# Staff profile

Affiliation | Room number | Telephone |
---|---|---|

Principal of St Mary's College | +44 (0) 191 33 45946 | |

Professor, Principal of St. Mary's College in the School of Education | St. Mary's College | +44 (0) 191 33 48340 |

### Biography

Adrian Simpson is Principal of St. Mary's College. He is also Professor in the School of Education.

**Research Interests**

Adrian’s research interests revolve around aspects related with the school-university transition in mathematics, particularly in how students come to understand the nature of formal argumentation in university mathematics and different ways in which students understand abstract mathematical structures. He has also published papers in cognitive psychology about abstract and contextual reasoning as well as patterns of assesment in higher education (and in university mathematics in particular).

Recently he has been working on notions of 'evidence' in educational research and policy-making, taking a critical stance towards the widespread mis-use of so-called 'scientific' and quantitative methods in the field.

##### Impact

##### Information for prospective doctoral research student supervisions

Adrian is interested in supervising doctoral research studies in any area of mathematics education or in educational policy making. He has previously supervised students on postgraduate studies in mathematical reasoning, cognition, proof and argumentation, the school-university transition, students' understanding of key advanced mathematical concepts (such as analysis, algebra, trigonometry and logic). In addition he is interested in supervising doctoral studies in assessment in higher education or the use of evidence in evaluating educational interventions or policy making..

### Research interests

- Mathematics Education
- Assessment in Higher Education
- Psychology of Reasoning
- Evidence in educational research

### Research groups

### Research Projects

- MU-Map - Mapping University Mathematics
- Pedagogical Application of New Developments and Approaches

### Awarded Grants

- 2016: PANDA Pedagogical Application of New Developments and Approaches(£23625.00 from Hermitage Academy)
- 2016: Panda Pedagogical Application Of New Developments And Approaches(£17000.00 from )
- 2013: Artist in Residence - Mr Richard W Hardwick(£14970.00 from The Leverhulme Trust)
- 2011: MU-MAP: Mapping University Mathematics Assessment Practices(£2310.00 from National HE Stem Programme)

### Esteem Indicators

- 2014: Editor: Research in Mathematics Education
- 2013: Editorial Board Member: Editoral Board member, Research in Mathematics Education
- 2013: External Docen Supervisor: External Docen Supervisor, Charles University, Prague 2011-12; External Doctoral Supervisor, University of Grenada 2013
- 2013: External Examiner 2007-2013: Undergraduate mathematics education, Leeds University, 2007-11 MSc (Mathematics Education), Leeds University, 2009-12 MSc (Science Education), Leeds University, 2010-12 PhD (Mathematics Education), Loughborough University, 2013
- 2013: Keynote speeches: Keynote speaker at:
Delta 2013 conference, Kiama, Australia

RUME 2010 conference, Raleigh, NC, USA

- 0000: Reviewer: Reviewing: Journal for Research in Mathematics Education; Educational Studies in Mathematics; Research in Mathematics Education; European Journal of Psychology of Education; International Journal of Science and Mathematics Education; Handbook of International Research in Mathematics Education; Journal of Mathematics Behavior; Mathematical Thinking and Learning;

### Publications

Authored book

Chapter in book

- Iannone, P. & Simpson, A. (2019). Mathematics and Statistics. In
__A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice__. Marshall, S. Abingdon: Abingdon: Routledge. - Iannone, P. & Simpson, A. (2019). The Relation between Mathematics Students’ Discipline-Based Epistemological Beliefs and their Summative Assessment Preferences. In
__International Journal of Research in Undergraduate__. Springer. 1-16. - Iannone, P. & Simpson, A. (2015). Teaching and Learning Mathematics and Statistics. In
__A Handbook for Teaching and Learning in Higher Education__. Fry, H., Ketteridge, S. & Marshall, S. Abingdon: Routledge. - Iannone, P. & Simpson, A. (2012). Performance assessment in mathematics: Preliminary empirical research. In
__Mapping university mathematics assessment practices__. Iannone, P. & Simpson, A. Norwich: HEA. - Ianone, P. & Simpson, A. (2012). A survey of current assessment practices. In
__Mapping university mathematics assessment practices__. Iannone, P. & Simpson, A. Norwich: HEA. - Duffin, J. & Simpson, A. (2006). The transition to independent graduate studies in mathematics. In
__Research in Collegiate Mathematics Education VI__. Selden, Annie, Hitt, Fernando, Harel, Guershon & Hauk, Shandy Conference Board of Mathematical Sciences.**6:**233-246. - Duffin, J. & Simpson, A. (2002). Understanding their Thinking: the tension between the Cognitive and the Affective. In
__Perspectives on adults learning mathematics__. Coben, D., John, O. & Fitzsimons, G Dordrecht: Kluwer Academic Publishers. 83-99. - Alcock, L. & Simpson, A. (2002). The Warwick analysis project: practice and theory. In
__The Teaching and Learning of Mathematics at the University Level__. Holton, D. Springer: Dordrecht. 99-111. - Houston, K., Rogers, P. & Simpson, A. (1999). Teaching mathematics as a way of life. In
__Improving Student Learning through the Disciplines__. Rust, C. Oxford: OCSLD.

