Journal Articles
Hewitt, D (2023)
L’arbitraire et le nécessaire - première partie - une manière de regarder le programme de mathématiques,
For the Learning of Mathematics, 43(2), pp.25-34, ISSN: 0228-0671.
Hewitt, D and Alajmi, AH (2023)
Learning from English and Kuwaiti children’s transcoding errors: how might number names be temporarily adapted to assist learning of place value?,
Educational Studies in Mathematics, 114(1), pp.149-172, ISSN: 0013-1954. DOI:
10.1007/s10649-023-10231-2.
Hewitt, D (2023) 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, Monograph 2, pp.63-67, ISSN: 0228-0671.
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.
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, Chimoni, M, Kilhamn, C, Radford, L, Reinhardtsen, J (2023)
Algebraic thinking. In Hodgen, J, Geraniou, E, Bolondi, G, Ferretti, F (ed)
Twelfth Congress of the European Society for Research in Mathematics Education (CERME12); Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bozen-Bolzano, Italy (Online), pp.461-464, ISBN: 9791221025378.
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.
