural perspective on assessment and selection
In: Black, L., Mendick, H. and Solomon, Y., eds.
Mathematical relationships in education: identities and participation.
Routledge, London, pp. 31-42.
ISBN 9780415649957
This list was generated on Sun Jun 24 10:33:28 2018 BST.
Other publications, reports and professional journal articles
Hodgen, J., Foster, C., Marks, R. & Brown, M. (2017). Improving Mathematics in Key Stages Two and Three: Guidance Report. London: Education Endowment Foundation
Marks, R (2016) Children put in the bottom maths group at primary believe they'll never be any good. The Conversation [online], 22 March.
Hodgen, J. & Marks, R. (2013) The Employment Equation: Why our young people need more maths for today’s jobs. London: The Sutton Trust
Hodgen, J., Marks, R., & Pepper, D. (2013) Towards universal participation in post-16 mathematics: lessons from high performing countries. London: Nuffield Foundation
Marks, R. (2012) How do pupils experience setting in primary mathematics? Mathematics Teaching 230, Sept. 2012, pp.5-8
Keynotes and conferences
Marks, R. (2016) The challenge of changing mindsets. Paper presented within the ‘Teacher Mindsets and Segregation’ Symposium, British Educational Research Association Annual Conference, University of Leeds, September 2016.
Marks, R. (2016) Primary pupils' perceptions of mathematical ability. In: Proceedings of the 9th Congress of European research in mathematics education, Charles University in Prague, Prague, Czech Republic, 4-8 February 2015.
Marks, R. (2015) Learning without Limits: what does it mean and why is it needed? Keynote address to the ‘Troops to Teachers’ programme, University of Warwick, December 2015.
Marks, R. (2015) Educational Triage: Ability grouping and the trajectory of the ‘urgent’, ‘safe’ and ‘hopeless’ cases in primary mathematics. The Janet Duffin Award Lecture, University of Durham, June 2015.
Marks, R. (2015) Learning without limits: A living legacy. Invited address to the Learning Without Limits Symposium at the Brian Simon Memorial Day, UCL Institute of Education, London, March 2015.
Marks, R. (2015) Primary pupils’ perceptions of mathematical ability. Research seminar presented to the Mathematics Education Research Group, Sheffield Hallam University, January 2015.
Marks, R. & Peacock, A. (2015). How can we move beyond ‘fixed-ability thinking’ to create learning without limits in schools? Research seminar presented to the Education Research Centre and School of Education, University of Brighton, January 2015.
Marks, R. (2014). “Some people are just not born clever”: The implications of fixed-ability thinking in primary mathematics. Keynote address given to the South West Maths Advisors Professional Development Day, Exeter, December 2014.
Marks, R. (2014). “Some people are just not born clever”: The Implications of fixed-ability thinking in mathematics. Keynote address to the Oxford Maths Subject Leaders Conference, Kassam Stadium Conference Centre, Oxford, June 2014.
Marks, R. (2013) Impact and Intent: Fixed-ability thinking and practices in primary mathematics education. Invited address to the National Association of Mathematics Advisers CPD Day, Manchester, June 2013.
Marks, R. (2013) "Some people are just not born clever": The implications of fixed-ability thinking in primary mathematics. Paper presented to the National Association of Mathematics Advisers Annual Conference, Birmingham Aston Conference Centre, Birmingham, March 2013.
Marks, R. (2013) "I get shouted at; Joe gets a pat on the back"; Ability, labelling and equity in elementary mathematics. Research seminar presented to the Graduate School of Education, Stanford University, California, March 2013.
Marks, R. (2013) Ability and setting in primary mathematics: consequences and impacts. Invited keynote address to the Wandsworth Senior Leader Professional Development Day, The Wandsworth Professional Development Centre, London, February 2013.
Marks, R. (2012) Ability grouping in primary mathematics education: mirroring secondary mathematics. Paper presented to the British Educational Research Association Annual Conference, Manchester University, September 2012.
Marks, R. (2012) Well-meant intentions: ability-grouping in primary mathematics. Paper presented to the London Mathematics CPD Network Meeting, National Centre for Excellence in the Teaching of Mathematics, Institute of Education, London, July 2012.
Marks, R. (2011) Who gets which space? 'Ability' grouping and the allocation of educational spaces in the primary school. Paper presented at the Education, Identities and Social Inclusion Seminar run on behalf of the British Educational Research Association Social Justice Special Interest Group, Brunel University, April 2011.
Poster presentations
Marks, R. (2012) Heading for the Morgue: Educational Triage in Primary Mathematics. Poster presented at the European Educational Research Association Summer School, University of Birmingham, June 2012.