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Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in any capacity. The History of the Book blog also welcomes inquiries from prospective contributors.

Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.

Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.

Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.

Julie Chia-Yi Lin is a Doctoral student at the University of Oxford, funded by the Oxford-Taiwan Graduate Scholarship. Her research focus on Internationalization, Policy, Management and Institutional Strategy is rooted in her professional experience in publishing and higher education, as well as from her observations regarding the continuous change in global educational dynamics.

Julie completed her B.A. at National Taiwan University, and earned a joint M.A. from the University of Vienna and the University of Wroclaw. She was previously employed as an officer for the Office of International Affairs at National Taiwan University, and then as a Publisher at Emerald Publishing.

She focuses on the development of higher education, particularly in the processes of internationalization and globalization, and tries to deliver perspectives from different Institutional sectors, and a wide array of participants. She is mindful of the influence that culture has on the development and reception of these processes, and has a special interest in the East Asia region, and Confucian-influenced higher education systems. In her doctoral research, she investigates higher ed institutional strategy, and the relationship it has with real-world policy. This includes delving into the specific interpretation and implementation of official policy by different stakeholders within the institution- faculty, administration, and management.

Publications

Lin, J. (2015). The Impact of Globalization on Taiwan’s Education Policy: The International Student. In A. Lipinsky. (Ed), Vienna Taiwan Studies Series: Immigration societies, Taiwan and Beyond. (pp. 129-151). Vienna: LIT VERLAG GmbH & Co. KG

Louise Vincent is a DPhil in Education candidate researching how teachers become who they are.

Louise’s work situates the schoolteacher as a particular type of subject, that is both made and makes itself from within a network of power relations. Her study combines Foucauldian theory, Critical Discourse Analysis and Narrative analysis to provide an account of schoolteachers’ ethical agency in the context of top-down policy practices. 

In March 2023 she presented her study’s philosophical premises at the Philosophy of Education Society of Great Britain (PESGB)’s annual conference. By forefronting teacher’s perspectives, Louise hopes to contribute to practical questions of education policy given the UK’s “teacher shortages.” By interrogating how individuals experience becoming teachers, she believes, we can develop better models for the teaching profession. 

Prior to her studies at Oxford, Louise was awarded a first class honours BA in Human, Social, and Political Sciences and a MPhil in Political Thought and Intellectual History, both of which she completed at the University of Cambridge. She then pursued a Postgraduate Diploma in Education (PGDE) at University College London’s Institute of Education, which informed her practice as a secondary school English teacher. 

As Honorary Fellow John attends seminars and consults with current staff in Mathematics Education.

During 40 years at the Open University supporting the teaching of mathematics he authored a wide range of papers, and dozens of Open University Books and Teaching materials. He co-authored the classic Thinking Mathematically; Mathematics as a Constructive Activity (with his wife Prof. Anne Watson); Questions and Prompts for Mathematical Thinking & Thinkers (with Anne and other colleagues), among many others.

His research methods are phenomenological, based on the Discipline of Noticing. He is interested in the lived experience of learning, doing and teaching mathematics. He focuses on the structure and form of Attention in the teaching of mathematics, as he supports those who wish to foster and sustain mathematical thinking in others.

He is an Honorary Fellow of BSRLM and ATM, a long-standing member of  the MAA and the  MA.H.

