Tuesday, 19 February 2019
Research team: United Kingdom PDF Print E-mail

LPS Team Leader in England

Position: Professor, Graduate School of Education

Contact details:
Graduate School of Education
University of Bristol
35 Berkeley Square

tel: +44 (0) 117 9287108
fax: +44 (0) 117 9251537
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Home-page: http://www.bris.ac.uk/education/people/academicStaff/edrjs

Recent and Current professional activities:

Rosamund Sutherland is a Professor at the Graduate School of Education in Bristol (UK) and she is currently Head of Department.

Her main research area is concerned with learning with new technologies in both informal and formal settings, with a particular focus on mathematics education. This research has been carried out within the complexity of ‘real’ classrooms in primary and secondary schools and FE colleges. She recently chaired a Royal Society committee reporting on Teaching and Learning Algebra which has been influential in terms of changes to the mathematics National Curriculum. Her research as part of the ESRC Screen-Play Project investigated the nature and extent of young people’s learning with computers in the home. Recent research as part of the ESRC InterActive Education project has been investigating the ways in ICT can be integrated into school subject cultures to enhance learning.

Recent projects she has directed include the following: Peer Group Discussion in a Computer Environment, Mathematical Competencies of GNVQ Science Students; The Role of Computers; Screen-play: an exploratory study of children in ‘techno-popular’ culture (ESRC); National Grid for Learning: Roll Out Evaluation of Pathfinder LEAs: Impact on Standards and Institutional Effectiveness (BECTa); InterActive Education: Teaching and Learning in the Information Age (ESRC); A Digital Approach to Distilling the Complexity of Teaching and Learning (ESRC).

Selected publications:
Facer, K., Sutherland, R., Furlong, J. and Furlong, R. (2003) Screenplay: Children’s Computing in the Home, London, Routledge Falmer.

Sutherland R, Claxton G & Pollard A. (eds) (2003) Teaching and Learning where Worldviews Meet, Trentham Books, Stoke-on-Trent. ISBN 1858562481

Sutherland R (2002) A Comparative Study of Algebra Curricula, Qualifications and Curriculum Authority (QCA), London. QCA 02 914.

Mason J & Sutherland R (2002) Key Aspects of Teaching Algebra in Schools, Qualifications and Curriculum Authority (QCA), London. QCA 02 913.

Sutherland, R., Rojano, T., Bell, A. & Lins, R. (eds) (2000) Perspectives on School Algebra, Kluwer Academic Publishers, Dordrecht

Sutherland, R. (2004) Designs for Learning: ICT and Knowledge in the classroom, in Computers and Education, Elsevier Ltd.

Godwin, S., Sutherland, R. (2004). Whole class Technology For Learning Mathematics: The Case Of Functions And Graphs. Education, Communication and Information Journal (ECi) Vol 4 (1) March 2004.

John, P. & Sutherland, R. (2004) Teaching and Learning with ICT, New Technology, New Pedagogy? In Education, Communication and Information Journal (ECi). Vol 4 (1).

Facer K, Furlong J, Sutherland R & Furlong R (2002) ‘Home is where the hardware is: young people, the domestic environment and ‘access’ to new technologies’ in Ian Hutchby and Jo Moran-Ellis (eds) Children, Technology and Culture, London: Falmer pp.13-27.

Molyneux-Hodgson S, Sutherland R (2002) Mathematics for Post-16 vocational courses, in Haggarty L (ed) Aspects of Secondary Mathematics, Routledge, London, pp 52-70.

Sutherland R. (1998) Teachers and Technology: the role of mathematical learning, in Tinsley, D. & Johnson, D. (eds) Information and Communication Technolgies in School Mathematics, Chapman & Hall, London. pp 151-160.

Harries T. & Sutherland R. (1999) Primary School Mathematics Text Books. An International Comparison in Issues in Teaching Numeracy in Primary Schools. Thompson, I (ed). Open University Press.

Balacheff, N. & Sutherland, R. (1994) Epistemological Domain of Validity of Microworlds: The Case of Logo and Cabri-géomètre, in Lewis R & Mendelsohn P (eds). Lessons from Learning, IFIP Conference TC3WG3.3 North Nolland, pp. 137-150.

