# Staff Profile

## Prof Adrian Simpson

**Principal, Josephine Butler College in the School of Education**

Contact Prof 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 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. In recent years, he has become increasingly interested in ideas in cognitive psychology about abstract and contextual reasoning as well as patterns of assesment in higher education (and in university mathematics in particular).

### Impact

Working with Mathematics in Education and Industry to develop Teaching Advanced Mathematics

### Information for prospective doctoral research student supervisions

Adrian is interested in supervising doctoral research studies in any area of mathematics education. 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.

### Indicators of Esteem

- 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

- 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;

### Research Interests

- Assessment in Higher Education
- Mathematics Education
- Psychology of Reasoning

### Research Groups

### Research Projects

### Selected Publications

#### Journal Article

- 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. **Simpson, A.**, Vondrová, N. & Žalská, J. (2017). Sources of Shifts in Pre-Service Teachers' Patterns of Attention: The Roles of Teaching Experience and of Observational Experience.*Journal of Mathematics Teacher Education***Simpson, A.**(2017). The misdirection of public policy: comparing and combining standardised effect sizes.*Journal of Education Policy***32**(4): 450-466.**Simpson, A.**(2017). The Surprising Persistence of Biglan's Classification Scheme.*Studies in Higher Education***42**(8): 1520-1531.- 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, Adrian**(2016). Assessment and its outcomes: the influence of disciplines and institutions.*Assessment and Evaluation in Higher Education***41**(6): 917-937.**Simpson, A.**(2016). The Structure of Surveys and the Peril of Panels.*Studies in Higher Education*- 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. - 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. **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.**(2014). 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). How do we assess our students? A survey of current assessment practices in UK universities?*MSOR Connections***12**(1): 7-10. - Iannone, P. &
**Simpson, A.**(2012). Oral assessment in mathematics: implementation and outcomes.*Teaching Mathematics and its Applications***31**(4): 179-190. - 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. - 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.

#### Authored book

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

#### Chapter in book

- 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. - Ianone, P. &
**Simpson, A.**(2012). A survey of current assessment practices. In__Mapping university mathematics assessment practices__. Iannone, P. &**Simpson, A.**Norwich: HEA. - Iannone, P. &
**Simpson, A.**(2012). Performance assessment in mathematics: Preliminary empirical research. In__Mapping university mathematics assessment practices__. Iannone, P. &**Simpson, A.**Norwich: HEA.

#### Edited book

- Iannone, P. &
**Simpson, A.**(2012).__Mapping University Mathematics Assessment Practices__. Norwich: HEA.