Background and activities
Tim Rowland is Professor II in Mathematics Education at NTNU. He has a wide range of interests in mathematics education, contributing regularly to books, professional and academic journals in the field. He was Editor of the Routledge journal Research in Mathematics Education (http://www.informaworld.com/rme) from 2007-14. His RoutledgeFalmer book The Pragmatics of Mathematics Education reflects research interests in mathematics, linguistics, epistemology and education. In recent years, Tim's research has focused on the ways that teachers' mathematics content knowledge is made evident in their classroom performance. He retains an active interest in doing and teaching mathematics, especially in the field of Number Theory.
For most of his profesional life Tim has taught at the University of Cambridge, where he now has the position of Emeritus Reader in Mathematics Education. In 2012 Tim was appointed Honorary Professor of Mathematics Education at the University of East Anglia, Norwich, UK, where he works with the Mathematics Education Research Group. He has held Visiting Professor positions in Mexico, Cyprus, Barcelona and Trondheim. He was Chair of the International Program Committee for the Seventh Conference of European Research in Mathematics Education held in Rzeszów, Poland, in 2011. Tim was Vice President of the International Group for the Psychology of Mathematics Education (PME) until 2013.
Tim was Chair of the Joint Mathematical Council of the United Kingdom 2012-15. The JMC promotes communication between the UK Societies and bodies for whom the advancement of mathematics and the improvement of the teaching of mathematics is of particular concern.
Teaching and guidance
Masters program in Mathematics Education
Support and promotion of research in the mathematics section
Selected Recent Publications
Flesvig, S., Rowland, T. and Eriksen, E. (2017) Pre-service teachers using the Knowledge Quartet as a tool to analyse and reflect on their own teaching. In T. Dooley & G. Gueudet (Eds) Proceedings of the Tenth Conference of the European Society for Research in Mathematics Education (pp. 3296-3304) Dublin: Dublin City University and ERME.
Rowland, T. and Turner, (F). (2017) Who owns a theory? The democratic evolution of the Knowledge Quartet. In B. Kaur, W.K. Ho, T.L. Toh & B.H. Choy (Eds.) Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 105-102. Singapore: PME.
Lin, F-L. and Rowland, T. (2016). Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development. In A. Gutierrez, G. C. Leder, & P. Boero, The Second Handbook of Research on the Psychology of Mathematics Education (483-520). Rotterdam, The Netherlands: Sense Publishers.
de la Fuente, A, Rowland, T. and Deulofeu, J. (2016) Developing algebraic language in a problem solving environment: the role of teacher knowledge. Proceedings of the British Society for Research into Learning Mathematics 36(1) pp. 25-30.
Ineson, G., Voutsina, C, Fielding, H., Barber, P. and Rowland, T. (2015) Deconstructing ‘good practice’ teaching videos: an analysis of pre-service teachers’ reflections. Mathematics Teacher Education and Development 17(2), pp. 45-63
Rowland, T., Thwaites, A. and Jared, L. (2015) Triggers of contingency in mathematics teaching. Research in Mathematics Education 17(2), pp. 74-91
Rowland, T. (2015) Teacher learning provoked by teaching: equal-area triangles. Tangenten 2/2015, pp. 43-48
Salehmohamed, A. and Rowland, T. (2014) Whole-class interactions and code-switching in secondary mathematics teaching in Mauritius. Mathematics Education Research Journal.26(3), pp. 555-577
Rowland, T., Turner, F. and Thwaites, A. (2014) Research into teacher knowledge: a stimulus for development in teacher education practice. ZDM: The International Journal on Mathematics Education, 46(2), pp. 317-328
Rowland, T. (2014) The Knowledge Quartet: the genesis and application of a framework for analysing mathematics teaching and deepening teachers’ mathematics knowledge. SISYPHUS Journal of Education, 1(3), pp. 15-43
Andrews, P. and Rowland, T., Eds. (2013) MasterClass in Mathematics Education. London, Bloomsbury.
Rowland, T. and Zazkis, R. (2013) Contingency in the mathematics classroom: Opportunities taken and opportunities missed. Canadian Journal of Science, Mathematics and Technology Education 13(2), pp. 137–153.
Charalampous, E. and Rowland, T. (2013) The experience of security in mathematics. PNA 7(4), pp. 145- 154. http://www.pna.es/
Rowland, T. (2012) Contrasting knowledge for elementary and secondary mathematics teaching. For the Learning of Mathematics 32(1), pp. 16-21
Rowland, T. (2012) Explaining Explaining. In S. Niewoudt, D. Laubscher and H Dreyer (Eds.)Proceedings of the Eighteenth National Congress of the Association for Mathematics Education of South Africa. Vol. 1, pp. 54-66. Potchefsfroom, South Africa: North-West University.
Rowland, T. (2011) Å undervise i elementær matematikk: ikkje så elementært likevel [Teaching elementary mathematics: not elementary after all]. Tangenten 1/2011, pp. 2-8 (in Norwegian)
Rowland, T. and Ruthven, K., Eds. (2010) Mathematical Knowledge in Teaching. New York: Springer.
Gagatsis, A., Rowland, T., Panaoura, A. and Stylianides, A. (2010) (Eds) Mathematics Education Research at the University of Cyprus and the University of Cambridge. Lefkosia: University of Cyprus.
Wong, N-Y; Rowland, T.; Chan,W-S; Cheung, K-L and Han, N-S (2010) The mathematical knowledge of elementary school teachers: A comparative perspective. Journal of the Korea Society of Mathematical Education Series D: 14(2), pp. 187-207.
Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2009) Developing Primary Mathematics Teaching: reflecting on practice with the Knowledge Quartet. London: Sage.
Rowland, T. (2008) Researching teachers’ mathematics disciplinary knowledge. In P. Sullivan and T. Wood (Eds.) International handbook of mathematics teacher education:Vol.1. (pp. 273-298). Rotterdam, the Netherlands: Sense Publishers.
Rowland, T. (2008) The purpose, design and use of examples in the teaching of elementary mathematics. Educational Studies in Mathematics 69(2) pp. 149-163
Rowland, T. and Turner, F. (2007) Developing and using the Knowledge Quartet: a framework for the observation of mathematics teaching. The Mathematics Educator 10(1), pp. 107-124.
Rowland, T. and Hatch, G. (2007) Learning to Teach? The Assistant Lecturer in Colleges of Education 1960–75. History of Education 36(1), pp. 65–88.
Rowland, T. (2007) “Well maybe not exactly, but it’s around fifty basically”: Vague language in mathematics classrooms. In J. Cutting (Ed.) Vague Language Explored, pp. 79-96. Basingstoke: Palgrave Macmillan,.
Rowland, T., Huckstep, P. and Thwaites, A. (2005) Elementary teachers’ mathematics subject knowledge: the Knowledge Quartet and the case of Naomi. Journal of Mathematics Teacher Education 8(3), pp. 255-281.
Recent External Research Grants
2012-13 Economic and Social Research Council. The effects of social pedagogical contexts in the teaching of primary mathematics: facilitating learning in two cultures (with Linda Hargreaves and Peter Kutnick. £76,000)
2009-12 Medical Research Council. Cognitive neuroscience of developmental dyscalculia (with Dénes Szücs, Usha Goswami, Rhodri Cusack. £1,000,000)
2007-08 Nuffield Foundation. Seminar series on Mathematical Knowledge in Teaching (with Kenneth Ruthven. £15,000)