Prior to taking up my post as part of the Primary Teacher Education Maths team, I have had the pleasure of teaching in a variety of settings for over fourteen years, working with children from Foundation Stage to Year Six, including eighteen months as Lead Teacher in a centre for children with challenging behaviour who had been excluded from mainstream education. Having previously worked in Cornwall, Norfolk, and Northamptonshire, with a year teaching First Grade children in America as part of the Fulbright Teaching Exchange Programme, my most recent school experience has been as a Number Count Teacher in Oxfordshire, a role requiring full post graduate accredited by Edge Hill University. This role extended to working with a number of schools, focussing on raising the standard of mathematics teaching and learning. I am privileged to be able to continue to work with schools as part of the CPD provision offered by Brookes as well as working to support and inspire prospective new primary teachers as part of the primary maths team.
I teach on a number of different modules as part of the BA Primary Teacher Education, Work-based BA Primary Teacher Education and PGCE Primary Education programmes.
- BA PTE Year 1: U71110 Thinking mathematically and being mathematical
- BA(WB) Year 3 U71425 Mathematics, science and technology in the primary years (Module leader)
- PGCE Primary Ed: U71283 Mathematics and computing
In addition to on-campus teaching, I work with primary schools both within Oxfordshire and farther afield providing CPD designed to promote mutually supportive, sustainable peer to peer support and development through lesson study, and also wroking towards developing mastery in mathematics for all pupils.
In the field of mathematics, my research interests are focussed around early mathematical intervention, use of structured apparatus (and other manipulatives) to support conceptual understanding in mathematics and strengthening cross-curricular links in the primary classroom, particularly through the use of story books. This was the focus of my MA dissertation completed in 2015.
I also have a keen interest in promoting lesson study as a means of sustainable school-based professional development, in particular the Japanese Lesson Study model, observed first hand through the IMPULS immersion programme in Tokyo in June 2016.
I am a member of the National Association of Mathematics Advisers, the Association of Mathematics Education Teachers, the Mathematical Association and the World Association of Lesson Study. I am part of the Joint Primary Subcommitte comprising MA/ATM members. I am actively involved with the local maths hubs supporting Oxfordshire, and am the NAMA representative for the NCETM Standard Holders SE region. Recently the University has been awarded the NCETM CPD Standard Mark, and I have since been recognised as an NCETM certified leader of professional development.
I have a blog page which can be found at paulinetyson.co.uk