Celia Hoyles mostly deals with Mathematics education, Curriculum, Reform mathematics, Secondary education and Connected Mathematics. Her work deals with themes such as Information and Communications Technology and Pedagogy, which intersect with Mathematics education. Her studies deal with areas such as Computer-Assisted Instruction and Peer interaction as well as Pedagogy.
Her Curriculum research is multidisciplinary, relying on both Situated, Artificial intelligence, Teacher education and Metaphor. Her research investigates the link between Teacher education and topics such as Blended learning that cross with problems in Context. Her Concept learning research is multidisciplinary, incorporating perspectives in Epistemology, Abstraction, Science education and Technology integration.
Her primary scientific interests are in Mathematics education, Pedagogy, Curriculum, Logo and Epistemology. Her studies examine the connections between Mathematics education and genetics, as well as such issues in Process, with regards to Scale. A large part of her Pedagogy studies is devoted to Primary education.
Her Curriculum study integrates concerns from other disciplines, such as Cornerstone and Teacher education. Her work in Reform mathematics tackles topics such as Math wars which are related to areas like Everyday Mathematics and Core-Plus Mathematics Project. Her research in Mathematics instruction focuses on subjects like Educational technology, which are connected to Teaching method.
Her primary areas of study are Mathematics education, Curriculum, Pedagogy, Professional development and Artificial intelligence. Her study in Mathematics education is interdisciplinary in nature, drawing from both Focus, Scale and Process. Her Focus research is multidisciplinary, incorporating elements of Teaching method, Algebraic number and Meaning.
Celia Hoyles interconnects Invisibility and Overall equipment effectiveness in the investigation of issues within Process. Celia Hoyles combines subjects such as Transformative learning, Cornerstone, Teacher education and Agency with her study of Curriculum. The study incorporates disciplines such as Educational systems, Tracking and Natural language processing in addition to Artificial intelligence.
Celia Hoyles mainly investigates Mathematics education, Teaching method, Curriculum, Educational technology and Process. Her work in the fields of Teacher support overlaps with other areas such as Information technology. Her biological study spans a wide range of topics, including Epistemology, Affordance and Focus.
She has included themes like Educational systems, Notation and Natural language processing in her Curriculum study. Celia Hoyles has researched Educational technology in several fields, including Qualitative research, Instructional design, Mathematics instruction and Summative assessment. Her work deals with themes such as Educational research, Scale and Professional learning community, which intersect with Process.
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Windows on Mathematical Meanings: Learning Cultures and Computers
Richard Noss;Celia Hoyles.
A Study of Proof Conceptions in Algebra
Lulu Healy;Celia Hoyles.
Journal for Research in Mathematics Education (2000)
Windows on Mathematical Meanings
Richard Noss;Celia Hoyles.
Mathematics Education and Technology-Rethinking the Terrain
Celia Hoyles;Jean-Baptiste Lagrange.
The Construction of Mathematical Meanings: Connecting the Visual with the Symbolic
Richard Noss;Lulu Healy;Celia Hoyles.
Educational Studies in Mathematics (1997)
Logo mathematics in the classroom
Celia Hoyles;Rosamund Sutherland.
Proportional Reasoning in Nursing Practice
Celia Hoyles;Richard Noss;Stefano Pozzi.
Journal for Research in Mathematics Education (2001)
The curricular shaping of students' approaches to proof
for the learning of mathematics (1997)
Improving Mathematics at Work: The Need for Techno-Mathematical Literacies
Celia Hoyles;Richard Noss;Phillip Kent;Arthur Bakker.
What can digital technologies take from and bring to research in mathematics education
Celia Hoyles;Richard Noss.
In: Bishop, A.J. and (Ken) Clements, M.A. and Keitel, Christine and Kilpatrick, Jeremy and Leung, F.K.S. and Bishop, Alan J. and Leung, Frederick K.S., (eds.) Second international handbook of mathematics education. (pp. 323-349). Kluwer Academic: Dordrecht. (2003) (2003)
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