Department of Education

Karen Skilling

Departmental Lecturer

College Affiliation: St Antony's College

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford. Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London


Journal articles

Durksen, T. L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal. Online first (25 February). doi: 10.1007/s13394-017-0199-1. Available at

Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal (Vol 28, No.4, pp. 545-566)

Book chapters
Skilling, K. (in press). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer. (Publication due October 2019).

Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds.), Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.

Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds.), Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.

Doctoral Applications

Karen welcomes doctoral applications from students interested in the following research areas

  • Motivation and engagement in education
  • Self-regulation and metacognitive processes
  • Affective and emotional constructs influencing learning
  • STEM learning and integrated STEM projects
  • Qualitative methods: vignette methods; interviews (in-depth & focus groups), classroom observations; and mixed methods

  • Subjects Taught

    MSc in Learning and Teaching


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