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Professor Lulu Healy

Professor of Mathematics Education

Director, Centre for Research in Education in Science, Technology, Engineering & Mathematics (CRESTEM)

Lulu HealyLulu.healy@kcl.ac.uk
+44 (0)20 7848 3155
Room: 1/11

 

 

 

 

 



My research interests focus upon the challenges associated with building a more inclusive school mathematics and in understanding the mathematical practices of learners with disabilities.

My work includes investigating and designing forms of accessing and expressing mathematics that respect the divergent needs of all our students; contributing to the development of teaching strategies that recognise this diversity; and examining the relationships between sensory experiences and mathematical cognition.

 

Publications

Articles in academic journals

Scherer, P., Beswick, K. Deblois, L. Healy, L. Opitx, E.M. (2016). Assistance of students with mathematical learning difficulties: how can research support practice?. ZDM (Berlin. Print). 48, .633 – 649.

Fernandes S.H.A.A & Healy, L. (2016). Rumo à Educação Matemática Inclusiva: Reflexões sobre nossa jornada. Revista de Ensino de Ciências e Matemática (REnCiMa). , v.7, p.28 - 48, 2016.

Fernandes S.H.A.A & Healy, L. (2016). A emergência do pensamento algébrico nas atividades de aprendizes surdos. Ciência & Educação.22, 237 – 252.

Healy, L. & Santos, H.F, (2014). Changing perspectives on inclusive mathematics education. Relationships between research and teacher education. Education as Change. 18, 121-136.

Healy, L. & Carvalho, C.C.S (2014). Evidence-based, theoretically informed design as a means to investigate and transform proof practices in school mathematics Teaching Mathematics and its Applications 33(3), 150-165.      

Healy, L. & Sacristán, A-I. (2014). Towards an understanding of the shaping of research outcomes by contextual issues: reflections on the contributions of the ReMath project. Educational Studies in Mathematics. 85 (3), 423 – 435. 

Tall, D., Lima, R.N., & Healy, L. (2014). Evolving a three-world framework for solving algebraic equations in the light of what a student has met before. The Journal of Mathematical Behavior. 34, 1-13.        

Fernandes, S.H.A.A & Healy, L. (2013). Multimodality and mathematical meaning making: Blind students’ interactions with Symmetry. International Journal for Research in Mathematics Education. 3, 36–55.

Fernandes, S. H. A A. & Healy, L. (2013). Expressando generalizações em Libras: álgebra nas mãos de aprendizes surdos. Cadernos CEDES 33, 349 – 368.

Kranz, C. R. & Healy, L. (2013). Pesquisas sobre discalculia no Brasil: Uma reflexão a partir da perspectiva histórico-cultural. Revista de Matemática, Ensino e Cultura (REMATEC UFRN). 8 58 – 81.        

Kranz, C. R. & Healy, L. (2012). Focussing on dyscalculia: contributions from a historical-cultural lens. International Journal for Studies in Mathematics Education. 5(2), 1–27.

Healy, L. & Fernandes, S.H.A.A. (2011). The role of gestures in the mathematical practices of those who do not see with their eyes. Educational Studies in Mathematics. 77, 157-174      

Lima, R.N., Tall, D. & Healy, L. (2011). Corporificações procedimentais: um meio para evitar a transição de equações lineares para quadráticas? Jornal Internacional de Estudos em Educação Matemática. 4, 1 – 34.    

Healy, L. & Fernandes, S.H.A.A. (2011). Relações entre atividades sensoriais e artefatos culturais na apropriação de práticas matemáticas de um aprendiz cego. Educar em Revista. Esp., 227 – 243.    

Healy, L, Jahn, A.-P., & Frant, J.B. (2010). Digital technologies and the challenge of constructing an inclusive school mathematics. ZDM, 42, 393-404         

Healy, L. & Kynigos, C. (2010). Charting the microworld territory over time: design and construction in mathematics education. ZDM, 42, 63-76       

Fernandes, S.H.A.A & Healy, L. (2010). As Concepções de alunos cegos para os conceitos de Área e Perímeter. Bolema. Boletim de Educação Matemática 23(37), 1111-1135.      

Healy, L. & Fernandes, S.H.A.A. (2009). Desafios associados à inclusão de alunos cegos e com baixa visão nas avaliações escolares. Escritos Pedagógicos. 4, 119-139.

Sinclair, N., Healy, L. & Sales, C.O.R. (2009). Time for telling stories: narrative thinking with dynamic geometry. ZDM, 41, 441-452.     (16)

Fernandes, S.H.A.A & Healy, L. (2008). Educação Matemática e Inclusão: Abrindo janelas teóricas para a aprendizagem de alunos cegos. Educação e Cultura Contemporânea. 5, 91-105.

Fernandes, S.H.A.A & Healy, L. (2007). Ensaio sobre a inclusão na Educação Matemática. Unión (San Cristobal de La Laguna) 10, .59 – 76.

