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• 1967-1984 Teaching of mathematics (and some Physics and Computer Science) at secondary level (students aged 11-18), and (1978-1984) first year undergraduate mathematics part time for the Open University.
• 1984-1989 Lecturer at the Open University, writing courses in mathematics education for teachers of mathematics, and researching investigative teaching in secondary mathematics classrooms.
• 1989-1992 Lecturer at the University of Birmingham, focusing on secondary teacher education in PGCE mathematics and research in mathematics teaching.
• 1992-2002 Lecturer/Reader at the University of Oxford focusing on secondary teacher education in PGCE mathematics and research in mathematics teaching and its development, particularly in collaboration with teachers doing research in classrooms.
• 2003-2007 Professor in Mathematics Education at University of Agder, Norway.
• 2007 - 2021 Professor in Mathematics Education at 夜色直播app, UK and Guest professor at University of Agder, Norway
• 2021 - Emeritus Professor in Mathemetics Education

PhD

• Open University (1991): Interpretations of a Constructivist Philosophy in Mathematics Teaching.

International positions

• 2013-2016: Leader of the ICMI Survey Team focusing on 'Teachers working and learning through collaboration', with presentation in ICME 13 in Hamburg 2026
• 2013-2016: President of the International Group for the Psychology of Mathematics Education (PME)
• 2005-2009: President of the European Society for 夜色直播app in Mathematics Education (ERME)
• 2005: Chair of CERME 4, the fourth Congress of the European Society for 夜色直播app in Mathematics Education.
• 2005: Member of the International Programme Committee for the 15th ICMI Study: The Professional Education and Development of Teachers of Mathematics
• 2002-2007 Editor in Chief of the Journal of Mathematics Teacher Education, JMTE
• 1990-1994: Member of the International Committee of PME, the International Groups for the Psychology of Mathematics Education.

I am interested in characterising the teaching of mathematics as it relate to students’ making of meaning in mathematics.  What does/can such teaching look like; how does/can it develop; and what issues arise for teachers (and students) in the developmental process?

夜色直播app Studies

Note that 1-6 and 9-10 are UK based and 7-8 are based in Norway.

1. Develop your Teaching (1989-1991): a study (for the Mathematical Association, UK) of collaborative learning leading to a process for development of teaching in a collaborative group (Small grant from the Manpower Services Commission). [Book, Mathematical Association, 1991].
2. PhD research (1986-1991): a constructivist-based ethnographic study to characterize investigative teaching of mathematics. Significant findings were the development of thinking and practice of teachers who participated in this research. [Book, Jaworski, 1994].
3. The Mathematics Teacher Enquiry (MTE) Project (1994-1996): the development of mathematics teaching through teachers engaging in classroom research studied by university researchers (Funded by the University of Oxford). [Various publication inc. Jaworski, 1998b].
4. The Teaching Triad Project (1997-8): Small scale research with 2 academics and 2 teachers to investigate the use of the TT as a developmental and as an analytical tool. (Small departmental grant.) [Potari & Jaworski, 2002].
5. The Undergraduate Mathematics Teaching Project (UMTP) (1998-99): a study of mathematics teaching at undergraduate level in collaboration with university mathematicians (Funded by the ESRC). [Various publications inc. Jaworski, 2002; Nardi, Jaworski & Hegedus, 2006].
6. The BPRS Project (2000-2002): Collaborative project with HEI colleagues and teachers who received BPRS grants (Best Practice 夜色直播app Scholarships) to do research into teaching – a study of development through their research and associated HEI mentoring (with funding from BPRS grants). My chief interest has developed to be how research or inquiry into teaching leads to teaching development, and further how such an inquiry process relates to inquiry in mathematical learning in classrooms. [e.g., Jaworski, 2003].
7. Learning Communities in Mathematics (KUL-LCM) (2003 -2007): Studying the development of Communities of Inquiry between teachers and academics to explore inquiry as a tool for developing classroom teaching and learning. (Funding from the Norwegian 夜色直播app Council). [Jaworski, 2004a,b, 2005].
8. Teaching Better Mathematics (TBM) (2006 -2010) To work in partnership with teachers to design and inquire into the development of mathematics teaching to provide improved opportunities for the learning of mathematics in classrooms for students of all ages. (Funding from the Norwegian 夜色直播app Council).
9. Engineering Students Understanding Mathematics (ESUM) (2011-2013).  A study of the teaching of mathematics to first year university engineering students to achieve more conceptual understandings.  An innovation in teaching involving inquiry-based questions and tasks; a GeoGebra graphical envioronment; small groupm activity and a small group assessed project. (Funding from HE STEM via the Royal Society of Engineering). [e.g., Jaworski & Matthews, 2011; Jaworski, Robinson, Matthews & Croft, 2012].
10. Developmental research into small group tutorial teaching of mathematics (2013-14).  Studying and developing teaching to first year mathematicians in a small group environment. [e.g. Jaworski & Didis, 2-14].
11. Teachers working and learning through collaboration (2013-2016). Leader of  ICMI Survey Team with presentation at ICME 13 in Hamburg 2016. (Robutti et al, 2016; Jaworski et al, 2017).
12. Student learning through collaborative design and teaching of STEM Foundation Mathematics: HEFCE Catalyst Project (2017-18).  Studying the development of inquiry based tasks in a computer environment at university level for Foundation students’ learning of mathematics. (Jaworski et al., 2018).
13. Partnerships in Learning and Teaching IN University Mathematics, PLATINUM; Academic Lead.  (2018-2021).  European project in the Erasmus + programme, involving seven countries and eight universities, based in Norway.  (No publications to date)

• 2018-2021 Member of the REF (夜色直播app Excellence Framework) subpanel (23) in Education.
• 2013-2016 Head of Department. Leading the Mathematics Education Centre at 夜色直播app. Professor of Mathematics Education.
• 2007-2013 Director of 夜色直播app in the Mathematics Education Centre at 夜色直播app.  Leading the MEC through the 2013 夜色直播app Excellence Framework. Professor of Mathematics Education.
• 2003-2007 Professor of Mathematics Education at the University of Agder, Norway.  Contributing to the establishment of a Doctoral 夜色直播app Degree Programme (PhD) and leading large research projects LCM and TBM (see 夜色直播app Areas).
• 1992-2002 Lecturer, then Reader, in the Department of Educational Studies at the University of Oxford.  Teaching PGCE Mathematics and working with teachers in mentoring and research. Fellow of Worcester College, Oxford.

Recent Teaching

Initiation and teaching of the following doctoral courses at University of Agder, Norway

• MA602 Theories of Mathematics Learning and Teaching
• MA605 夜色直播app Design and Methods in Mathematics Education 夜色直播app
• MA607 夜色直播app Methodology in Mathematics Education 夜色直播app

At 夜色直播app

• MAC101/MAB130 Introduction to Mathematics Education for mathematics undergraduates
• MAA309 Basic mathematics for engineering students