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Dr Yuqian Wang's Outputs (16)

How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation (2024)
Journal Article
Wang, Y., & Newton, D. P. (online). How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation. Teacher Education Advancement Network Journal,

Different approaches to the integration of research in Initial Teacher Training (ITT) programmes have given rise to terms like, ‘research tutored’, ‘research-based’, ‘research-orientated’, and ‘research-led’ teaching. This study examines current prac... Read More about How Initial Teacher Training programmes integrate research: A case study of insights from module expectations and teacher educators’ implementation.

Reviving the Forgotten Scholarly Discipline of Commonplacing to Enhance Teaching & Learning in Higher Education (2024)
Journal Article
Hirst, J., & Wang, Y. (2024). Reviving the Forgotten Scholarly Discipline of Commonplacing to Enhance Teaching & Learning in Higher Education. Enhancing Teaching and Learning in Higher Education, 2, 4-15. https://doi.org/10.62512/etlhe.12

This paper explains how the forgotten scholarly discipline of commonplacing can be revived and deployed as a technique for enhancing learning and teaching. It presents a case study of a recent third year undergraduate Business School module to demons... Read More about Reviving the Forgotten Scholarly Discipline of Commonplacing to Enhance Teaching & Learning in Higher Education.

Developing Maths Lesson Planning and Frameworks: Mastery, Logic and Reasoning in the Classroom (2023)
Book
Wang, Y., Dawson, J., & Brown, C. (2024). Developing Maths Lesson Planning and Frameworks: Mastery, Logic and Reasoning in the Classroom. Open University Press

This book supports teacher trainees as they help students develop maths reasoning skills. It uses the Causal Connectivity Framework and enhances the knowledge and skills of trainees in sequencing teaching content with cumulative knowledge and underst... Read More about Developing Maths Lesson Planning and Frameworks: Mastery, Logic and Reasoning in the Classroom.

What do we know so far about the research-teaching nexus in Initial Teacher Training? (2023)
Journal Article
Wang, Y., Newton, D., Moger, P., Ion, G., & Armau-Sabates, L. (2023). What do we know so far about the research-teaching nexus in Initial Teacher Training?. Review of Education, 11(2), Article e3405. https://doi.org/10.1002/rev3.3405

Initial Teacher Education (ITE) Programmes comprise campus-based teaching sessions and school practice. This article carries out a systematic review from the context of Initial Teacher Education programmes in Higher Education, using the term “nexus”... Read More about What do we know so far about the research-teaching nexus in Initial Teacher Training?.

Improving mathematical reasoning – the professional development challenge (2022)
Journal Article
Wang, Y., & Brown, C. (2022). Improving mathematical reasoning – the professional development challenge. Professional development today, 22(4),

Yuqian Wang and Chris Brown highlight how crucial it is for schools to make explicit plans to improve mathematical reasoning, even in lower primary settings. Their research outlines the professional development that can be employed in support.

‘Allowing them to dream’: fostering creativity in mathematics undergraduates (2022)
Journal Article
Newton, D., Wang, Y., & Newton, L. (2022). ‘Allowing them to dream’: fostering creativity in mathematics undergraduates. Journal of Further and Higher Education, 46(10), 1334-1346. https://doi.org/10.1080/0309877x.2022.2075719

With the rapid development of artificial intelligence, work and leisure is expected to change, and human creative competence is expected to be increasingly important, partly for the workplace and the economy, but also for thriving and well-being. The... Read More about ‘Allowing them to dream’: fostering creativity in mathematics undergraduates.

Making sense of ‘mastery’: Understandings of a policy term among a sample of teachers in England (2022)
Journal Article
Simpson, A., & Wang, Y. (2023). Making sense of ‘mastery’: Understandings of a policy term among a sample of teachers in England. International Journal of Science and Mathematics Education, 21(2), 581-600. https://doi.org/10.1007/s10763-021-10178-x

This paper considers the term ‘mastery’ as used in mathematics education across different times and locations. A case study from England is offered to show how these pedagogical approaches morph as they move from one territory to another, in the cont... Read More about Making sense of ‘mastery’: Understandings of a policy term among a sample of teachers in England.

Nurturing mathematical literacy at lower primary level: impacts on student understanding of formal mathematical concepts (2021)
Journal Article
Wang, Y., Truscott, W., & Dawson, J. (2021). Nurturing mathematical literacy at lower primary level: impacts on student understanding of formal mathematical concepts. Research Journal: International Education Theory and Practice, 7, 58-68

This study investigates to what extent mathematical literacy in lower primary students (aged 6 to 8) in England was developed by a sequence of three lessons. The lessons focused on understanding of two mathematical concepts, tessellation and self-sim... Read More about Nurturing mathematical literacy at lower primary level: impacts on student understanding of formal mathematical concepts.

EasyPeasy: Learning through play. Evaluation Report (2019)
Report
Robinson-Smith, L., Menzies, V., Cramman, H., Wang, Y. (., Fairhurst, C., Hallett, S., …Siddiqui, N. (2019). EasyPeasy: Learning through play. Evaluation Report. [No known commissioning body]

In which ways and to what extent do English and Shanghai Students Understand Linear Function' (2017)
Journal Article
Wang, Y., Barmby, P., & Bolden, D. (2017). In which ways and to what extent do English and Shanghai Students Understand Linear Function'. Research in Mathematics Education, 19(1), 66-90. https://doi.org/10.1080/14794802.2017.1287001

This study investigates how students in England and Shanghai understand linear function. Understanding is defined theoretically in terms of five hierarchical levels: Dependent Relationship; Connecting Representations; Property Noticing; Object Analys... Read More about In which ways and to what extent do English and Shanghai Students Understand Linear Function'.

Understanding Linear Function: A Comparison of Selected Textbooks from England and Shanghai (2015)
Journal Article
Wang, Y., Barmby, P., & Bolden, D. (2017). Understanding Linear Function: A Comparison of Selected Textbooks from England and Shanghai. International Journal of Science and Mathematics Education, 15(1), 131-153. https://doi.org/10.1007/s10763-015-9674-x

This study describes a comparison of how worked examples in selected textbooks from England and Shanghai presented possible learning trajectories towards understanding linear function. Six selected English textbooks and one Shanghai compulsory textbo... Read More about Understanding Linear Function: A Comparison of Selected Textbooks from England and Shanghai.