Healy, L. & Sinclair, N., (2007. If this is our mathematics, what are our stories?. International Journal of Computers for Mathematical Learning. 12, 3 – 21.

Fernandes, S.H.A.A & Healy, L. (2007). Transição entre o intra e interfigural na construção de conhecimento geométrico por alunos cegos.. Educação Matemática Pesquisa. 9,1 – 15.

Hoyles, C., Kuchemann, D. Healy, L. & Yang, M. (2005). Students’ Developing Knowledge in a Subject Discipline: Insights from Combining Quantitative and Qualitative Methods. International Journal of Social Research Methodology. 8, 225 – 238.

Healy, L. & Hoyles, C. (2001), Software Tools for Geometrical Problem Solving: Potentials and Pitfalls. International Journal of Computers for Mathematical Learning, 6(3), 235-256.

Healy, L. (2000). Blurring distinctions between the empirical and the theoretical? The roles of examples in the proving process. Educação Matemática Pesquisa. 2, 51-63.

Healy, L. & C. Hoyles.  (2000). A Study of Proof Conceptions in Algebra, Journal for Research in Mathematics Education, 31(4), 396-428.

Healy, L. & Hoyles, C. (1999). Visual and Symbolic Reasoning in Mathematics: Making Connections With Computers?. Journal of Mathematical Thinking and Learning. 1, 59 - 84.

Noss, R., Healy, L. & Hoyles, C. (1997). The Construction of Mathematical Meanings: Connecting the Visual with the Symbolic. Educational Studies in Mathematics. 33, 203 - 233.

Hoyles, C. & Healy, L. (1997). Un micro-monde pour la symétrie axiale: une base de co-construction de concepts mathématiques?Sciences Et Techniques Educatives. 4, 67 – 97.

Hoyles, C. & Healy, L. (1997). Unfolding Meanings for Reflective Symmetry. International Journal of Computers for Mathematical Learning. 2, 27 - 59.

Healy, L., Pozzi, S., & Hoyles, C. (1995). Making Sense of Groups, Computers and Mathematics. Cognition and Instruction.13, 505 - 523.

Pozzi, S,, Healy, L. & Hoyles, C. (1994). Groupwork with Computers: An Overview of Findings. Journal of Computer Assisted Learning. , 10, 202 - 215.

Hoyles, C. Healy, L. & Pozzi, S. (1994). Learning Mathematics in Groups with Computers: Reflections of a Research Study. British Educational Research Journal. 20, 465 - 483.

Pozzi, S,, Healy, L. & Hoyles, C. (1993). Learning and interaction in groups with computers: when do ability and gender matter?. Social Development (Oxford). 2, 222 – 241.

Hoyles, C. Healy, L. & Pozzi, S. (1992). Interdependence and autonomy: Aspects of groupwork with computers. Learning and Instruction. 2. .239 – 257.

Hoyles, C.,  Pozzi, S. & Healy, L. (1992). Towards a methodology for analysing collaboration and learning in computer-based groupwork. Computers and Education. 18, .223 - 229.

Hoyles, C., Healy, L. &  Sutherland, R. (1991). Patterns of Discussion between Pupil Pairs in Computer and Non-computer Environments. Journal of Computer Assisted Learning. 7, 210 – 228.

Healy, L. & Sutherland, R. (1990), Using Spreadsheets within the Mathematics Curriculum. International Journal of Mathematical Education in Science and Technology. 21, 847 – 862.


Book chapters

Healy, L. Becerra Ramos, E., Fernandes, S.H.A.A. & Peixoto, J.L.B. (2015). Mathematics in the Hands of Deaf Learners and Blind Learners: Visual–Gestural–Somatic Means of Doing and Expressing Mathematics. In R. Barwell, P. Clarkson, A. Halai, M. Kazima, J. Moschkovich, N. Planas, M. Setati-Phakeng, P. Valero, M. V. Ubillús (Eds). Mathematics Education and Language Diversity (pp. 141-162). Springer International Publishing.

Healy, L. (2015). Hands that See, Hands that Speak: Investigating Relationships Between Sensory Activity, Forms of Communicating and Mathematical Cognition In: Selected Regular Lectures from the 12th International Congress on Mathematical Education.(pp.. 289-308) Springer International Publishing.

Healy, Lulu & Fernandes, S.H.A.A. (2014).  Blind Students, Special Needs, and Mathematics Learning In: S. Lerman (Ed). Encyclopedia of Mathematics Education. (pp. 61-63). Springer International Publishing.

Healy, L. & Fernandes, S.H.A.A. (2014). The gestures of blind mathematics learners. In Edwards, L., Ferrara, F., & Moore-Russo, D. (eds). Emerging perspectives on gesture and embodiment in mathematics. (pp.125-149). Charlotte, N.C.: Information Age Publishing.      

