# Publications for David Hewitt

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## Journal Articles

Foster, C, Francome, T,**Hewitt, D**, Shore, C (2022) What is a fraction?,

*Mathematics in School*, 51(5), pp.25-27, ISSN: 0305-7259.

**Hewitt, D**(2022) Calling upon human powers to work mathematically,

*Mathematics Teaching*, 283, pp.32-35, ISSN: 0025-5785.

**Hewitt, D**and Pimm, D (2021) Images, fractions and their intricate links: true, false or somewhere in-between,

*For the Learning of Mathematics: an international journal of mathematics education*, 41(2), pp.14-16, ISSN: 0228-0671. Foster, C, Francome, T,

**Hewitt, D**, Shore, C (2021) Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum,

*Journal of Curriculum Studies*, 53(5), pp.621-641, ISSN: 0022-0272. DOI: 10.1080/00220272.2021.1902569.

**Hewitt, D**(2021) The pedagogic use of language: interplay between the two modes of what is said and what is seen,

*For the Learning of Mathematics: an international journal of mathematics education*, ISSN: 0228-0671. Biza, I,

**Hewitt, D**, Watson, A, Mason, J (2019) Generalization strategies in finding the nth term rule for simple quadratic sequences,

*International Journal of Science and Mathematics Education*, 18, pp.1105-1126, ISSN: 1571-0068. DOI: 10.1007/s10763-019-10009-0. Francome, T and

**Hewitt, D**(2018) “My math lessons are all about learning from your mistakes”: how mixed-attainment mathematics grouping affects the way students experience mathematics,

*Educational Review*, ISSN: 0013-1911. DOI: 10.1080/00131911.2018.1513908.

**Hewitt, D**(2017) What comes after nine?,

*Mathematics Teaching*, ISSN: 0025-5785. Borg, P,

**Hewitt, D**, Jones, I (2016) Negotiating between learner and mathematics: a conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom,

*Constructivist Foundations*, 12(1), pp.59-69, ISSN: 1782-348X. Borg, P,

**Hewitt, D**, Jones, I (2016) Authors' Response: The M-N-L framework: Bringing radical constructivist theories to daily teaching practices,

*Constructivist Foundations*, 12(1), pp.83-90, ISSN: 1782-348X.

**Hewitt, D**(2016) Designing Educational Software: The Case of Grid Algebra,

*Digital Experiences in Mathematics Education*, 2(2), ISSN: 2199-3246. DOI: 10.1007/s40751-016-0018-4.

**Hewitt, D**(2014) A symbolic dance: the interplay between movement, notation, and mathematics on a journey toward solving equations,

*Mathematical Thinking and Learning*, 16(1), pp.1-31, ISSN: 1098-6065. DOI: 10.1080/10986065.2014.857803. Caswell, L and

**Hewitt, D**(2014) Writings which changed us,

*Mathematics Teaching*, 238, pp.22-25, ISSN: 0025-5785.

**Hewitt, DPL**(2013) Learning algebraic notation and order of operations using Grid Algebra software,

*Mathematics Teaching*, 232, pp.21-24.

**Hewitt, D**(2013) Introduction of letters and solving linear equations using Grid Algebra,

*Mathematics Teaching*, pp.6-10, ISSN: 0025-5785.

**Hewitt, D**(2012) Young students learning formal algebraic notation and solving linear equations: are commonly experienced difficulties avoidable?,

*Educational Studies in Mathematics*, 81(2), pp.139-159, ISSN: 0013-1954. DOI: 10.1007/s10649-012-9394-x.

**Hewitt, D**(2001) Arbitrary and necessary: part 2, assisting memory,

*For the Learning of Mathematics: an international journal of mathematics education*, 21(1), pp.44-51, ISSN: 0228-0671.

**Hewitt, D**(2001) Arbitrary and necessary: part 3, educating awareness,

*For the Learning of Mathematics: an international journal of mathematics education*, 21(2), pp.37-49, ISSN: 0228-0671.

**Hewitt, D**(1999) Arbitrary and necessary: part 1, a way of viewing the mathematics curriculum,

*For the Learning of Mathematics: an international journal of mathematics education*, 19(3), pp.2-9, ISSN: 0228-0671.

**Hewitt, D**(1996) Mathematical fluency: the nature of practice and the role of subordination,

*For the Learning of Mathematics: an international journal of mathematics education*, 16(2), pp.28-35, ISSN: 0228-0671.

## Conferences

**Hewitt, D**and Jones, I (2022) From additive to multiplicative thinking: the role of subordination within the design of the Stick and Split app. In Marks, R (ed)

*British Society for Research into Learning Mathematics*, University of Nottingham, pp.1-6.

**Hewitt, D**and Jones, I (2022) From additive to multiplicative thinking: The role of feedback from a computer app. In Fernández, C, Llinares, S, Gutiérrez, Á, Planass, N (ed)

*45th Conference of the International Group for the Psychology of Mathematics Education; Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education*, Alicante, Spain, pp.228-228, ISBN: 9788413021782.

**Hewitt, D**, Chimoni, M, Oldenburg, R, Strømskag, H (2019) Algebraic thinking. In Jankvist, UT, Heuvel-Panhuizen, MVD, Veldhuis, M (ed)

*Eleventh Congress of the European Society for Research in Mathematics Education*, Utrecht, the Netherlands, pp.528-531, ISBN: 9789073346758.

