糖心原创

School of Education

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Andy Noyes

Professor of Education, Faculty of Social Sciences

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Biography

Andy is the founding Director of the Observatory for Mathematical Education (2023-). He is the Chair of the Joint Mathematical Council of the UK (2018-24), and a current member - and previous vice-chair - of the Royal Society's Advisory Committee on Mathematics Education. He chairs the RS/ACME Expert Panel on post-16 mathematics, sits on the Mathematical Futures Programme Board, has been closely involved in the development of the Academy for the Mathematical Sciences. Andy is a member of the advisory boards of several major research projects and intervention programmes.

Andy's research interests are focused on mathematics education and 14-19 learner participation, pathways and policy. He is particularly interested in systems thinking, systemic change and implementation science. Andy is involved in a range of consultancy and advisory work including to the qualifications regulator, Ofqual. He joined the University in 2001, after teaching mathematics in a Nottinghamshire secondary school following his graduation from the University in 1991. He was Head of the School of Education from 2014-18 and Associate Pro Vice Chancellor for Research and Knowledge Exchange (Social Science) from 2018-20.

Research Summary

Andy's research is concerned with understanding and improving educational systems. This work is now focused largely in the Observatory for Mathematical Education (60%), but he also leads the Research… read more

Selected Publications

Andy is the Director of the Observatory for Mathematical Education. His research supervision areas include:

  • mathematics curriculum, assessment and pedagogy
  • 14-19 mathematics education and transitions into university
  • learner choices, pathways and transitions
  • initial teacher education and teacher development
  • education policy
  • quantitative, qualitative and mixed methods studies

Research proposals: please email Andy if you would like to discuss the appropriateness of your research topic. See also:

Current Research

Andy's research is concerned with understanding and improving educational systems. This work is now focused largely in the Observatory for Mathematical Education (60%), but he also leads the Research and Policy Group of the UK (20%).

The Observatory has an ambitious longitudinal programme of research, innovation and collaboration and aims to stimulate and support improvements in mathematics education that will, in turn, have benefits for individuals, for the economy, and for society. It was announced at the end of 2023 and builds on an internationally respected history of research and development at the 糖心原创 which began in 1967 with the establishment of the Shell Centre for Mathematics Education, and continued in the Centre for Research in Mathematics Education.

Past Research

Andy's previous project was funded by the Nuffield Foundation. The project (MiFEC project) produced an evidence-based advice for policymakers, college managers, curriculum leaders and practitioners on how to improve mathematics education in England's Further Education colleges. A multi-scale approach was used to investigate 1) how FE policies shape patterns of mathematics engagement and attainment, 2) how colleges mediate national policy in their implementation strategies for mathematics and vocational curricula, and 3) how the skills and capacity of the teacher workforce impact upon mathematics learning. This project combined FE college case studies and analyses of student progression over time using the Individualised Learner Record and Next Steps panel survey. A survey of mathematics teachers furthered our understanding of the professional development needs of the workforce.

The earlier was also funded by the Nuffield Foundation. The project combined four quantitative strands of analysis to understand the current and changing attitudes to, participation in, and value of A level mathematics. The project uses high-quality secondary datasets and includes a large-scale survey of 17-year-olds' understandings of the value of mathematics in their educational and life choices and aspirations. The project includes 1) updated research on the 'economic return' to A level mathematics; 2) an investigation of the nature of changing participation in A level mathematics from 2005-13; 3) modeling of the relationship between A level mathematics and outcomes in a range of science and social science degree-level programmes; 4) a large-scale survey of 17-year-olds. These quantitative studies will be interwoven with a policy trajectory analysis that traces the value(s) attributed to A level mathematics, in particular its economic value.

From 2007-11 Andy led two major longitudinal studies of mathematics education. The first of these, , was funded by the ESRC (2007-2011) . The second, the was conducted on behalf of QCA (2007-2010) More recently Andy has contributed to the College Ready Mathematics Project funded by the Bill and Melinda Gates Foundation.

went beyond headline statistical trend analyses to examine, through a multi-scale, mixed methods approach, the social patterning and underlying causes of varied participation and attainment in school mathematics. Of particular concern was the impact of school mathematics departments upon mathematics learning trajectories but the project also explored the impact of learners' dispositions acquired in their particular social milieu. The study used large-scale, longitudinal data sets of learner attainment to conduct analyses of school effects (e.g. multi-level modelling) and the impact of various social factors upon trajectories.