Healy, L. & Powell, A.B. (2013). Understanding and Overcoming “Disadvantage” in Learning Mathematics. In M.A. Clements, A. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third international handbook of mathematics education. (pp. 69–100). Springer International Publishing.    

Lima, R.N., Healy, L. &  Campos, Tânia M. M. (2013). Adapting SimCalc to Different School Mathematics Cultures: A Case Study from Brazil In:  S. J. Hegedus & J. Roschelle (Eds). The SimCalc Vision and Contributions: Democratizing Access to Important Mathematics.  (pp. 341-362). Springer International Publishing..

Fernandes, S.H.A.A., Healy, L. Martins, E.G., Rodrigues, M.A.S. & Souza, F.N. (2011).  Ver e ouvir a Matemática com uma calculadora colorida e musical: estratégias para incluir aprendizes surdos e aprendizes cegos nas salas de aulas. In: M.D. Pletsch & A. Damasceno (Eds). Educação Especial e inclusão escolar: reflexões sobre o fazer pedagógico (pp. 97-111). Seropédica/RJ : EDUR   

Fugelstad, A.-B., Healy, L., Kynigos, C., & Monaghan, J. (2009). Working with Teachers: Context and Culture. In C. Hoyles and J. Lagrange (Eds.) Mathematics Education and Technology: Rethinking the Terrain. Vol. 13 (pp. 293-310). New York, Dordredt, London: Springer.  

Healy, L., and Lagrange, J.-b. (2009). Introduction to Section 3 In Mathematics Education and Technology-Rethinking the Terrain, edited by Celia Hoyles; Jean-baptiste Lagrange. Vol. 13, pp. 287-292. New York, Dordrecht, London: Springer.

Hoyles, C. & Healy, L. (2007). Curriculum Change and Geometrical Reasoning. In P. Boero (ed), Theorems in School: From History, Epistemology and Cognition to Classroom Practice  (pp 81-115). Rotterdam/Boston/Taipei: Sense Publishers.

Healy, L. & Hoyles, C. (2002). A study of proof conceptions in algebra. In: Lessons learned from research (pp. 183-190) Reston, Virginia: The National Council of Teachers of Mathematics.

Healy, L., Pozzi, S. & Sutherland, R. (2001). Reflections on the role of the computer in the development of algebraic thinking. In: R. Sutherland, T. Rojana, A. Bell & R. Lins (Eds). Perspectives on School Algebra. (pp. 231-248). Dordrecht: Kluwer Academic Publishers.

Healy, L., Hoyles, C. & Sutherland, R. (1991). Children Talking in Computer Environments: New Insights on the Role of Discussion in Mathematics Learning In: S. Pirie (Ed) Language and Mathematics Education, Research and Practice (pp.162-175). Milton Keynes: OUP

Articles in Professional Journals

Hoyles, C. & Healy, L. (1999). Can they prove it? Mathematics in School. , 28, 10-11

Hoyles, C. & Healy, L. (1999). Students' views of proof. Mathematics in School. 28, 19-21.

Healy, L. & Hoyles, C (1997). Using a Database for Student Research. Mathematics Teaching In The Middle School. 2, 154 - 158.

Healy, L. Sutherland, R., Porcaro, R. & Ippolito, D. (1995). Making Sense of Cabri with A-level Students. Micromath. 11, 25 - 29.

Hoyles, C,. Healy, L. Holzl, R. & Noss, R. (1994). Cabri Constructions. Micromath. 10, 13 – 18.

Healy, L, Hoyles, C. & Pozzi, S. (1994).  Finding a home for X22yp. Micromath. v.10, 20 – 25.

Healy, L. Holzl, R. Hoyles, C. & Noss, R. (1994). Geometrical relationships and dependencies in Cabri. Micromath. 10, 8 – 11.

Healy, L. Holzl, R. Hoyles, C. & Noss, R. (1994). Messing Up: Reflections on Introducing Cabri Géomètre. Micromath. ,10, 14 - 16.

Pozzi, S., Healy, L & Hoyles, C. (1994).  Homing in on Data Handling: a case study. Computers In New Zealand Schools. 3.

Healy, L. & Hoyles, C. (1994). Top Designers: Using Computer Databases to Compare Spinning Tops. Mathematics in School. 23, 16 - 18.

Healy, L. & Hoyles, C. (1994). What's in a name?: Using Databases in a Primary Classroom. Micromath. 10, 39 - 41.

Healy, L. Hoyles, C. & Pozzi, S. (1994). When Groupwork with Computers is more than Rotating Turns. Mathematics in School. 23, 38 - 41.

Hoyles, C. & Healy, L. (1993). Taste Tests. Micromath. , 9, 6 – 7.

Healy, L. (1990). An Ideal Spreadsheet for Mathematics Classrooms. Micromath. 6,.38 – 40..

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