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RUTHVEN Kenneth

Kenneth Ruthven is Emeritus Professor of Education at the University of Cambridge in England and Guest Professor in Mathematics Education at Karlstad University in Sweden and at the University of Agder in Norway. He is an Advisory Editor of the international journals Educational Studies in Mathematics and Research in Mathematics Education as well as a Fellow of the Academy of Social Sciences. His recent research in mathematics education (references below) has examined dialogic teaching approaches, digital curriculum resources, and techno-pedagogical aspects of classroom-based professional expertise. Fuller information about his work is available at http://www.educ.cam.ac.uk/people/staff/ruthven/

 

Ruthven, K., Mercer, N., Taber, K., Guardia, P., Hofmann, R., Ilie, S., Luthman, S.,&Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18-40.

Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM, Special Issue on Digital Curricula in Mathematics Education, 49(5), 645-661.

Bozkurt, G. & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94(3), 309-328.

 

Kenneth Ruthven est professeur émérite en éducation à l’Université de Cambridge en Angleterre, et professeur invité en éducation mathématique à l’Université Karlstad en Suède et à l’Université d’Agder en Norvège. Il fait partie du conseil éditorial des revues internationales Educational Studies in Mathematics et Research in Mathematics Education, et membre de l’Académie des Sciences Sociales. Ses recherches récentes dans le domaine de l’éducation mathématique (voir ci-dessous) portent sur les approches d’enseignement dialogique, sur les ressources curriculaires numériques et sur les aspects techno-pédagogiques de l’expertise professionnelle basées sur la salle de classe. Plus d’information sur la page web http://www.educ.cam.ac.uk/people/staff/ruthven/

 

Ruthven, K., Mercer, N., Taber, K., Guardia, P., Hofmann, R., Ilie, S., Luthman, S.,&Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18-40.

Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM, Special Issue on Digital Curricula in Mathematics Education, 49(5), 645-661.

Bozkurt, G. & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94(3), 309-328.


 
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