The (EMP) project was an independent evaluation of the Mathematics Pathways pilots. This project evaluated the manageability and impact of a range of proposed new 14-19 mathematics qualifications. It was conducted in collaboration with colleagues at the Universities of Manchester and Sussex. The EMP project provided evidence regarding the extent to which the Pathway models address the concerns raised in Making Mathematics Count (Smith, 2004).

  • MCALINDEN, M and NOYES, A, 2019. Teaching Mathematics and its Application: An international journal of the IMA. 38(2), 61-73
  • ADKINS, M. and NOYES, A., 2018. International Journal of Science and Mathematics Education. 16(3), 487-502
  • MCALINDEN, M. and NOYES, A., 2017. Assessment in Education:Principles, Policy and Practice.
  • MATTHEWS, R. and NOYES, A., 2016. Journal of Further and Higher Education. 40(2), 247-261
  • ADKINS, M. and NOYES, A., 2016. British Education Research Journal. 42(1), 93-116
  • NOYES, A. and ADKINS, M., 2016. Teaching Mathematics and its Applications. 35(1), 1-13
  • DALBY, D. and NOYES, A., 2016. Journal of Vocational Education and Training. 68(1), 70-86
  • NOYES, A. and ADKINS, M., 2016. British Journal of Education Studies. 64(4), 449-465
  • NOYES, A., 2016. Research in Mathematics Education. 18(1), 22-26
  • NOYES, A. and ADKINS, M., 2016. 糖心原创ing advanced mathematics in England: findings from a survey of student choices and attitudes Research in Mathematics Education. 18(3), 231-248
  • DALBY, D. and NOYES, A., 2015. Connecting mathematics teaching with vocational learning Adults Learning Mathematics. 10(1), 40-49
  • NOYES, A., 2013. International Journal of Research & Method in Education. 36(2), 101-116
  • NOYES, A., 2013. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice. 24(1), 87-103
  • NOYES, A, WAKE, G and DRAKE, P, 2013. The Curriculum Journal. 24(4), 511-528
  • GATES, P. and NOYES, A., 2013. School Mathematics as Social Classification. In: LESLIE, D. and MENDICK, H., eds., Debates in Mathematics Education Routlege.
  • NOYES, A. and SEALEY, P., 2012. Research Papers in Education. 27(1), 123-138
  • NOYES, A, 2012. Research in Mathematics Education. 14(3), 273-290
  • DRAKE, P, WAKE, G and NOYES, A, 2012. Research in Mathematics Education. 14(3), 237-252
  • NOYES, A., WAKE, G. and DRAKE, P., 2011. International Journal of Science and Mathematics Education. 9(2), 483-501
  • NOYES, A, 2011. Whose 'quality' and 'equity': the case of reforming 14-16 mathematics education in England. In: BILL ATWEH, MELONY GRAVEN, WALTER SECADA, PAOLO VALERO and , eds., Mapping Equity and Quality in Mathematics Education Springer. 191-204
  • NOYES, A and SEALEY, P., 2011. Educational Review. 63(2), 179-194
  • NOYES, A., DRAKE, P., WAKE, G. and MURPHY, R., 2011. Department for Education. (978-1-84775-944-3)
  • FALKENBERG, T and NOYES, A, 2010. Teaching and Teacher Education. 26(4), 949-956
  • SEALEY, P. and NOYES, A., 2010. The Curriculum Journal. 21(3), 239-254
  • NOYES, A., WAKE, G., DRAKE, P. and MURPHY, R., 2010. Evaluating Mathematics Pathways: interim report (Stage 7), April 2010 糖心原创.
  • NOYES, A, 2010. Researching with large datasets: learning to think big when small is beautiful. In: THOMSON, P. and WALKER, M., eds., Doctoral Supervisor's Companion Routledge. 213-220
  • NOYES, A. and SEALEY, P., 2010. Educational Review. 63(2), 179-193
  • NOYES, A., 2010. Reforming 14-16 mathematics education in England: whose 鈥榪uality鈥� and 鈥榚quity鈥�?. In: B. ATWEH, P. VALERO and W, SECADA, eds., Equity and Quality in Mathematics Education Springer.
