Kenneth Ruthven is Emeritus Professor of Education at the University of Cambridge, and Life Fellow of Hughes Hall. He is also Guest Professor in Mathematics Education at Karlstad University in Sweden and at the University of Agder in Norway. A Fellow of the Academy of Social Sciences, Ruthven has served as Editor in Chief of Educational Studies in Mathematics, as Chair of the British Society for Research into Learning Mathematics, and as Chair of Trustees of the iconic School Mathematics Project.
Ruthven's professional interests include the improvement of mathematics teaching, and of STEM education more broadly; the design and integration of innovative educative tools and resources; the education and professional development of teachers; and the refinement of theory and method in educational research. His research examines curriculum, pedagogy and assessment, especially in mathematics, and particularly in the light of technological change. A leitmotif of much of this research has been to analyse how well-intentioned reform efforts – notably around technology integration – can be derailed by unappreciated complexities, and so to illuminate how practical solutions can be devised.
Ruthven's most highly cited research has been on technology-integrating teaching practices, technology-mediated mathematical thinking, mathematical knowledge in teaching, proof practices and constructs, ability stereotyping in mathematics, design tools in didactical research, and warranted practice in teaching. Recent projects have developed his Structuring Features of Classroom Practice framework, explored dialogic approaches to school mathematics and science teaching, analysed the construct of resource system for teaching, and reviewed the last 20 years of European research in mathematics education.
Kenneth Ruthven博士是剑桥大学教育学院荣誉教授，剑桥休斯学院终身院士。他也担任瑞典卡尔斯塔德大学和挪威阿格德大学数学教育专业客座教授。Ruthven教授是英国社会科学院院士，曾任“Educational Studies in Mathematics”期刊主编，英国数学学习研究协会主席，以及知名的学校数学设计项目（SMP）董事会主席。
Although many mathematics teachers express interest in the possibility of making use of digital tools – such as dynamic mathematics systems – in the classroom, particularly to support more investigative approaches to the subject, it remains hard to find teachers who are making more than tentative and occasional use of such tools, even when appropriate facilities are readily available in their schools.
A programme of research, conducted by a team at the University of Cambridge, has gained insights into the crucial role that (development of) teacher craft knowledge plays in underpinning integration of such tools. Craft knowledge refers to the often tacit professional knowledge of teachers, moulded by, and fitted to, the practice of teaching and its setting, and largely developed through (often unconscious, sometimes reflective) adaptation in response to experience.
This talk will discuss the evolution of this programme of research, introducing the key structuring features of classroom practice that it identifies: working environment, resource system, activity structure, curriculum script and time economy. The talk will illustrate the way in which integration of digital tools calls for development of craft knowledge relating to these structuring features, primarily through examples where teachers have been making use of dynamic mathematics systems in teaching topics in algebra and geometry.