Dr Tony Harries
After completing an honours degree in mathematics and PGCE at Bristol University (1970/72) Dr Harries worked in the primary and secondary sectors both in UK and overseas. He was head of mathematics at a large Bristol comprehensive school before moving to the Higher Education Sector in 1990.
He completed his PhD (1997) at Bristol University and joined the School of Education at Durham in 1999.
He is divisional director for Initial Teacher Training, teaches mathematics education on undergraduate and post graduate programmes, and supervises dissertations at Masters and doctoral level.
Dr. Harries’ research interests are in mathematics education, mostly revolving around the use of information technology in the learning of mathematics, the way that mathematical ideas are represented for young children, children’s approaches to problem solving (in particular word problems). He also has an interest in ways of developing effective partnerships between schools and HEI providers. His research on these themes has been funded by organisations, including DfES, QCA, TTA. He is interested in both quantative and qualitative methods of analysing data and is particularly interested in teacher participation in research studies.
The primary maths team has developed a web site for primary mathematics – based on their ideas about representation: http://www.danimaths.co.uk
He would welcome enquiries from potential postgraduate students wishing to pursue thesis study in the field of mathematical representations, reasoning and understanding, using IT environments
Completed Supervisions (since 2008)
- Improving Basic Education in Grade 1 in Lesotho: Pilot
Chapter in book
- Harries, A.V., Barmby, P.W. & Suggate, J. (2008). What's in a picture? Understanding and Representation in Early Mathematics. In Teaching and Learning Early Number. Thompson, I. Open Univesity Press. 160-175.
- Harries, A.V. & Barmby, P. (2008). Representing multiplication. Mathematics Teaching 206: 37-41.
- Harries, A. & Barmby, P.W. (2007). Representing and Understanding Multiplication. Research in Mathematics Education 9: 33-45.
- Harries, A.V. & Suggate, J. (2006). Exploring links across representations of numbers with young children. International Journal for Technology in Mathematics Education 13(2): 53-64.
- Cooper, B. & Harries, A.V. (2005). Making sense of realistic word problems: portraying working class 'failure' on a division with remainder problem. International Journal of Research & Method in Education 28(2): 147-169.
- A.V. Harries (2004). An Exploration into the mathematics subject knowledge of students on QTS courses. Quadrennial International Congress on Mathematics Education
- Cooper, B. & Harries, A.V. (2002). Children's Responses to Contrasting 'Realistic' Mathematics Problems: Just How Realistic Are Children Ready To Be?. Educational Studies in Mathematics 49(1): 1-23.
- A.V. Harries (2002). The representation of mathematical ideas for young learners: implications for teacher training. Swiss Journal of Teacher Education 17-25.
- Sutherland, R., Winter, J. & Harries, A.V. (2001). A transnational comparison of primary mathematics text books: the case of multiplication. Research in Mathematics Education 3: 155-169.
- A.V. Harries (2001). Working through Complexity - an experience of devleoping mathematical thinking through the use of Logo with low attaining pupils. Support for Learning 16(1): 23-28.