Currently browsing: Items authored or edited by Susan Johnston-Wilder

Johnston-Wilder, Susan and Mason, John (2004). Fundamental constructs in mathematics education. Routledge Falmer in association with the Open University.

Allen, Barbara and Johnston-Wilder, Sue (2004). Mathematics Education: Exploring the culture of learning. London, UK: Routledge.

Johnston-Wilder, Sue; Lee, Clare and Pimm, David eds. (2017). Learning to Teach Mathematics in the Secondary School: A companion to school experience (4th Edition). Learning to Teach Subjects in the Secondary School. Routledge.

Lee, Clare; Johnston-Wilder, Sue and Ward-Penny, Robert eds. (2012). A Practical Guide to Teaching Mathematics in the Secondary School. Routledge Teaching Guides. Abingdon: Routledge.

Lee, Clare and Johnston-Wilder, Sue (2017). The Construct of Mathematical Resilience. In: Xolocotzin Eligio, Ulises ed. Understanding Emotions in Mathematical Thinking and Learning. Elsevier, pp. 269–291.

Johnston-Wilder, Sue and Lee, Clare (2010). Using assessment data to enhance professional practice. In: Johnston-Wilder, Sue and Lee, Clare eds. Leading Practice and Managing Change in the Mathematics Department. St Albans: Tarquin Press.

Johnston-Wilder, Susan and Collins, Janet (2005). 'I was never really there': reflecting on girls' non-participation in school. In: Lloyd, Gwynedd ed. Problem Girls: Understanding and Supporting Troubled and Troublesome Girls and Young Women. UK: Routledge.

Johnston-Wilder, Susan and Pimm, David (2004). Technology, mathematics and secondary schools: a brief, UK historical perspective. In: Johnston-Wilder, Susan and Pimm, David eds. Teaching Secondary Mathematics with ICT. Open University Press, pp. 3–17.

Johnston-Wilder, Susan; Lee, Clare and Mackrell, Kate (2021). Addressing Mathematics Anxiety through developing resilience: building on Self Determination Theory. Creative Education, 12(9) pp. 2098–2115.

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Kooken, Janice; Welsh, Megan E.; McCoach, D. Betsy; Johnston-Wilder, Sue and Lee, Clare (2016). Development and Validation of the Mathematical Resilience Scale. Measurement and Evaluation in Counseling and Development, 49(3) pp. 217–242.

Lee, Clare and Johnston-Wilder, Sue (2013). Learning mathematics - letting the pupils have their say. Educational Studies in Mathematics, 83(2) pp. 163–180.

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Ward-Penny, R.; Johnston-Wilder, S. and Johnston-Wilder, P. (2013). Discussing perception, determining provision: teachers' perspectives on the applied options of A-level mathematics. Teaching Mathematics and its Applications, 32(1) pp. 1–18.

Ward-Penny, Robert; Johnston-Wilder, Sue and Lee, Clare (2011). Exit interviews: undergraduates who leave mathematics behind. For the Learning of Mathematics, 31(2) pp. 21–26.

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Lee, Clare and Johnston-Wilder, Sue (2010). Mathematical resilience. Mathematics Teaching, MT218, pp. 38–41.

Johnston-Wilder, Sue and Lee, Clare (2019). How can we address mathematics anxiety more effectively as a community? In: 15th International Conference of The Mathematics Education for the Future Project Theory and Practice (Rogerson, Alan ed.).

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Johnston-Wilder, S.; Lee, C.; Garton, E. and Brindley, J. (2014). Developing coaches for mathematical resilience: level 2. In: ICERI2014 Proceedings, IATED Academy, pp. 4457–4465.

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Johnston-Wilder, Sue and Lee, Clare (2008). Does articulation matter when learning mathematics? In: Proceedings for the British Society for Research into Learning Mathematics, 15 Nov 2008, London.

Lee, Clare and Johnston-Wilder, Sue (2018). Getting into and staying in the Growth Zone. NRICH.

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