**Hewitt, D**(2019) “Never carry out any arithmetic”: the importance of structure in developing algebraic thinking. In Jankvist, UT, M, MVDH-P, Veldhuis, M (ed)

*Eleventh Congress of the European Society for Research in Mathematics Education*, Utrecht, the Netherlands, pp.558-565, ISBN: 9789073346758. Thomas, S, Jaworski, B,

**Hewitt, D**, Vlaseros, N, Anastasakis, M (2019) Students as partners in complex number task design. In

*Eleventh Congress of the European Society for Research in Mathematics Education*, Utrecht.

**Hewitt, D**, Thomas, S, Jaworski, B, Vlaseros, N, Anastasakis, M (2018) Using imagery with GeoGebra to assist with matrix multiplication: a collaborative project. In

*42nd Conference of the International Group for the Psychology of Mathematics Education,*, Umeå, Sweden, pp.62-62, ISBN: 9789176019061. Jaworski, B, Thomas, S,

**Hewitt, D**, Feeney, M, Shrish-Thapa, D, Conniffe, D, Dar, A, Vlaseros, N, Anastasakis, M (2018) Student Partners in Task Design in a computer medium to promote Foundation students’ learning of mathematics. In

*INDRUM: Second conference of the International Network for Didactic Research in University Mathematics*, Kristiansand, Norway, pp.316-325.

**Hewitt, D**, Thomas, S, Jaworski, B, Vlaseros, N, Anastasakis, M (2018) Collaborative task design with student partners in a STEM foundation mathematics course: visual support for the multiplication of matrices. In

*9th British Congress on Mathematics Education*, University of Warwick, UK, pp.80-87. Jaworski, B, Thomas, S,

**Hewitt, D**(2017) Student learning through collaborative design and teaching of STEM Foundation Mathematics: Catalyst Project. In

*British Society for Research into Learning Mathematics*, Birkbeck College, University of London, pp.43-48.

**Hewitt, D**and Coles, A (2017) On learning number: The ‘-ty’ and ‘-teen’ confusion. In

*British Society for Research into Learning Mathematics*, University of Oxford.

**Hewitt, D**(2015) The economic use of time and effort in the teaching and learning of mathematics. In S, O and D, A (ed)

*2014 Annual Meeting of the Canadian Mathematics Education Study Group*, University of Alberta, Edmonton, Canada, pp.3-23, ISBN: 9780864913814. Borg, P and

**Hewitt, D**(2015) Gaining meaning for expressions with Grid Algebra: developing the CAPS framework. In G, A (ed)

*British Society for Research into Learning Mathematics*, Durham University, pp.1-6.

**Hewitt, D**(2014) The space between an unknown and a variable. In , Vancouver, Canada, pp.289-296, ISBN: 9780864913630.

**Hewitt, D**(2012) Young students learning order within formal algebraic notation. In

*36th Conference of the International Group for the Psychology of Mathematics Education*, Taipei, Taiwan, pp.275-275.

**Hewitt, D**(2011) Movement, language and mathematics: an interplay on the journey towards confidence with formal notation. In

*British Society for Research into Learning Mathematics*, Oxford, pp.65-70.

**Hewitt, D**(2011) What is algebraic activity? Consideration of 9-10 year olds learning to solve linear equations. In

*7th Congress of the European Society for Research in Mathematics (CERME)*, Rzeszów, Poland, pp.500-510, ISBN: 9788373386839.

**Hewitt, D**(2010) The role of subordination and fading in learning formal algebraic notation and solving equations: the case of Year 5 students. In

*34th Conference of the International Group for the Psychology of Mathematics Education*, Belo Horizonte, Brazil, pp.81-88, ISBN: 9780615697925.

## Books

**Hewitt, DPL**and Francome, T (2017)

*Practising Mathematics: Developing the Mathematician as well as the Mathematics*, Association of Teachers of Mathematics, ISBN: 978-1-912185-00-9.

**Hewitt, DPL**, Brown, L, Coles, A (ed) (2016)

*Mathematical Imagery*, Association of Teachers of Mathematics, ISBN: 9781898611943.

## Chapters

Mali, A, Petropoulou, G, Biza, I,**Hewitt, D**(2021) The research mathematicians in the classroom: How their practice has potential to foster student horizon. In Goos, M and Beswick, K (ed)

*The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges*, Springer, pp.63-82, ISBN: 9783030624071. DOI: 10.1007/978-3-030-62408-8.

**Hewitt, D**(2018) Forcing awareness. In

*On teaching and learning mathematics with awareness*, Association of Teachers of Mathematics, pp.59-66, ISBN: 9781912185047.

**Hewitt, D**(2010) Feedback: expanding a repertoire and making choices. In

*Learning Through Teaching Mathematics Development of Teachers' Knowledge and Expertise in Practice*, © Springer Science & Business Media, pp.263-285, ISBN: 9789048139903.

## Software

**Hewitt, DPL**and Hayton, P (2007)

*Grid Algebra*, Association of Teachers of Mathematics.

**Hewitt, DPL**, Wigley, A, Fielder, B (2004)

*Developing Number 2*, Association of Teachers of Mathematics.

## Thesis/Dissertation

**Hewitt, D**(1994)

*The principle of economy in the teaching and learning of mathematics*.

## Datasets

**Hewitt, D**and Alajmi, AH (2022) Data for 'Transcoding number names within different language writing directions: English and Arabic' paper, DOI: 10.17028/rd.lboro.18003398.

## Other

**Hewitt, D**and Alajmi, A (Accepted for publication)

*Transcoding number names within different language writing directions: English and Arabic*, No description supplied.