Staff

Mr Adrian Simpson

Contact Mr Adrian Simpson (email at adrian.simpson@durham.ac.uk)

Biography

Adrian Simpson is Principal of Durham’s newest college, Josephine Butler College. He is also Reader in the School of Education.

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. In recent years, he has become increasingly interested in ideas in cognitive psychology about abstract and contextual reasoning.

I am interested in supervising doctoral research studies in any area of mathematics education. I have a particular interest in mathematical reasoning and cognition, proof and argumentation, the school-university transition and students' understanding of key advanced mathematical concepts (such as analysis, algebra and logic). In addition, I have supported studies in the assessment of mathematics

Research Groups

School of Education

• Curriculum and Pedagogy

Research Projects

School of Education

• MU-Map - Mapping University Mathematics

Research Interests

• Higher Education
• Mathematics Education
• Psychology of Reasoning

Publications

Journal papers: academic

• 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.
• Moutsios-Rentzos, A. & Simpson, A. (2010). The thinking styles of university mathematics students. Acta Didactica Napocensia 3(10): 1-10.
• 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.
• 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. (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.
• Duffin, J. & Simpson, A. (2006). The transition to independent graduate studies in mathematics. Issues in Mathematics Education 13: 233-246.
• Duffin, J. & Simpson, A. (2005). Cognitive Empathy and the Transition to Independent Graduate Study in Mathematics. Educational Studies in Mathematics 58(1): 121-135.
• 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.
• 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.

Books: authored

• Alcock, L.J. & Simpson, A. (2009). Ideas from Mathematics Education: An Introduction for Mathematicians. Birmingham: Higher Education Academy.

Books: edited

• 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.