Research Output per year
Alison completed her doctoral thesis in 2017. She specialises in the role of emotions and affect in mathematics learning and her thesis focused on creating the conditions for productive cognitive-affective interplay to improve children’s perseverance in mathematical reasoning. This culminated in the development of a theoretical framework on children’s cognitive-affective-conative interplay in mathematics learning.
Her research interests include education practitioner research, pedagogic research and mathematics education research.
Recent research, with a team from the University of Brighton, has included a review of 15 years of UK-based mathematics education research for the British Society of Research into Learning Mathematics.
Alison is a senior lecture in education, specialising in primary mathematics education and research teaching. She is the Assistant Programme Leader of the Education MA in the School of Education.
She teaches across a range of course including the Education MA and, the BA Primary Education, BA Primary Mathematics Education, Mathematics Specialist Teacher Post-Graduate Certificate (MaST) and the Professional Doctorate in Education. Her research teaching takes place at the University of Brighton, in schools and school networks and with University of Brighton’s partner, the Mauritius Institute of Education.
Approach to teaching
Alison is passionate about the learning of children, students and education practitioners. For the last two decades, her professional goal has been to support professional learning in education, to enable practitioners to further develop their professional understanding and knowledge and thus enhance their personal learning, and that of their students.
Alison has a background in in mechanical engineering, primary teaching, mathematics education consultancy and higher education; she has first-hand experience of how learning experiences in mathematics can impact on confidence in, enjoyment of and attitudes towards the subject. Her teaching in initial teacher education centres on creating enabling learning environments that support students to engage in mathematical exploration, to develop as mathematicians and to construct theoretical, policy and pedagogical understanding.
Alison is particularly interested in practitioner inquiry as an approach to research to generate knowledge, inform practice (as a form of professional development) and improve outcomes for students and practitioners. She has further developed a problem-based action research methodology to empower practitioners to create bespoke, school-based professional development. This approach enables education practitioners to reflect on, interpret and critique theory, policy and practice to meet the learning needs of students and the professional development needs of colleagues.
Alison is particularly interested in supervising doctoral students in the following areas:
- Mathematics pedagogy and learning, including the role of affect;
- Affect in learning and teaching;
- Practitioner professional development through research;
- Studies which adopt a constructivist approach;
- Studies using intervention or action research methodology.
Stefanie Edwards, Stage 2, Professional Doctorate in Education
Thesis (working) title: What kinds of school and system leadership practices and perspectives successfully promote and sustain Lesson Study as a mode of effective professional learning for teachers?
Kevin Duckett, Stage 1, Professional Doctorate in Education
Area of focus: The value of representations in revealing underlying structures in diviion in primary mathematics.
External Examiner: MEd Professional Practice in Education, University of Central Lancashire1 Oct 2020 → 30 Sep 2024
Perseverance in mathematical reasoning: the role of children’s conative focus in the productive interplay between cognition and affectBarnes, A., 3 May 2019, In : Research in Mathematics Education. 21, 24 p.
Research output: Contribution to journal › Article
Research output: Book/Report › Commissioned report
Enjoyment in learning mathematics: its role as a barrier to children’s perseverance in mathematical reasoningBarnes, A., 2018.
Research output: Contribution to conference › Abstract
Reviewing 15 years of research in UK mathematics education: Continuity, change and lessons for the futureMarks, R., Barclay, N., Barnes, A. & Treacy, P., 1 Jun 2018.
Research output: Contribution to conference › Paper
Improving children’s perseverance in mathematical reasoning: creating conditions for productive interplay between cognition and affectBarnes, A., Nov 2017, 228 p.
Research output: Thesis › Doctoral Thesis