Edited book

- Simpson, A (2020).
__The Evidential Basis of “Evidence-Based Education”__. Routledge. - Iannone, P. & Simpson, A. (2012).
__Mapping University Mathematics Assessment Practices__. Norwich: HEA. - Simpson, A. (2006).
__Retirement as process and concept a festschrift for Eddie Gray and David Tall presented at Charles university, Prague 15-16 July, 2006__. Prague, Czech Republic: Karlova University.

Journal Article

- Simpson, A (2023). Benchmarking a misnomer: A note on “Interpreting effect sizes in education interventions”.
*Educational Researcher***52**(3): 180-182. - Simpson, Adrian & Wang, Y. (2023). Making sense of ‘mastery’ Understandings of a policy term among a sample of teachers in England.
*International Journal of Science and Mathematics Education***21**(2): 581–600. - Simpson, Adrian (2022). A recipe for disappointment: policy, effect size and the winner’s curse.
*Journal of Research on Educational Effectiveness* - Iannone, Paola & Simpson, Adrian (2022). How we assess mathematics degrees: the summative assessment diet a decade on.
*Teaching Mathematics and its Applications***41**(1): 22-31. - Simpson, A. (2020). On the misinterpretation of effect size.
*Educational Studies in Mathematics***103**(1): 125-133. - Simpson, A. & Vondrová, N. (2019). Developing Pre-service Teachers’ Professional Vision with Video Interventions: A Divergent Replication.
*Journal of Education for Teaching***45**(5): 567-584. - Simpson, A. (2019). The evidential basis of ‘Evidence Based Education’ An introduction to the special issue.
*Educational Research and Evaluation***25**(1-2): 1-6. - Simpson, A. (2019). Whose Prior is it Anyway? A Note on 'Rigorous Large-Scale Educational RCTs are Often Uninformative'.
*Educational Researcher***48**(6): 382-384. - Simpson, A. (2019). Separating arguments from conclusions: The mistaken role of effect size in educational policy research.
*Educational Research and Evaluation***25**(1-2): 99-109. - Simpson,A. (2019). The relation between mathematics students' discipline-based epistemological beliefs and their summative assessment preferences.
*International Journal of Research in Undergraduate Mathematics Education***5**(2): 147-162. - Simpson, A. (2018). Unmasking the unasked: correcting the record about assessor masking as an explanation for effect size differences.
*Educational Research and Evaluation***24**(1-2): 3-12. - Simpson, A. (2018). Princesses are bigger than Elephants: effect size as a category error in evidence based education.
*British Educational Research Journal***44**(5): 897-913. - Simpson, A., Vondrová, N. & Žalská, J. (2018). Sources of Shifts in Pre-Service Teachers' Patterns of Attention: The Roles of Teaching Experience and of Observational Experience.
*Journal of Mathematics Teacher Education***21**(6): 607-630. - Simpson, A. (2018). The Structure of Surveys and the Peril of Panels.
*Studies in Higher Education***43**(8): 1334-1347. - Simpson, A. (2017). The misdirection of public policy:
comparing and combining standardised
effect sizes.
*Journal of Education Policy***32**(4): 450-466. - Alcock, L. & Simpson, A. (2017). Interactions between defining, explaining and classifying: The case of increasing and decreasing sequences.
*Educational Studies in Mathematics***94**(1): 5-19. - Iannone, P. & Simpson, A. (2017). University students’ perceptions of summative assessment: the role of context.
*Journal of Further and Higher Education***41**(6): 785-801. - Simpson, A. (2017). The Surprising Persistence of Biglan's
Classification Scheme.
*Studies in Higher Education***42**(8): 1520-1531. - Fernández-Plaza, J.A. & Simpson, A. (2016). Three concepts or one? Students' understanding of basic limit concepts.
*Educational Studies in Mathematics***93**(3): 315-332. - Simpson, Adrian (2016). Assessment and its outcomes: the influence of disciplines and institutions.
*Assessment and Evaluation in Higher Education***41**(6): 917-937. - Simpson, A. (2015). The Anatomy of a Mathematical Proof: Implications for Analyses with Toulmin's Scheme.
*Educational Studies in Mathematics***90**(1): 1-17. - Iannone, P. & Simpson, A. P. (2015). Mathematics lecturers’ views of examinations: tensions and possible resolutions.
*Teaching Mathematics and its Applications***34**(2): 71-82. - Iannone, P. & Simpson, A. (2015). Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide.