Sutherland, R., Facer, K., Furlong, R. & Furlong, J. (1999) A new environment for education? The computer in the home. Computers in Education, Special Edition, 34, pp.195-212.

Molyneux-Hodgson, S. Rojano, T. Sutherland, R. Ursini, S. (1999) Mathematical Modelling: the Interaction of Culture and Practice, Educational Studies in Mathematics, 39, pp.167-183.

Sutherland, R. Balacheff, N. (1999) Didactical Complexity of Computational Environments for the Learning of Mathematics, the International Journal of Computers for Mathematical Learning, Vol. 4, pp 1-26.


Position: Research Associate, Graduate School of Education

Contact details:
Graduate School of Education
University of Bristol
35 Berkeley Square

tel: +44 (0) 117 9287108
fax: +44 (0) 117 9251537
E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
Home-page: http://www.bris.ac.uk/education/people/academicStaff/edfo

Recent and current professional activities:
Federica Olivero’s main research area is concerned with the mediating role played by new technologies, in particular in the teaching and learning of mathematics. Federica’s PhD addressed the problem of how a dynamic geometry software may support students in the approach to theoretical thinking, and in particular to proving in geometry. Since completing her PhD in 2003 she has been working on the InterActive Education project (www.interactiveeducation.ac.uk), focusing more broadly on the mediating role played by new technologies in the teaching and learning of mathematics. Her recent work includes a focus on the use of digital videos as methodological and analytical tools in classroom-based research. Federica has also been exploring the potentialities of a new form of publication, videopapers, in the context of the dissemination of research to both academics and practitioners.

Selected publications:
Beardsley, L., Cogan-Drew, D. & Olivero, F. (forthcoming). Videopaper: bridging research and practice for pre-service and experienced teachers. In: R. Goldman, R. Pea, B. Barron & S. Derry (Eds.), Video Research in the Learning Sciences, Hillsdale, NJ: Lawrence Erlbaum Associates.

Sutherland, R. & Olivero, F. (2004). Orchestrating mathematical proof through the use of digital tools. Proceedings of PME28, Bergen, Norway.

Olivero, F., Sutherland, R. & John, P. (2004). Seeing is believing: using videopapers to transform teachers' professional knowledge and practice, Cambridge Journal of Education, 34 (2), pp.179-191.

Olivero, F. (2003). Cabri as a shared workspace within the proving process. In: N.A. Pateman, B.J. Dougherty & J. Zilliox (eds.) Proceedings of the 2003 Joint Meeting of PME and PMENA, Honolulu, Hawaii, vol.3, pp.429-436.

Olivero, F. & Robutti, O. (2002). How much does Cabri do the work for the students?. In: A.C.Cockburn & E.Nardi (eds.), Proceedings of PME26, Norwich, UK, vol. 4, pp.9-16.
Arzarello, F., Olivero, F., Paola, d. & Robutti, O. (2002). A cognitive analysis of dragging practices in Cabri environments, ZDM, 34 (3), pp.66-72.

Olivero, F. (2002). The proving process within a dynamic geometry environment. Doctoral thesis, Graduate School of Education, University of Bristol. ISBN n.0-86292-535-5.

Olivero, F. (2001). Conjecturing in open geometric situations in a dynamic geometry environment: an exploratory classroom experiment. In: C.Morgan & K.Jones (eds.), Research in Mathematics Education, London, vol.3, pp.229-246.

Olivero, F. & Robutti, O. (2001). Measures in Cabri as a bridge between perception and theory. In: M. van den Heuvel-Panhuizen (ed.), Proceedings of PME25, Utrecht, The Netherlands, vol. 4, pp.9-16.

Furinghetti, F., Olivero, F. & Paola, D. (2001). Students approaching proof through conjectures: snapshots in a classroom, International journal of Mathematical Education in Science and Technology, vol.32, n.3, pp.319-335.

Arzarello F., Olivero F., Paola D. & Robutti O. (1999). Dalle congetture alle dimostrazioni. Una possibile continuità cognitiva, L’insegnamento della matematica e delle scienze integrate, vol.22B, n.3, pp. 209-233.

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