Fay works in mathematics education with a focus on teacher professional learning. Her research explores how mathematics curriculum are enacted and how classroom interactions are understood in relation to the mathematical learning opportunities for learners.
About me
Research
Publications
- Baldry, F., Harvey-Ashenhurst, B., Godfrey, A., & Syyeda, F. (2025). Teacher professional learning: Untangling the factors that influence teachers’ practice in mathematics classrooms. Proceedings of the British Society for Research into Learning Mathematics, Glasgow, UK.
- Baldry, F. (2023). Observation is hard: The challenges involved in developing a shared understanding of classrooms. In D. Paul, P. Hanna, C. Csaba, G. Katalin, & K. Eszter, Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) Budapest, Hungary pp.3520-3527
- Baldry, F., Jacqueline Mann, Horsman, R., Koiwa, D. & Foster, C. (2022). The Use of Carefully-Planned Board-Work to Support the Productive Discussion of Multiple Student Responses in a Japanese Problem-Solving Lesson. Journal of Mathematics Teacher Education, pp.1-25.
- Larssen, D. L. S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., Wood, P., Baldry, F., Jakobsen, A., Bugge, H., Næsheim-Bjørkvik, G., Norton, J. (2018). A literature review of lesson study in initial teacher education: Perspectives about learning and observation. International Journal for Lesson and Learning Studies, 7(1), 8-22.