Dr Howard Tanner Cert.Ed., B.A. (hons) (i), M.Ed., PhD.

I taught mathematics and ICT in secondary schools in Liverpool, Salford and Bristol for 16 years before joining the Education Department at Swansea University. I transferred to Swansea Metropolitan University in 2006 where I am Principal Lecturer in Education and Director of the Centre for Research in Education.
I currently teach on the PGCE mathematics course, the MA(Ed) and I am course leader for the Master of research degree (M.Res.) in Mathematics Education.
I am the co-author of 9 books in the fields of mathematics, ICT and assessment and numerous journal articles. I would particularly welcome enquiries from potential research students in these areas.

My research interests include:

• interactive or discourse based approaches to teaching;

• the teaching of problem solving;

• the development of metacognition;

• thinking skills;

• formative assessment;

• the effective use of interactive whiteboards.

Recent publications:

Journal articles

• Kennewell, S., Tanner, H., Jones, S. & Beauchamp, G. (2007) Analysing the use of interactive technology to implement interactive teaching. Journal of Computer Assisted Learning 23(5) (http://www.blackwell-synergy.com/doi/abs/10.1111/j.1365-2729.2007.00244.x)

• Tanner, H., and Jones, S. (2007) Using video-stimulated reflective dialogue to learn from children about their learning with and without IC. Technology, Pedagogy and Education, 16 (3) (in press).

• Tanner, H., and Jones, S (2007) How interactive is your whiteboard? Mathematics Teaching 200 (1). (http://www.atm.org.uk/mt/)

• Tanner, H., & Jones, S., (2002) Assessing Children's Mathematical Thinking in Practical Modelling Situations. Teaching Mathematics and its Applications 21(4) 145-159. (http://teamat.oxfordjournals.org/cgi/content/abstract/21/4/145)

• Tanner, H., & Jones, S., (2002) Using ICT to support interactive teaching and learning on a Secondary Mathematics PGCE course. Journal of Information Technology in Teacher Education, 11, (1), 77-91. (http://www.informaworld.com/smpp/content?content=10.1080/14759390200200124)

• Jones, S., & Tanner, H., (2002) Teachers' interpretations of effective whole class interactive teaching in secondary mathematics classrooms. Educational Studies, 28 (3), 265-273. (http://www.informaworld.com/smpp/content?content=10.1080/0305569022000003717)

• Jones, S., Tanner, H., & Treadaway, M. (2000). Raising standards in mathematics through effective classroom practice. Teaching Mathematics and its Applications, 19(3), 125-134. (http://www.ingentaconnect.com/content/oup/teamat/2000/00000019/00000003/art00125)

• Tanner, H., & Jones, S. (1994). Using peer and self assessment to develop modelling skills with students aged 11 to 16: a socio-constructive view. Educational Studies in Mathematics, 27(4), 413-431. (http://www.jstor.org/cgi-bin/jstor/logon?S1=c054500e.11936980930&T=1&config=jstor)

Books

• Tanner, H., and Jones, S. (2006) Assessment: a practical guide for secondary teachers Continuum, London. (http://www.amazon.co.uk/Assessment-Practical-Secondary-Teachers-Classmates/dp/0826486665/ref=sr_1_4/202-0653880-2309400?ie=UTF8&s=books&qid=1189789198&sr=1-4)

• Tanner, H., and Jones, S., (2003) Marking and assessment, Continuum, London. (http://www.amazon.co.uk/Marking-Assessment-Classmates-Howard-Tanner/dp/0826468942/ref=sr_1_6/202-0653880-2309400?ie=UTF8&s=books&qid=1189789637&sr=1-6)

• Tanner, H., Jones, S., and Davies, A., (2002) Developing numeracy in the secondary school, David Fulton, London. (http://www.amazon.co.uk/exec/obidos/ASIN/1853468134/qid=1024503928/sr=2-1/ref=sr_2_1_1/202-3336828-3868660)

• Tanner, H., & Jones, S. (2000). Becoming a successful teacher of Mathematics. London: Routledge/Falmer. (http://www.amazon.co.uk/exec/obidos/ASIN/0415230691/qid=982957393/sr=1-2/202-7449646-0205428)

• Kennewell, S., Parkinson, J., and Tanner, H., (eds) (2002) Learning to teach ICT in the secondary school, Routledge Falmer, London.(http://www.amazon.co.uk/exec/obidos/ASIN/0415276691/qid=1024503997/sr=2-1/ref=sr_2_1_1/202-3336828-3868660)

