Dr Tony Barnard
Telephone: +44 020 7848 2245
Email: tony.barnard@kcl.ac.uk
Office: K4U.19, King's Building, Strand Campus
Title: Visiting Research Fellow
Personal Website
Biography
Dr Barnard joined the King’s Mathematics Department in 1969. His early work was in the area of commutative rings, initially Galois theory and ramification, and later arithmetic type properties of ideals and modules. In more recent years Dr Barnard’s research activity has been in the psychology of mathematics education, focussing largely on the capacity of the short-term working memory and the extent that this can be effectively ‘increased’ in mathematical thinking. He has worked with school teachers and mathematics educators in developing a practical teaching programme for elementary geometry and also a framework for understanding progress and obstacles in the development of algebraic fluency of school pupils. Over the past fifteen years, Dr Barnard has served on several consultative committees of the government and learned societies, advising on matters relating to the school mathematics curriculum and university mathematics teaching.
Research Interests
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Mathematics Education
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Commutative Noetherian Rings
Selection of Publications
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‘An unlikely certainty’, Mathematical Gazette, Vol.94, No.531, 514-517 (2010).
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Hurdles and Strategies in the Teaching of Algebra, The Mathematical Association (2005), pp. 54. ISBN: 0 906588 54 5.
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‘Starting Points and End Points’, Mathematics in School, Vol. 31, No. 3, 23-26 (2002).
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‘Hurdles and Strategies in the Teaching of Algebra’, Mathematics in School, Vol. 31, No. 1, 10-13 (2002).
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‘Reducing Mathematics to Human Size’, Research in Mathematics Education, Vol. 4, 115-126 (2002).
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A pocket map of algebraic manipulation, The Mathematical Association (1999).
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(with Johnston Anderson, Keith Austin and Janet Jagger) ‘Do third-year mathematics undergraduates know what they are supposed to know?’, Inter J. Math. Ed. in Sci. and Tech., Vol. 29, No. 3, 401-420 (1998).
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'Structure in mathematics and mathematical thinking.' Mathematics Teaching No. 155, 6-10 (1996).
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'The impact of `meaning' on students' ability to negate statements.' Proceedings of the Nineteenth International Conference for the Psychology of Mathematics Education, Vol 2, 3-10 (1995).
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‘A thousand million leagues’, Mathematical Gazette, Vol.77, No.480, 329-336 (1993).
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‘When is an example not an example?’, Mathematics Review, Vol.2, No.4, 20-22 (1992).
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‘Is the proof in the practice?’, Mathematics in School, Vol.18, No.4, 9-13 (1989).
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‘Distributive extensions of modules’, J. Algebra (2) 70 (1981), 303-315.