Dr Fay Baldry

Fay taught mathematics for over 15 years in a number of 11-18 secondary schools undertaking a variety of roles including Head of Department and whole school responsibilities. In 2011 she joined the University of Warwick where she taught on the Secondary Mathematics PGCE course and the MSc in Mathematics Education course amongst others. Fay joined the School of Education at the University of Leicester as a lecturer in September 2013. Her roles include Programme Leader for the Master of Education (M.Ed) degree and Co-Leader for the Secondary PGCE course.

I completed my PhD in the field of mathematics education and I collaborate on research and scholarship projects. My research focusses on how we can develop a deeper understanding of the learning opportunities inherent in the interactions between learners tasks and the teacher. In particular how our views about the learning of mathematics informs our understanding of task design and classroom discourse.

I participated in an ESRC funded UK-Japan project investigating coherent curriculum design. Outputs include a paper in Journal of Mathematics Teacher Education and the dissemination of findings through a professional journal (Mathematics Teaching) and a practitioner-focused conference (ATM).

My research interest in understanding classrooms has extends beyond mathematics through collaborative Lesson Study projects. With origins in Japan Lesson Study is a form of design research where educators collaboratively plan teach/observe and review a research lesson. This contributes to professional and curriculum development informing and informed and provides a platform for linking practitioner research and professional development.

Baldry, F., Jacqueline Mann, Horsman, R., Koiwa, D. & Foster, C. (2022). The Use of Carefully-Planned Board-Work to Support the Productive Discussion of Multiple Student Responses in a Japanese Problem-Solving Lesson. Journal of Mathematics Teacher Education 

Baldry, F. & Foster, C. (2020). Lesson Study Partnerships in Initial Teacher Education. In: Wood, P., Larssen, D., Helgevold, N. & Cajkler, W. (eds.) Lesson Study in Initial Teacher Education: Principles and Practices. Bingley, UK: Emerald Group Publishing, 147-160.

Foster, C. & Baldry, F. (2020). Blink, and It's Gone! Mathematics Teaching, (270), 12-13.

Baldry, F., Ingram, J. & Pitt, A. (2019). Numeracy and Mathematics. In: Abbott, I. D., Huddleston, P. & Middlewood, D. (eds.) Preparing to Teach in Secondary Schools: A Student Teacher's Guide to Professional Issues in Secondary Education Fourth Edition. Maidenhead: OUP, 229-239.

Baldry, F. & Foster, C. (2019). Lesson Study in Mathematics Initial Teacher Education in England. In: Huang, R., Takahashi, A. & Pedro Da Pont, J. (eds.) Theory and Practice of Lesson Study in Mathematics: An International Perspective. Nature Switzerland: Springer, 577-594.

Baldry, F. (2019). A Comparison of the Treatment of Mathematical 'Errors' Arising from Teacher-Initiated and Student-Initiated Interactions. In: Jankvist, U. T., Van Den Heuvel-Panhuizen, M. & Veldhuis, M., (eds.) Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht, Netherlands, 6-11 February. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 3588-3595.

Larssen, D. L. S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., Wood, P., Baldry, F., Jakobsen, A., Bugge, H. E., Næsheim-Bjørkvik, G. & Norton, J. (2018). A Literature Review of Lesson Study in Initial Teacher Education: Perspectives About Learning and Observation. International Journal for Lesson and Learning Studies, 7, 8-22.

Baldry, F. (2018). The Complexities of Enacting Multiple Representations When Teaching Fractions. In: Bergqvist, E., Österholm, M., Granberg, C. & Sumpter, L., (eds.) Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME42), Umeå, Sweden. July 3-7, 17. Baldry, F. (2016). Teachers' Orchestration of Mathematics In: Csíkos, C., Rausch, A. & Szitányi, J., (eds.) 40th Conference of the International Group for the Psychology of Mathematics Education (PME40), Szeged, Hungary 3-7 August, 118-119.

Ingram, J., Pitt, A. & Baldry, F. (2015). Handling Errors as They Arise in Whole-Class Interactions. Research in Mathematics Education, 17, 183-197.

Mathematics Education

Lesson Study

Master of Education (M.Ed.)

Secondary PGCE

Mathematics Education

Lesson Study

Senior Fellow of the Higher Education Academy - Advance HE

Executive Committee Member: BSRLM (British Society for Research into Learning Mathematics) - Membership Coordinator

2021: British Society for Research into Learning Mathematics (BSRLM)

2020: British Society for Research into Learning Mathematics (BSRLM)

2019: Eleventh Congress of the European Society for Research in Mathematics Education (CERME11).

2018: 42nd Conference of the International Group for the Psychology of Mathematics Education (PME42)

2017: Tenth Congress of the European Society for Research in Mathematics Education (CERME10) 

PhD (Mathematics Education) University of Leicester

MA Educational Innovation (Distinction) University of Warwick

Postgraduate Certificate in Professional Studies in Education University of Leicester

PGCE Secondary Mathematics University of Keele BA (Hons) Mathematics University of Oxford