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
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 http://rdcu.be/pBtI
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)
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.