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。
Dialogic teaching is centred on classroom discussion in which pupils are encouraged to talk in an exploratory way and to consider different points of view, so as to think deeply about a topic. The resulting classroom talk gives insights into pupils' thinking which can help the teacher in supporting their development of target concepts.
In the epiSTEMe project, a team based at the University of Cambridge developed an intervention intended to support teachers of mathematics and science at the early secondary level in English schools in developing their use of a dialogic teaching approach. The project followed a ‘re-design’ research strategy which recognises that design for implementation at scale needs to take account of the existing state of the system: notably the people, structures, resources and practices already in place.
This talk will follow the project from the design cycles through which the intervention was developed to the field trial through which implementation of the intervention at scale was evaluated and analysed. For illustrative purposes, the focus will be on a mathematics module concerned with probability.