*Assessment and Evaluation in Higher Education***40**(7): 971-987. - Iannone, P. & Simpson, A. (2015). Students' preferences in undergraduate mathematics assessment.
*Studies in Higher Education***40**(6): 1046-1067. - Iannone, P. & Simpson, A. (2013). Students' perceptions of assessment in undergraduate mathematics.
*Research in Mathematics Education***15**(1): 17-33. - Iannone, P. & Simpson, A. (2012). Oral assessment in mathematics: implementation and outcomes.
*Teaching Mathematics and its Applications***31**(4): 179-190. - Iannone, P. & Simpson, A. (2012). How do we assess our students? A survey of current assessment practices in UK universities?
*MSOR Connections***12**(1): 7-10. - Alcock, L. & Simpson, A. (2011). Classification and concept consistency.
*Canadian Journal for Science, Mathematics and Technology Education***11**(2): 91-106. - Iannone, P., Inglis, M., Mejia-Ramos, J.P., Simpson, A. & Weber, K. (2011). Does generating examples aid proof production?
*Educational Studies in Mathematics***77**(1): 1-14. - Iannone, P. & Simpson, A. (2011). The summative assessment diet: how we assess in mathematics degrees.
*Teaching Mathematics and its Applications***30**(4): 186-196. - Moutsios-Rentzos, A. & Simpson, A. (2010). The thinking styles of university mathematics students.
*Acta Didactica Napocensia***3**(4): 1-10. - Alcock, L.J. & Simpson, A. (2009). The role of definitions in example classification.
*Psychology of Mathematics Education***33**(2): 33-40. - Inglis, M. & Simpson, A. (2009). Conditional inference and advanced mathematical study: Further evidence.
*Educational Studies in Mathematics***72**(2): 185-198. - Inglis, M. & Simpson, A. (2009). The defective and material conditionals in mathematics: Does it matter?
*Psychology of Mathematics Education***33**(3): 225-232. - Inglis, M. & Simpson, A. (2008). Conditional inference and advanced mathematical study.
*Educational Studies in Mathematics***67**(3): 187-204. - Inglis, M., Mejia-Ramos, J.P. & Simpson, A. (2007). Modelling mathematical argumentation: the importance of qualification.
*Educational Studies in Mathematics***66**(1): 3-21. - Simpson, A. & Stehlikova, N. (2006). Apprehending Mathematical Structure: A Case Study of Coming to Understand a Commutative Ring.
*Educational Studies in Mathematics***61**(3): 347-371. - Alcock, L. & Simpson, A.P. (2005). Convergence of Sequences and Series 2: Interactions between Nonvisual Reasoning and the Learner's Beliefs about their own Role.
*Educational Studies in Mathematics***58**(1): 77-100. - Duffin, J. & Simpson, A. (2005). Cognitive Empathy and the Transition to Independent Graduate Study in Mathematics.
*Educational Studies in Mathematics***58**(1): 121-135. - de Hoyos, M., Gray, E. & Simpson, A. (2004). Pseudo-solutioning.
*Research in Mathematics Education***6**(1): 101-113. - Alcock, L.J. & Simpson, A.P. (2004). Convergence of sequences and series: interactions between visual reasoning and the learner's beliefs about their own role.
*Educational Studies in Mathematics***57**(1): 1-32. - Alcock, L. & Simpson, A.P. (2002). Definitions: Dealing with Categories Mathematically.
*For the Learning of Mathematics***22**(2): 28-34. - Duffin, J. & Simpson, A. (2000). When does a way of working become a methodology?
*The Journal of Mathematical Behavior***19**(2): 175-188. - Simpson, A. (2000). What use are mathematics education researchers?
*MSOR Connections***1**: 5-8. - Duffin, J.M. & Simpson, A.P. (2000). A search for understanding.
*The Journal of Mathematical Behavior***18**(4): 415-427. - Tall, D., Thomas, M., Davis, G., Gray, E. & Simpson, A. (1999). What is the object of the encapsulation of a process?
*Journal of Mathematical Behavior***18**(2): 223-241. - Duffin, J. & Simpson, A. (1996). Mathematics across the university: facing the problem.
*Journal of Further and Higher Education***20**(2): 116-124. - Duffin, J.M. & Simpson, A. (1995). A theory, a story, its analysis and some implications.
*Journal of Mathematical Behavior***14**(2): 237-250. - Duffin, J. & Simpson, A. (1993). Natural, conflicting and alien.
*Journal of Mathematical Behavior***12**(4): 313-320. - Duffin, J. & Simpson, A. (1991). Interacting reflections on a young pupil's work.
*For the Learning of Mathematics***11**(3): 10-15. - Simpson, A.P. (1990). The infidel is innocent.
*Mathematical Intelligencer***12**(3): 43-51.