Richard Noss is co-director of the London Knowledge Lab, an interdisciplinary collaboration between the Institute of Education and Birkbeck, two colleges of the University of London. He is Professor of Mathematics Education at the IOE, holding a Masters degree in pure mathematics and a PhD in mathematical education. He was co-founder and deputy scientific manager of Kaleidoscope, the† European network of excellence for technology enhanced learning, and is currently the director of the UK's Technology Enhanced Learning Research Programme funded jointly by the ESRC and EPSRC. 

Richard has directed or co-directed some 20 research projects [Click Personal Tab for a selection], all of which have focussed on a mix of technology-enhanced learning, mathematics, and - for the last ten or so years - workplace learning. He currently directs the MiGen project, which is designing and implementing an intelligent learning environment for supporting 11-14 year-old studentsí learning of mathematical generalisation.

Richard has edited and authored five books, including Windows on Mathematical Meanings: Learning Cultures and Computers (co-authored with Celia Hoyles) in 1996. His most recent book (co-authored with Celia Hoyles, Phillip Kent and Arthur Bakker and published in 2010), Improving Mathematics at Work: the Need for Techno-mathematical Literacies, questions the mathematical knowledge and skills that matter in the 21st century world of work, and studies how the use of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation.

Richard is a past editor-in-chief of the International Journal of Computers for Mathematical Learning and Series Co-editor (with Mike Sharples) of Technology Enhanced Learning, published by Sense publishers. He is a Fellow of the Institute of Mathematics and its Applications, an Academician of the Academy of the Social Sciences and in 2011, was elected a Foreign Fellow of the Union of Bulgarian Mathematicians. He is, since 2012, a Professorial Fellow of the University of Melbourne, Australia.

Brief Curriculum Vitae: Richard Noss

D.O.B. 6 May 1950†††

Education

• 1968-71†† †University of Sussex†† †BSc. (Mathematics)†† †
• 1971-73†† †University of Sussex†† †M.Phil (Mathematics)†† †Some Aspects of Piecewise Linear Embeddings and Immersions in Low Dimensional Topological Manifolds.

• 1982-85†† †Chelsea College, (King's) London Ph.D. (Mathematics Education)Creating a Mathematical Environment through Programming: a Case Study of Young Children Learning Logo.

Employment

• 1975-82† Teacher of Mathematics
• 1982-85 Advisory Unit for Computer Based Education, Hatfield† Director, Chiltern Logo Project (Microelectronics Education Programme)
• 1985- Institute of Education University of London. Lecturer, Senior Lecturer (1988), Reader (1993), Professor of Mathematics Education (1996).
• 2003-4 Pro-director (ICT) Institute of Education
• 2004- Co-director, London Knowledge Lab
• 2008- Director, Technology Enhanced Learning phase of the Teaching and Learning Research Programme (UK)

Selected Research Projects (2000-)

• Co-PI: Animated Playgrounds for Learning. European Union (Esprit). 1998-2001. (Ä1,080,000).

• PI: The Mathematics of Engineering Practice.† ESRC. 2000-2001. (£40,000)

• Co-PI: WebLabs: new representational infrastructures for e-learning. European Union. 2002-2005. (Ä1,800,000).

• PI: Reassessing the Roles of Mathematics and Information Technology in the University Education of Engineers. The Ove Arup Foundation (£28000). 2002.

• Co-PI: Techno-Mathematical Literacies in the Workplace. ESRC 2003-7. (£400000). Teaching and Learning Research Programme.

• Deputy Scientific Manager and Co-founder: Kaleidoscope Network of Excellence for Technology Enhanced Learning. (EU) 2003-7. (Ä9000000 (Ä250000 IoE/LKL)).

• Co-PI: Workplace Personalised Learning Environments for the Development of Employees' Technical Communicative Skills (Development grant, EPSRC/ESRC-TLRP). 2006-7. (£48k)

• Co-PI: Enhancing and Assessing Complex Reasoning through Models and Modeling: NSF/ESRC UK-US collaborative research. 2007. (£18k)

• PI: Intelligent Support for Mathematical Generalisation. (ESRC/EPSRC 2007-2010). £1.2million (2007-11)

Editorial positions

• Editor: Logos 1984-5
• European editor: International Logo Exchange 1985-1988
• Editor-in-chief: International Journal of Computers for Mathematical Learning 1999-2005
• Executive editor: International Journal of Computers for Mathematical Learning 2005-
• Editorial board: Teaching Mathematics and Its Applications. 2000-
• Editorial board: International Journal of Science and Mathematics Education. 2001-
• International Editorial Board: Informatics in Education. 2003-
• Editorial Board: International Electronic Journal† of Mathematics Education 2006-
• 2007- Editorial Board: Acta Scientiae Journal.
• 2008- Co-Editor: Technology Enhanced Learning book series: Sense Publishers.

