Professor Mike Askew

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Professor of mathematics education

Contact information:

Tel: +44 (0)20 7848 3178
Fax: +44 (0)20 7848 3182
Email: mike.askew@kcl.ac.uk

Teaching

My teaching interests and commitments span two main domains: research methods and mathematics education.

Research interests

Three main strands have informed the development of my research profile and interests:

Developing theoretical perspectives on the interaction between teaching and learning
Understanding how primary school teachers' beliefs and knowledge interact with both their interpretation of policy and their practices
Exploring the nature of teacher and pupil change and factors that facilitate or inhibit this

International invitations to be plenary speaker

Caribbean Numeracy Conference, Jamaica, April 2007
Association of Independent Schools Conference, Melbourne, April 2006
Researching Primary Numeracy Conference, Wellington, New Zealand, July 2005
10th International Congress of Mathematics Education, Copenhagen, July 2004
Chilean Ministry of Education Primary Mathematics Conference, Santiago, Dec 2002
Middle Years Education Conference, Melbourne, Australia, July 2001
Hong Kong Inspectors and Advisors Conference, Hong Kong, April 2001

Publications

You can see a selected list of my publications here.

You can also download, at the bottom of this page, 'Characterising individual and cohort progression in learning numeracy: results for the Leverhulme 5-year longitudinal study' - a report presented at the American education research association conference (Chicago, April 21-25 2003) on the Leverhulme numeracy research programme.

Research students

I am currently involved in the supervision of PhD students working in areas that include:

The nature of explanations in primary school mathematics
Adults learning mathematics
The learning of mathematics in nursery schools
Children solving word problems
Teaching mathematics through multi-cultural contexts
The application of 'activity theory' to primary mathematics
Discourse and teachers' beliefs
Developing constructivist approaches to initial teacher training

Attached files
'Characterising individual and cohort progression in learning numeracy: results for the Leverhulme 5-year longitudinal study' - Brown, M., Askew, M., Rhodes, V., Denvir, H & Wiliam, D. (2003) (pdf, 69 KB)