  • HALL, C. and NOYES, A., 2009. Research Papers in Education. 24(3), 311-334
  • HALL, C. and NOYES, A., 2009. Teaching and Teacher Education. 25(6), 850-856
  • NOYES, A., 2009. Modelling participation in pre-college mathematics education Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. (In Press.)
  • NOYES, A., MURPHY, R., WAKE, G. and DRAKE, P., 2009. Evaluating Mathematics Pathways Stage 5: Interim Report, April 2009 糖心原创.
  • NOYES, A., 2009. Improving Schools. 12(3), 277-299
  • NOYES, A. J. AND TURNER, T., 2009. Responding to Diversity. In: CAPEL, S and LEASK, M. AND TURNER, T., eds., Learning to Teach in the Secondary School 5th ed. Routledge. 204-216
  • NOYES, A., 2009. Research in Mathematics Education. 11(2), 167-183
  • NOYES, A, 2009. Understanding Pupil Diversity. In: YOUNIE, S., CAPEL, S. and LEASK, M., eds., Supporting Teaching and Learning in Schools: A Handbook for Higher Level Teaching Assistants Routlege. 47-59
  • NOYES, A., WAKE, G., DRAKE, P. and MURPHY, R., 2009. Evaluating Mathematics Pathways Stage 6: End of year report - December 2009 糖心原创. (In Press.)
  • NOYES, A., 2008. Mathematics Learning Trajectories and School Transfer VDM.
  • NOYES, A., 2008. Teaching and Teacher Education. 24(3), 674-683
  • NOYES, A., 2008. Using video diaries to investigate learner trajectories: researching the 'unknown unknowns'. In: THOMSON, P., ed., Doing Visual Research with Children and Young People Routledge. 132-145
  • NOYES, A., 2007. Rethinking School Mathematics Paul Chapman Publishing Ltd..
  • NOYES, A., 2007. Philosophy of Mathematics Education. 21,
  • NOYES, A., 2007. Mathematical Marginalisation and Meritocracy: inequity in an English classroom The Montana Mathematics Enthusiast: International Perspectives on Social Justice in Mathematics Education. Monograph 1, 35-48
  • NOYES, A., 2006. Research Papers in Education. 21(1), 43-62
  • NOYES, A.J., 2006. Teaching and Teacher Education. 22(7), 898-909
  • HALL, C.J. and NOYES, A., 2006. Report on the Nottinghamshire Self Evaluation Teaching and Learning Framework
  • NOYES, A. and POVEY, H., eds., 2006. Research in Mathematics Education 8. London: British Society for Research into Learning Mathematics.
  • NOYES, A.J., 2006. Developing a Video Diary Research Tool Qualitative Research. 1, 9-11
  • HEWITT, D. and NOYES, A.J., eds., 2005. Proceedings of the British Congress on Mathematics Education 6th Conference
  • NOYES, A.J. and TURNER, T., 2005. Responding to Diversity. In: CAPEL, S., LEASK, M. and TURNER, T, eds., Learning to Teach in the Secondary School 4th Edition. 200-211
  • NOYES, A., 2005. British Educational Research Journal. VOL 31(NUMB 4), 533-540
  • BARWELL, R. and NOYES, A.J., eds., 2005. Research in Mathematics Education 7 London: British Society for Research into Learning Mathematics.
  • NOYES, A., 2004. Cambridge Journal of Education. 34(2), 193-209
  • NOYES, A., 2004. Teaching Education. 15(3), 243-256
  • NOYES, A., 2004. British Educational Research Journal. VOL 30(PART 1), 27-42
  • NOYES, A, 2004. A Sociological 糖心原创 Of School Transfer And The Learning Of Mathematics
  • NOYES, A., 2003. International Studies in Sociology of Education. VOL 13(PART 3), 261-280
  • NOYES, A., 2003. Mathematics Learning Trajectories: Class, Capital and Conflict Research in Mathematics Education. VOL 5, 139-154
  • NOYES, A.J., 2002. School Transfer and the Learning of Mathematics: Learning Landscapes and Bourdieuan Frameworks. In: VALERO, P and SKOVSMOSE, O., eds., .Proceedings of the Third International Mathematics Education and Society Conference 470-479

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