Dr John Threlfall
Lecturer in Primary Mathematics Education
Tel: +44 (0)113 3434601
Room: HP 2.21
Email: J.Threlfall@education.leeds.ac.uk
Primary mathematics education; Development of children's mathematical ideas; ICT in mathematics teaching and assessment; ; Mathematical problem solving; Mathematics for the gifted and talented; School assessment.
Interests
I am a senior lecturer in primary education, specialising in primary mathematics and mathematics assessment. I have worked in the School of Education since 1990. I teach mostly on Masters courses and the post-graduate initial teacher training course. Since 1992 I have been a member of the Assessment and Evaluation Unit, involved in a variety of major assessment-related projects including: writing the mathematics national assessment tests for 11 year olds (the "SATs"); developing the QCA World Class Tests for mathematics at ages 9 and 13; and designing possible mathematics 'pathways' for students age 14 and over. Before coming to Leeds I was a primary teacher and advisory teacher in the North East of England.
My main research interest is in children's cognition, especially their problem solving in mathematics, and how that is affected by ICT. I have also undertaken research into children's strategies for mental calculation, and their understanding of mathematical pattern. I am intrigued by the challenge of describing children's mental representation of their mathematical challenges, trying to make sense of their responses in ways that inform teaching and learning.
My supervision areas cover all of primary mathematics and assessment, that is to say mathematics for or assessment of children from age 3 to 11.
Selected Publications
PAPERS
Threlfall, J. and Hargreaves, M. (2008). "The problem-solving methods of mathematically gifted and older average-attaining students". High Ability Studies, 19(1), 83-98. Read Abstract.
Threlfall, J., Pool, P., Homer, M. and Swinnerton, B. (2007). "Implicit aspects of paper and pencil mathematics assessment that come to light through the use of the computer". Educational Studies in Mathematics, 66, 335-348. Read Abstract.
Threlfall, J. (2005). "The formative use of assessment information in planning - the notion of contingent planning". British Journal of Educational Studies, 53 (1), 54-65.
Threlfall, J. and Bruce, B. (2005). "'Just' counting: young children's oral counting and enumeration.". European Early Childhood Education Research Journal, 13 (2), 63-78. Read Abstract.
Threlfall, J. (2004). "Uncertainty in mathematics teaching - the National Curriculum experiment in teaching probability to primary pupils". Cambridge Journal of Education, 34 (3), 297-314.
Bruce, R. and Threlfall, J. (2004). "One, two, three and counting. Young children's methods and approaches in the cardinal and ordinal aspects of number.". Educational Studies in Mathematics, 55, 3-26.
Threlfall, J. (2002). "Flexible mental calculation.". Educational Studies in Mathematics, 50, 29-47.
Extended list of publications.
This page last updated by John Threlfall on 18th September 2009