Publications

• Mason, J. (2022). Consequences of a Virtual Encounter with George Pólya. Teaching Mathematics and Computer Science.  20 (2) p173-182.
• Zazkis, R. Kontorovich, I. & Mason, J. (2021). The Learning and Teaching of Number: paths less travelled through well-trodden terrain. London: Routledge
• Mason, J. (2021). Learning about Noticing, by, and through, Noticing. ZDM – Mathematics Education. 53(1) p231-243. doi: 10.1007/s11858-020-01192-4
• Mason, J. & Czarnocha,B. (2021). Aha! Moments, Bisociation and Multifocal Attention. In B. Czarnocha & W. Baker. Creativity of an Aha! Moment and Mathematics Education. Leiden: Brill. p345-361.
• Mason, J. (2018) Making Distinctions: a phenomenological exploration in mathematics education. In P. Ernest (Ed.). The Philosophy of Mathematics Education Today. ICME-13 Monographs. Springer.
• Mason, J. (2018). Reflecting on values emerging from practice and the value of reflecting on practice. In D. Rowe & A. Watson (Eds.). Faith and Experience in Education: essays from Quaker perspectives. London: Trentham Books. p63-91.
• Mason, J. & Metz, M. (2017). Digging Beneath Dual Systems Theory and the Bicameral Brain: abductions about the human psyche from experience in mathematical problem solving. In U. Xolocotzin (Ed.). Understanding Emotions in Mathematical Thinking and Learning. p379-407. Cambridge: Elsevier/Academic Press.
• Mason, J. (2016). Rising Above a Cause-and-Effect Stance in Mathematics Education Research. JMTE 19(4) p297-300. http://rdcu.be/npTf
• Mason, J. & Davis, B. (2013). The Importance of Teachers’ Mathematical Awareness for In-The-Moment Pedagogy. CJSMTE 13(2) p182-197.
• Mason, J. (2012). Noticing: roots and branches. In M. Sherin, V. Jacobs, & R. Phillip (Eds.) Mathematics Teacher Noticing:  Seeing Through Teachers’ Eyes. p35-50. Mahwah: Erlbaum.
• Mason, J. (2008). Being Mathematical With & In Front of Learners: Attention, Awareness, and Attitude as Sources of Differences between Teacher Educators, Teachers & Learners. In T. Wood (Series Ed.) & B. Jaworski (Vol. Ed.), International Handbook of Mathematics Teacher Education: Vol.4. The Mathematics Teacher Educator as a Developing Professional. Rotterdam, the Netherlands: Sense Publishers, p31-56.
• Mason, J. & Johnston-Wilder, S. (2006 2^nd edition). Designing and Using Mathematical Tasks. St. Albans: Tarquin.
• Watson, A. & Mason, J. (2006). Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making. Mathematical Thinking and Learning. 8(2) p91-111.
• Watson, A. & Mason, J. (2005). Mathematics as a Constructive Activity: learners generating examples. Mahwah: Erlbaum.
• Mason, J. & Johnston-Wilder, S. (2004). Fundamental Constructs in Mathematics Education, RoutledgeFalmer, London.
• Mason, J. 2003, Structure of Attention in the Learning of Mathematics, in J. Novotná (Ed.) Proceedings, International Symposium on Elementary Mathematics Teaching, Charles University, Prague, p9-16.
• Mason, J. 2002, Mathematics Teaching Practice: a guidebook for university and college lecturers, Horwood Publishing, Chichester.
• Mason, J. 2002, Researching Your own Practice: The Discipline of Noticing, RoutledgeFalmer, London.
• Mason, J. 2001, Modelling Modelling: where is the centre of gravity of-for-when modelling?, in J. Matos, W. Blum, S. Houston & S. Carreira (Eds.) Modelling and Mathematics Education: ICTMA 9 applications in science and technology, Horwood Publishing, Chichester, p39-61.
• Mason, J. Burton L. & Stacey K. (1982). Thinking Mathematically, Addison Wesley, London

Website

www.pmtheta.com

Mark has worked in ELT and EMI for over 35 years as a teacher, teacher trainer, lecturer, course writer, syllabus designer, examiner, Director of Studies, and consultant editor for OUP. For the British Council he has worked as a consultant trainer and course developer in EMI and EAP. For the University of Oxford Department of Education Mark delivered the ELT option on the MSc ALSLA and is Teaching Associate of the EMI Research Group in which capacity he has worked as a CI and has developed and delivered EMI teacher training courses in China, Serbia and Oxford. Mark has worked in universities in Russia, Ukraine, Kazakhstan, Belarus, Czechia, Italy, Germany, Mexico, Peru, Chile, Brazil, Colombia and Morocco.

He continues to be involved in EMI and is currently co-authoring an EMI student guide.