†Fellowships since 2001†

2002-4 Lego Playful Learning Scholar

2005 Visiting Scholar, University of Stanford

2009 Fellow of the Institute of Mathematics and its Applications††

2010 Visiting Professor, University of Melbourne.

2011 Foreign Fellow of the Union of Bulgarian Mathematicians†

Books

Noss, R., Smallman C. and Thorne, M. (1985) Microworlds: Adventures with Logo. London: Hutchinson.†

Dowling P. & Noss, R. (Eds) 1990 Mathematics versus the National Curriculum. Basingstoke: Falmer Press.

Hoyles, C. & Noss, R. (Eds) 1992 Learning Mathematics and Logo. Cambridge Ma: MIT Press.

diSessa, A., Hoyles, C. & Noss R. (Eds) 1995. Computers for Exploratory Learning† Berlin: Springer-Verlag.

Noss, R. &†Hoyles, C. (1996) Windows on Mathematical Meanings: Learning Cultures and Computers.† Dordrecht: Kluwer.

Selected Publications since 2008

Hoyles, C., Noss, R., Kent, P. and Bakker, A., 2010. Improving Mathematics at Work: The need for techno-mathematical literacies. Abingdon: Routleddge

Paparistodemou, E., Noss, R., and Pratt, D.  (2008) The interplay between fairness and randomness in a spatial computer game, International Journal of Computers for Mathematics, Vol 13 (2), 89-110.

Mor, Y. and Noss, R. 2008. Programming as Mathematical Narrative. Int. Journal of Continuing Engineering Education and Life-Long Learning, Vol. 18, No. 2, 214-233.

Completed PhD students

†

Chronis Kynigos (1989) From Intrinsic to Non-Intrinsic Geometry: AStudy Of Children's Understandings in Logo-Based Microworlds.

Candida Moreira (1992) Primary Teachers' Attitudes towards Mathematicsand Mathematics Teaching With Special Reference To a Logo-Based In-ServiceCourse.

Adnan Baki (1994) Breaking with Tradition: a Study ofTurkish Student Teachers' Experiences within a Logo-based MathematicalEnvironment

Ian Stevenson (1995) Constructing Curvature: TheIterative Design of a Computer-Based Microworld for Non-Euclidean Geometry

Declan O'Reilly (1995) †A Study of Children's Theories of Number in a BoxerProgramming Environment

Ana Isabel Sacristan† (1997) Windows on Infinity: creating meanings in aLogo microworld.

*Tenoch Cedillo (1996) Understanding algebraic formalism: astudy with programmable calculators.

*Angelos Agalianos† (1996) †AHistoriography of Logo

*Jonathan Fletcher †(1996)† A Study of †Mathematics Teacher Appraisal† in Nigeria

David Pratt (1998)† Theconstruction of meanings in and fora stochastic domain of abstraction

Duncan Jones (1998) Young children proving incomputational settings

Ana T. Lucena (2004) Young children`s understanding of placevalue: design and analysis of a computer game

Efthymia Chr. Paparistodemou. (2004) Children`s Expressions ofRandomness: Constructing Probabilistic Ideas In an Open Computer Game.

Chrystalla Papademetri (2007) Epistemological pluralism in the early years:Young children constructing and communicating structural knowledge of shapes.

Yishay Mor††(2010)†A†Design Approach to Research in Technology Enhanced Mathematics Education. Winner of the TELEARC European Network of Excellence "Best PhD" award.

Alison Clark-Wilson†(2010)†How does a multi-representational ICT tool mediate teachers' mathematical and pedagogical knowledge concerning variants and invariants?

*Kevin Walker†(2010)†Visitor-constructed trails in museums.†

†

Current doctoral students

Yogesh Sanmukhiya Students' learning of kinematics in a mechanics microworld

Maria Veiga Students' spontaneous exploitation of† mobile technology for learning

*Ross Purves Exploring conceptual parallels between musicand mathematics education using digital technology

* co-supervisor