Richard Noss Profile Page

Profile

Name: Professor Richard Noss
About:

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.tml_book.png

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.


 

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Personal

Personal Information:

Brief Curriculum Vitae: Richard Noss

D.O.B. 6 May 1950†††

Education

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  • 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†

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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†

Publications

Publications:

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.


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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.

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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.

Hoyles, C. and Noss. R., 2008. Next steps in implementing Kaput's research programme. Educational Studies in Mathematics. Vol 68, No. 2, 85-94.
 
Sacristan, A. and Noss, R.  2008. Computational Construction as a means to coordinate representations of infinity.  International Journal of Computers for Mathematical Learning. 13 (1) 47-70.
 
Bakker, A., Kent, P., Derry, J., Noss, R. and Hoyles, C. 2008. Statistical Inference At Work: Statistical Process Control As An Example. Statistics Education Research Journal. 130-45. 
Kaput, J., Noss, R. and Hoyles, C. 2008. Developing New Notations for a Learnable Mathematics in the Computational Era. In: English, L. (ed.) Handbook of International Research in Mathematics Education, 2nd edition. London: Lawrence Erlbaum. 693-715. (Second Edition: First Edition 2002)
Confrey, J., Hoyles, C., Jones, D., Kahn, K., Maloney, A., Nguyen, K. H., Noss, R. and Pratt, D. 2009. Designing software for mathematical engagement through modelling in Mathematics Education and Technology - Rethinking the Terrain: The 17th ICMI Study, Hoyles, C., and Lagrange, J. B. (eds.), Springer: New York.  19-45.
Noss, R., and Hoyles, C. 2010. Modeling to address Techno-Mathematical Literacies in Work. In Lesh, R., Galbraith, P. L., Haines, C. R. and Hurford, A.  (eds.) Modeling students’ mathematical modeling competencies, Springer: New York.  75-86.
Kahn, K., Sendova, J., Sacristan, A. & Noss R. (2011) Young Students Exploring Cardinality by Constructing Infinite Processes. Int. Jnl of Computers in Mathematical Learning. Published online 19.04.11
Kent, P., Bakker, A., Hoyles, C., & Noss, R (2011) Measurement in the workplace: The case of process improvement in manufacturing industry. ZDM International Journal of Mathematics Education. 43(5), 747 – 758.
Noss, R., Poulovassilis, A., Geraniou, E., Gutierrez-Santos, S., Hoyles, C., Kahn, K., Magoulas, G., Mavrikis, M  (2011) The design of a system to support exploratory learning of algebraic generalisation. Computers and Education. http://dx.doi.org/10.1016/j.compedu.2011.09.021
 
Hoyles, C. and Noss, R.  2009. The Technological Mediation of Mathematics and its Learning, Human Development, 52 (2), 129-147.
Noss R., Hoyles, C., Mavrikis M., Geraniou, E., Gutierrez-Santos, S. & Pearce, D. 2009. Broadening the sense of 'dynamic': a microworld to support students' mathematical generalisation. Zentralblatt für Didaktik der Mathematik (International Journal on Mathematics Education), 41 (4), 493-503.
Bakker, A., Kent, P., Noss, R. and Hoyles, C. 2009.  Alternative Representations of Statistical Measures in Computer Tools to Promote Communication between Employees in Automotive Manufacturing in Technology, Innovations in Statistics Education, December 2009, 3 (2), 1-31.
Bottino, R. M., Artigue, M., Noss, R.  2009. Building European Collaboration in Technology-Enhanced Learning in Mathematics, In: Balacheff, N., Ludvigsen, S., de Jong, T., Lazonder, A. & Barnes, S., (eds.) Technology-Enhanced Learning: Principles and Products, Springer: Netherlands, 73 - 87 
Pratt, D. & Noss R. 2010. Designing for Mathematical Abstraction.  International Journal of Computers for Mathematical Learning: Volume 15, Issue 2 , 81-97
Bakker, A., Kent, P., Hoyles, C. & Noss, R. (2011) Designing for communication at work: A case for technology-enhanced boundary objects. International Journal of Educational Research. 50, 26–32
 
Mavrikis M., Gutierrez-Santos,S.,  Geraniou E. & Noss R. (in review) Design Requirements and Validation Metrics for Adaptive Exploratory Learning Environments. CCI Journal.

 

 

 

 

 

 

 

Students

Students:

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 Appraisalin 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

LKL News

Richard Noss is featured in the following news items:
 
DateTitle
Monday, 10 December 2012Cornerstone Project
Monday, 19 November 2012Decoding Learning
Tuesday, 28 February 2012The Unteachable
Tuesday, 11 October 2011Miegunyah Fellowship for Prof Richard Noss
Monday, 11 April 2011Medals for Hoyles and Noss
Monday, 11 April 2011Richard Nossís response to Professor Michael Greenís 25th March concerns over ëboring maths'
Wednesday, 23 March 2011Dr Yishay Mor announced winner of the second TELEARC award
Wednesday, 12 January 2011New research project: The role of professional networks in supporting maths teachers
Monday, 10 January 2011London Knowledge Lab Professors present at the LWF Festival of Learning and Technology
Monday, 13 December 2010LKL director named as Academician
Monday, 16 August 2010ALT-C 2010 in Nottingham
Thursday, 06 May 2010Improving Mathematics at Work
Thursday, 08 April 2010Re-Designing Learning Contexts
Thursday, 04 March 2010LKL forges Australian links
Sunday, 14 June 2009Call for Contributions
Tuesday, 02 June 2009Happy Birthday: LKL turns five
Tuesday, 01 July 2008Open Evening 2008
Thursday, 05 June 2008Live from the LKL: Open Evening 2008
Thursday, 05 June 2008Now Live: Open Evening 2008
Tuesday, 20 November 2007Design Research in Education
Tuesday, 28 August 2007Richard Noss to take up role as TLRP Associate Director
Wednesday, 23 May 2007Jobs @ LKL
Tuesday, 13 March 2007TLRP Research Award
Monday, 08 January 2007New Book Series
Tuesday, 07 November 2006Rose Luckin
Thursday, 13 July 2006WebReports code released
Thursday, 25 August 2005Two new professors @ LKL: Diana Laurillard and Rose Luckin

Full LKL news listing

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