Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
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Loughborough University Research Publications


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.



Other

Hewitt, D and Alajmi, A (Accepted for publication) Transcoding number names within different language writing directions: English and Arabic, No description supplied.



Getting in touch

Research Office
Loughborough University
Loughborough
Leicestershire
LE11 3TU
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