• Kennewell, S., Parkinson, J., & Tanner, H. (2000). Developing the ICT capable school. London: Routledge/Falmer. (http://www.amazon.co.uk/exec/obidos/ASIN/041523512X/qid=983294824/sr=1-4/202-7449646-0205428)

• Tanner, H., & Jones, S. (1995). Better thinking, better mathematics. Swansea: University of Wales Swansea. (http://www.swan.ac.uk/education/pgcemaths/btbm/index.html)

• Chapters in books

• Tanner, H., (2002). The place of ICT in secondary education. In Kennewell, S., Parkinson, J., and Tanner, H., (eds) Learning to teach ICT in the secondary school, (pp 3-27). London: Routledge/Falmer. (http://www.amazon.co.uk/exec/obidos/ASIN/0415276691/qid=1024503997/sr=2-1/ref=sr_2_1_1/202-3336828-3868660)

• Tanner, H., (2002). Supporting the teaching and application of ICT across the curriculum. In Kennewell, S., Parkinson, J., and Tanner, H., (eds) Learning to teach ICT in the secondary school, (pp 173-185). London: Routledge/Falmer. (http://www.amazon.co.uk/exec/obidos/ASIN/0415276691/qid=1024503997/sr=2-1/ref=sr_2_1_1/202-3336828-3868660)

• Stanley, N., & Tanner, H., (2002). Assessing attainment. In Kennewell, S., Parkinson, J., and Tanner, H., (eds) Learning to teach ICT in the secondary school, (pp 109-125). London: Routledge/Falmer. (http://www.amazon.co.uk/exec/obidos/ASIN/0415276691/qid=1024503997/sr=2-1/ref=sr_2_1_1/202-3336828-3868660)

• Tanner, H., & Jones, S. (2000). Scaffolding for success: reflective discourse and the effective teaching of mathematical thinking skills. In T.Rowland & C.Morgan (Eds.), Research in Mathematics Education Vol 2: Papers of the British Society for Research into Learning Mathematics (pp19-32). London: British Society for Research into Learning Mathematics.

• Tanner, H., & Jones, S. (1997). Teaching children to think mathematically. In E. Pehkonen (Ed.), Solving open ended problems (pp. 106-120). Helsinki: University of Helsinki.

Papers in refereed conference proceedings

• Tanner, H., Jones, S., Kennewell, S., & Beauchamp, G. (2005) Interactive whole class teaching and interactive white Boards, Proc of the conference of Mathematics Education Research Group of Australasia - 28 (Melbourne), 2, 720-727. (http://www.merga.net.au/documents/RP832005.pdf)

• Tanner, H., & Jones, S. (2003). Self-efficacy in mathematics and students` use of self-regulated learning strategies during assessment events Proceedings of the 27th conference of the International Group for the Psychology of Mathematics Education, Hawaii, 4, 275-278.

• Tanner, H., and Jones, S (2007) Learning from Children about their Learning with and without ICT using Video-Stimulated Reflective Dialogue , Proc of the conference of Mathematics Education Research Group of Australasia - 29 (Hobart), (in press)

• Funded research projects

• 2005/07 The Interactive Teaching and ICT research project. Funding: £119, 000 - ESRC/TLRP. (with Steve Kennewell, John Parkinson, Sonia Jones, et al).

• 2003/07 Developing an Enhanced PGCE (EPGCE) and Continuing Professional Development Programme in Mathematics Education Funding: £151,800 - Gatsby Technical Education Projects (with Sonia Jones and Sue Sanders)

• 2002/03 ‘Developing strategies to help pupils improve their own learning performance in Mathematics'. Funding: £16,660 - General Teaching Council for Wales (with Sonia Jones, John Felton & Belinda Gardner)

• 1998/00 ‘Raising standards in numeracy. Funding: £16,350 - National Assembly for Wales (with Sonia Jones and Mike Treadaway)

• 1998/99 ‘The degree choices of _A level mathematics students'. Funding: £5,000 - the Teacher Training Agency (with Sonia Jones and Sue Sanders)

• 1993/94 ‘The development and evaluation of a mathematical thinking skills course'. Funding: £27,400 - Welsh Office / University of Wales (with Sonia Jones)

• 1991/92 ‘The use and practical application of mathematics in KS4'. Funding: £63,626 - Welsh Office (with Sonia Jones)

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