Department of Education

Deborah Evans

Research Officer

Deborah is a research officer working within the Child Development and Learning group. Current projects include an EEF funded project on Working Memory; an EEF funded evaluation project for the onebillion app with Nottingham University, and a roll out project with the NCETM of the Reasoning First mathematical programme.

Since 2001, Deborah has worked in research at Oxford Brookes University and since 2005 at the University of Oxford, Department of Education, on projects funded by the ESRC, the Nuffield Foundation, the NDCS and the EEF to include work on mathematical reasoning, morphemes in spelling and working memory with both hearing and deaf children. Research interests include effective interventions to support learning in the Primary classroom.

Before joining the Department, Deborah gained a BA(Hons) degree in Anthropology and English, and a PGCE from Brookes University. She studied for a MA in Education and a post graduate diploma in Psychology. She taught in primary schools for 20 years, with specialism in special educational needs, working with children on the autistic spectrum and in a unit for children with behavioural needs.

Publications:

  • Featured Publications

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Hallett, D (2013) “Promoting the comprehension of additive composition by deaf children”, Cadernos CEDES.
      DOI: http://doi.org/10.1590/S0101-32622013000300002

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Barros, R (2012) “Teaching children how to include the inversion principle in their reasoning about quantitative relations”, Educational Studies in Mathematics.
      DOI: http://doi.org/10.1007/s10649-011-9314-5

  • Book chapters

    • Nunes, T, Barros Baertl, R, Evans, D, Burman, D (2012) “A Game-Based Working Memory Intervention for Deaf Children”, In: S De Wannemacker, S Vandercruysse, G Clarebout (eds.) Serious Games: The Challenge. Communications in Computer and Information Science. Berlin/Heidelberg: Springer. 31-39
      DOI: http://doi.org/10.1007/978-3-642-33814-4_4

    • Nunes, T, Burman, D, Evans, D, Bell, D (2010) “Writing a language that you can't hear”, In: Reading and Dyslexia in Different Orthographies. 109-128
      DOI: http://doi.org/10.4324/9780203858462

    • Nunes, T, Burman, D, Evans, D, Bell, D (2010) “Writing a language that you can’t hear”, In: N Brunswick, S McDougall, P Davies (eds.) The role of orthographies in reading and spelling. Hove: Psychology Press/Taylor and Francis. 109-128

    • Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D, Montgomery, L (2008) “Deaf Children's Understanding of Inverse Relations”, In: Deaf Cognition: Foundations and Outcomes. Oxford University Press.
      DOI: http://doi.org/10.1093/acprof:oso/9780195368673.003.0007

    • Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D, Montgomery, L (2008) “Deaf Children's Understanding of Inverse Relations”, In: Deaf Cognition: Foundations and Outcomes.
      DOI: http://doi.org/10.1093/acprof:oso/9780195368673.003.0007

    • Nunes, T, Bryant, P, Pretzlik, U, Evans, D, Bell, D, Olsson, J (2006) “What knowledge of morphemes do children and adults show in the way that they spell words?”, In: Improving Literacy by Teaching Morphemes. 35-62
      DOI: http://doi.org/10.4324/9780203969557

    • Bryant, P, Nunes, T, Pretzlik, U, Bell, D, Evans, D, Olsson, J (2006) “From the laboratory to the classroom”, In: Improving Literacy by Teaching Morphemes. 65-103
      DOI: http://doi.org/10.4324/9780203969557

  • Conference papers

    • Nunes, T, Barros, R, Evans, D, Burman, D (2012) “A game-based working memory intervention for deaf children”, Communications in Computer and Information Science. 280 CCIS 31-39.
      DOI: http://doi.org/10.1007/978-3-642-33814-4_4

  • Journal articles

    • Nunes, T, Bryant, P, Gottardis, L, Terlektsi, M-E, Evans, D (2015) “Can we really teach problem solving in primary school?”, Mathematics Teaching. 246 44-48.

    • Bryant, P, Nunes, T, Evans, D, Gottardis, L, Terlektsi, M-E (2014) “Learning that randomness is fair but loaded dice are not”, Mathematics Teaching. 242 5-8.

    • Nunes, T, Bryant, P, Evans, D, Gottardis, L, Terlektsi, ME (2014) “The cognitive demands of understanding the sample space”, ZDM - International Journal on Mathematics Education. 46(3) 437-448.
      DOI: http://doi.org/10.1007/s11858-014-0581-3

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Hallett, D (2013) “Promoting the comprehension of additive composition by deaf children”, Cadernos CEDES. 33(91) 319-332.
      DOI: http://doi.org/10.1590/S0101-32622013000300002

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Barros, R (2012) “Teaching children how to include the inversion principle in their reasoning about quantitative relations”, Educational Studies in Mathematics. 79(3) 371-388.
      DOI: http://doi.org/10.1007/s10649-011-9314-5

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Barros, R (2012) “Teaching children how to include the inversion principle in their reasoning about quantitative relations”, EDUCATIONAL STUDIES IN MATHEMATICS. 79(3) 371-388.
      DOI: http://doi.org/10.1007/s10649-011-9314-5

    • Nunes, T, Bryant, P, Evans, D, Bell, D (2010) “The scheme of correspondence and its role in children's mathematics”, British Journal of Educational Psychology. 2(7) 83-99.
      DOI: http://doi.org/10.1348/97818543370009X12583699332537

    • Nunes, T, Bryant, P, Hallett, D, Bell, D, Evans, D (2009) “Teaching Children About the Inverse Relation Between Addition and Subtraction”, MATHEMATICAL THINKING AND LEARNING. 11(1-2) 61-78.
      DOI: http://doi.org/10.1080/10986060802583980

    • Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D (2009) “Deaf children's informal knowledge of multiplicative reasoning.”, Journal of deaf studies and deaf education. 14(2) 260-277.
      DOI: http://doi.org/10.1093/deafed/enn040

    • Burman, D, Evans, D, Nunes, T, Bell, D (2008) “Assessing deaf children's writing in primary school: Grammar and story development”, Deafness and Education International. 10(2) 93-110.
      DOI: http://doi.org/10.1002/dei.238

    • Burman, D, Nunes, T, Evans, D (2007) “Writing profiles of deaf children taught through British Sign Language”, Deafness and Education International. 9(1) 2-23.
      DOI: http://doi.org/10.1002/dei.204

    • Nunes, T, Bryant, P, Evans, D, Bell, D, Gardner, S, Gardner, A, Carraher, J (2007) “The contribution of logical reasoning to the learning of mathematics in primary school”, BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY. 25 147-166.
      DOI: http://doi.org/10.1348/026151006X153127

    • Nunes, T, Bryant, P, Evans, D “Morphological knowledge and learning new words”, Revista Portuguesa de Pedagogia & Psychologica. Special joint volume. 67-74.

  • Other

    • Nunes, T, Bryant, P, Hurry, J, Pretzlik, U, Bell, D, Evans, D (2008) Fractions: difficult but crucial in mathematics learning. TLRP Research Briefing.(13)

    • Nunes, T, Bryant, P, Hurry, J, Pretzlik, U, Bell, D, Evans, D Why morphemes are useful in primary school literacy. TLRP Research Briefing. 14

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