Mark is an alumnus of the University of Oxford Department of Education and was among the first to be awarded the innovative MSc in Teaching English Language in University Settings.

Anushay completed her BSc Psychology from UCL, where she also started her master’s in Developmental Neuroscience and Psychopathology. She was based at Yale University for her master’s thesis, where she worked with Dr Craig Bailey at the Yale Center for Emotional Intelligence to understand children’s emotion development. Anushay’s research interests include understanding child development across different cultures, factors that might be affecting it, and devising culture-specific ways to support children’s holistic development through the educational system. She is also keen on improving the research scope in Pakistan by working with Pakistani researchers, practitioners, and families.

Anushay balances her research with her position as the founder of a non-profit, Resources for Children, which aims to understand and support children’s development in Pakistan.

Publications

1. Mazhar, A. (2022, April). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Spring Preview, New Haven, United States.
2. Mazhar, A. (2021, December). Does an extended family improve mentalising in Autistic Children: a cross-cultural perspective from UK & Pakistan. 2^nd International Foundation University Conference of Psychology, Rawalpindi, Pakistan.
3. Mazhar, A. (2021, November). Theory of Mind in Autistic Children: a cross-cultural perspective from UK and Pakistan. Harvard Trends in Psychology Summit, Cambridge, United States.

4. Mazhar, A. (2021, November). Understanding children’s emotion-specific biases and how they relate to age, gender, and emotion recognition. Yale Center of Emotional Intelligence Research Rounds, New Haven, United States.
5. Mazhar, A. (2020, October). Developing a non-profit to advance autism research in Pakistan. Anna Freud Centre Seminar Series, London, United Kingdom

Cindy works at the intersection of learning, design, and technology, with a keen interest in the orchestration of future-ready tech-enabled learning.

She is curious how the deployment of adaptive learning systems to schools will impact classroom learning and hopes to learn more about the human-machine partnership in education. Specifically, her research is concerned with the implications that the use of such systems has on teacher-student interactions, as teachers grapple with balancing personalised learning and learning in community, as well as curriculum demands and student interests. These are some tensions which could potentially be exacerbated by affordances of adaptive learning systems.

Prior to embarking on the DPhil in Education at Oxford, Cindy worked as the Lead Specialist in Technologies for Learning at the Educational Technology Division of Ministry of Education, Singapore. She had previously completed graduate studies at the National University of Singapore and Stanford University where she was awarded Master of Arts in English Studies and Master of Arts in Education.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications

• Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
• Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Lena Zlock is researching the integration of digital technology into structures of teaching, learning, and education in higher education. Her particular focus is on the digital humanities and the potential for digital methods to transform humanistic study. She works with Professor Niall Winters and Dr. James Robson.

Lena’s research interests stem from her education as an M.St. student and Ertegun Graduate Scholar in Modern Languages at the University of Oxford, and as a B.A. student in History at Stanford University. As an undergraduate, she started the Voltaire Library Project, a digitally and data-driven study of the 6,763-book collection of French Enlightenment philosopher Voltaire (you can read more about the project here and here). She has been interested in the application of digital technology to humanistic teaching since her days in Princeton Day School, where she developed an interdisciplinary curriculum on Mexico City (visit the course website here).

Her research on Voltaire led her to think more broadly about the place of digital methods in the humanities classroom, and how new technologies will revolutionise the liberal arts and higher education. As a DPhil candidate, Lena will examine the negotiation and implementation of new learning technologies within the University of Oxford at undergraduate and graduate levels.

Lena is involved in a number of digital humanities initiatives in Oxford. She previously served as the inaugural fellow of the Voltaire Lab at Oxford’s Voltaire Foundation. As a master’s student, Lena co-formulated the convergence agenda for Oxford digital humanities with Professor Howard Hotson, and is currently employed by the Humanities Division to assist with the development of an M.St. degree in Digital Scholarship (read more here). Lena set up and helps to run the History of the Book blog for the Faculty of Medieval and Modern Languages and the Oxford Book History Twitter account.

Lena welcomes inquiries from undergraduate and postgraduate students from Oxford and beyond seeking to get involved with the digital humanities in an