Outputs (5)

STACKing Further with STACK-JS (2024)
Presentation / Conference Contribution
Fearn, S. (2024, March). STACKing Further with STACK-JS. Presented at STACK Conference 2024, Amberg, Germany

Going round in circles: Geometry in the early years (2023)
Journal Article
Oughton, R. H., Wheadon, D. M., Bolden, D. S., Nichols, K., Fearn, S., Darwin, S., Dixon-Jones, S., Mistry, M., Peyerimhoff, N., & Townsend, A. (2023). Going round in circles: Geometry in the early years. Mathematics teaching, 286, 29-34

The research described here came from a collaboration between university-based mathematicians and early years (EY) educators. The project emerged naturally, driven by the felt need of the EY educators to develop a broader understanding and appreciati... Read More about Going round in circles: Geometry in the early years.

A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics (2022)
Journal Article
Kinnear, G., Jones, I., Sangwin, C., Alarfaj, M., Davies, B., Fearn, S., Foster, C., Heck, A., Henderson, K., Hunt, T., Iannone, P., Kontorovich, I., Larson, N., Lowe, T., Meyer, J. C., O’Shea, A., Rowlett, P., Sikurajapathi, I., & Wong, T. (online). A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics. International Journal of Research in Undergraduate Mathematics Education, https://doi.org/10.1007/s40753-022-00189-6

This paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, unive... Read More about A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics.

Developing ‘deep mathematical thinking’ in geometry with 3- and 4-year-olds: A collaborative study between early years teachers and University-based mathematicians (2022)
Journal Article
Oughton, R., Nichols, K., Bolden, D. S., Dixon-Jones, S., Fearn, S., Darwin, S., Mistry, M., Peyerimhoff, N., & Townsend, A. (2024). Developing ‘deep mathematical thinking’ in geometry with 3- and 4-year-olds: A collaborative study between early years teachers and University-based mathematicians. Mathematical Thinking and Learning, 26(3), 306-325. https://doi.org/10.1080/10986065.2022.2119497

Mathematics in early years settings is often restricted to learning to count and identifying simple shapes. This is partly due to the narrow scope of many early years curricula and insufficient teacher training for exploring deeper mathematical conce... Read More about Developing ‘deep mathematical thinking’ in geometry with 3- and 4-year-olds: A collaborative study between early years teachers and University-based mathematicians.

Young supertableaux and the large N = 4 superconformal algebra (2019)
Journal Article
Fearn, S. (2019). Young supertableaux and the large N = 4 superconformal algebra. Physica Scripta, 94(12), Article 125222. https://doi.org/10.1088/1402-4896/ab3b29

In this paper we consider representations of the ‘Large’ N = 4 superconformal algebra A in the Ramond sector as infinite-dimensional graded modules of its zero mode subalgebra, which we show to be the finite superalgebra su(2j2). We describe how repr... Read More about Young supertableaux and the large N = 4 superconformal algebra.