Mathematics Education Review Group

Aims and scope of the Review Group

The EPPI Mathematics Education Review Group was established on 1st October 2003 and aims to carry out systematic research reviews on teaching and learning mathematics covering the years of compulsory schooling in the UK (i.e. ages 5-16) and the 16-19 age group. The review group is coordinated by the Department of Educational Studies at University of York and is directed by Maria Goulding and Chris Kyriacou.

Structure and funding

The review group comprises teacher educators, researchers, teachers and policy makers. It has received funding from the Department for Children, Schools and Families and from the Training and Development Agency for Schools (TDA).

Members of the EPPI Mathematics Education Review Group

  • Patti Barber, Department of Primary Education, Institute of Education, University of London
  • Peter Bland, Bootham School, York
  • Lynne Carruthers, Fulford School, York
  • Dr Robert Coe, Curriculum Evaluation and Management Centre, University of Durham
  • Dr Ann Dowker, Department of Experimental Psychology, University of Oxford
  • Ann Gannon, Department of Educational Studies, University of York
  • Maria Goulding, Department of Educational Studies, University of York
  • Professor Charles Hulme, Department of Psychology, University of York
  • Dr Qaimah Ismail, Department of Education, University of Southampton
  • Dr John Issitt, Department of Educational Studies, University of York Professor Barbara Jaworski, Department of Mathematics, Agder University College, Norway
  • Keith Jones, School of Education, University of Southampton
  • Dr Chris Kyriacou , Department of Educational Studies, University of York
  • Ann MacNamara, National Numeracy Strategy, London
  • Dave Miller, School of Education, University of Keele
  • Anne O'Connor, Wetwang Primary School, Wetwang, York
  • Alison Robinson, Department of Educational Studies, University of York (formerly)
  • Dr Tim Rowland, Department of Education, University of Cambridge
  • Dr Sue Sanders, Department of Education, University of Swansea
  • John Sharpe, City of York LEA Advisory Services

Reviews to date

  • Goulding, M. and Kyriacou, C. (2008: in press) A systematic review of the use of ICTs in developing pupils’ understanding of algebraic ideas. A report for the Training and Development Agency for Schools. 71 pages. In: Research Evidence in Education Library. London : EPPI-Centre, Social Science Research Unit, Institute of Education.
  • Kyriacou, C. and Goulding, M. (2004) A systematic review of the impact of the Daily Mathematics Lesson in enhancing pupil confidence and competence in early mathematics. 80 pages. In: Research Evidence in Education Library. London : EPPI-Centre, Social Science Research Unit, Institute of Education.
  • Kyriacou, C. and Goulding, M. (2006) A systematic review of strategies to raise pupils’ motivational effort in Key Stage 4 Mathematics. 90 pages. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.
  • Kyriacou, C. and Issitt, J. (2008) What characterises effective teacher-initiated teacher-pupil dialogue to promote conceptual understanding in mathematics lessons in England in Key Stages 2 and 3? 66 pages. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

The full report of these reviews can be found in the Research Evidence in Education Library.

BSRLM conference papers

A short conference paper on each of these reviews was presented at a BSRLM day-conference and published in its proceedings (available online at BSRLM) as follows:

  • Goulding, M. and Kyriacou, C. (2007) A systematic review of the role of ICTs in learning algebra. In Küchemann, D. (ed) Proceedings of the British Society for Research into Learning Mathematics (BSRLM) Day Conference held at London South Bank University , 3 March 2007 (pp. 36-41). London: BSRLM.
  • Kyriacou, C. and Goulding, M. (2004) Have daily mathematics lessons enhanced pupil confidence and competence? In McNamara, O. (ed) Proceedings of the British Society for Research into Learning Mathematics (BSRLM) Day Conference held at the University of Leeds , 12 June 2004 (pp. 57-62). London: BSRLM.
  • Kyriacou, C. and Goulding, M. (2005) A systematic review of raising pupil motivation in KS4 mathematics. In Hewitt, D. (ed) Proceedings of the British Society for Research into Learning Mathematics (BSRLM) Day Conference held at St. Martin ’s College, Lancaster, 19 November 2005 (pp. 81-86). London: BSRLM.
  • Kyriacou, C. and Issitt, J. (2007) Teacher-pupil dialogue in mathematics lessons. In Küchemann, D. (ed) Proceedings of the British Society for Research into Learning Mathematics (BSRLM) Day Conference held at the University of Northampton , 17 November 2007 (pp. 61-65). London: BSRLM.

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Contact details

  • For further information please contact Dr Chris Kyriacou at ck1@york.ac.uk