Profiles

Judy Sayers

Judy M. Sayers

Universitetslektor

View page in English
Arbetar vid Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
Telefon 08-16 39 85
E-post judy.sayers@mnd.su.se
Besöksadress Svante Arrheniusväg 20 A, E-huset, Arrheniuslab
Rum P 423
Postadress Institutionen för matematikämnets och naturvetenskapsämnenas didaktik 106 91 Stockholm

Forskning

Tidigare universitetslektor i didaktik vid University of Northampton, UK. Under slutet av 2013 startade Judy en postdoc-tjänst vid Institutionen för matematikämnets och naturvetenskapsämnenas didaktik på Stockholms universitet för att fortsätta sin forskning riktad mot lärande och undervisning av matematik i förskola och årskurs 1-6. Hon tillträdde som univeristetslektor vid institutionen  i september 2015.

Hon har arbetat som forskare inom ett EU-projekt där man undersöker olika sätt lärare presenterar matematik för sina elever (10-14 åringar). Detta projekt har resulterat i ett flertal publikationer och konferenspresentationer. Hennes doktorandprojekt var en ett flertal fallstudier där man undersökte hur engelska grundskolelärare konceptualiserade helklassaktiviteter av deras matematiklektioner. Judys handledare var professor Anne Watson vid Oxforduniversitetet.

Nyligen har hon tillsammans med Paul Andrews undersökt vilka nyckelfärdigheter förstaklassare inom olika kulturer behöver få inom grundläggande taluppfattning för att lära sig matematik.

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2016. Judy Sayers, Paul Andrews, Lisa Björklund-Boistrup. Mathematics education in the early years, 371-394

    Evidence indicates that children with a well-developed number sense are more likely to experience long-term mathematical success than children without. However, number sense has remained an elusive construct. In this chapter, we summarise the development of an eight-dimensional framework categorising what we have come to call foundational number sense or those non-innate number-related competences typically taught during the first years of schooling. We also show, drawing on grade one lessons from Hungary and Sweden, how focused instruction on conceptual subitising, the teaching of children to identify and use easily recognisable groups of objects to structure children’s understanding of number, facilitates children’s acquisition of a range of foundational number sense-related competences.

  • 2015. Paul Andrews, Judy Sayers. Early Childhood Education Journal 43 (4), 257-267

    It is known that an appropriately developedfoundational number sense (FONS), or the ability tooperate flexibly with number and quantity, is a powerfulpredictor of young children’s later mathematical achievement.However, until now not only has FONS been definitionallyelusive but instruments for identifyingopportunities for children to acquire its various componentshave been missing from the classroom observationtools available. In this paper, drawing on a constant comparisonanalysis of appropriate literature, we outline thedevelopment of an eight dimensional FONS framework.We then show, by applying this framework to three culturallydiverse European grade one lessons, one English,one Hungarian and one Swedish, that it is both straightforwardlyoperationalised and amenable to cross culturalanalyses of classroom practice. Some implications arediscussed.

  • 2014. Paul Andrews (et al.). Educational Studies in Mathematics 87 (1), 7-26

    Finnish students’ success on all three content domains of each of the four cycles ofthe OECD’s Programme for International Student Assessment (PISA) has created muchinternational interest. It has also prompted Finnish academics to offer systemic explanationstypically linked to the structural qualities of Finnish schooling and teacher education. Lesswell-known has been the modest mathematics performance of Finnish grade 8 students on thetwo Trends in International Mathematics and Science Study (TIMSS) in which Finland hasparticipated, which, when compared with its PISA successes, has created something of anenigma. In this paper, we attempt to shed light on this enigma through analyses of Finnishmathematics classroom practice that draw on two extant data sets—interviews with Finnishteacher educators and video-recordings of sequences of lessons taught on standard topics. Dueto the international interest in Finnish PISA success, the analyses focus primarily on theresonance between classroom practice and the mathematical literacy component of the PISAassessment framework. The analyses indicate that Finnish mathematics didactics are morelikely to explain the modest TIMSS achievements than PISA successes and allude to severalfactors thought to be unique to the Finns, which, unrelated to mathematics teaching practices,may be contributory to the repeated Finnish PISA successes. Some implications for policyborrowingare discussed.

Visa alla publikationer av Judy M. Sayers vid Stockholms universitet

Senast uppdaterad: 25 september 2018

Bokmärk och dela Tipsa