LSRI projects

Centre for Early Mathematics Learning

The ESRC Centre for Early Mathematics Learning (CEML) is a pioneering research centre which focuses on children’s mathematical learning from birth to eight. Research already shows that substantial individual differences in mathematical achievement emerge early and can restrict a child’s future potential. 

CEML is studying mathematics development in the early years and Key Stage 1, via advanced interdisciplinary research studies on mathematical learning and by working closely with educators to design educational activities and translate research into practice. 

CEML launched in June 2022 and is a collaboration between Loughborough University, University of Bristol, University of Edinburgh, University College London, University of Nottingham, University of Oxford, University of York, Ulster University and London School of Economics. 

Principal investigator: Professor Camilla Gilmore, Loughborough University
University of Nottingham lead: Professor Tim Jay
Funder: Economic and Social Research Council
Further information: Project website 

Exploring embedded musical performances within primary classrooms

An in-depth, instrumental case study of a midlands-based musician-in-residence program. This music education initiative pairs professional musicians with primary schools across the UK where they co-teach interdisciplinary lessons with classroom teachers and perform for students. These performances range from traditional recitals to informal, ad hoc musical experiences (e.g., making music in the lunch hall or on the playground). Research into this program explores what and how students learn as they engage with this embedded approach to music-enhanced pedagogies and learning environments. Additionally, this research project also explores the types of musical performances that occur within school contexts with a particular interest in the forms of knowledge construction that these experiences engender.

Principal investigator: Dr Peter Woods
Funder: University of Nottingham AHRC-IAA

Envisaging Minecraft Nottingham for data science education

In this project we recreated Nottingham in Minecraft from publicly available data. 

Children explored the world, rebuilding key landmarks in the city to:

• learn how to read maps
• understand OS coordinates
• relate latitude and longitude to other coordinates
• explore their city

They also had fun.

Principal investigator: Professor Shaaron Ainsworth
Research team: Pryce Davis, Ruxandra-Elena, Gary Priestnall, Paul Tennent
Funder: ESRC IAA and HEIF via City as Lab
Further information: Project website

Establishing a Midlands Oracy Education Group  

The ‘Midlands Innovation: Inclusive Transformation Theme’ research project, seeks to understand the varying experiences and expectations of spoken language in education and workplaces.  

The project’s definition of oracy includes both the development of spoken language skills and the use of spoken language as a strategy for collaboration and learning The notion of establishing a ‘Midlands Oracy Education group’ will also be investigated. 

Principal investigators: Dr Rupert Knight and Dr Denise Sweeney
Research associate: Dr Ben Scott
Funder: Midlands Innovation
Further information: Project webpage

Academics of working-class heritage talking: A participatory critical storytelling project with Russell Group academics

Despite a rhetoric of increased diversity and inclusion in HE contexts, there is a paucity of sources discussing the lived experiences of academics identifying as being of working-class heritage (WCH) in Russell Group institutions. This study used storytelling methods of inquiry to increase the possibilities of expression when representing what it is to be and become an academic of WCH. The work challenged the canonicity of a narrow range of stereotypes representing academics of WCH as a seemingly homogenous group. These characterisations include the plucky hero overcoming adversity or the historically victimic individual lacking agency. Through sharing, interrogating and (re)interpreting events from their life histories, eight participants form different institutions created a space where their lived experiences became sites of critique and analysis. Using composite storytelling approaches, the participants worked with an illustrator to produce three interactive comics representing biographical roots, and routes into academia; career transitions into, and through higher education and developing epistemic confidence to speak up and be heard as an academic of WCH. The interactive layers included audio monologues and dialogues created using verbatim dialogue and themes from the narrative data produced throughout the study. Other content includes synopses of key texts exploring themes of class and links to academic sources. Overall, this work contributes to pedagogic discussions identifying innovative methodologies which challenge the epistemic injustice of denying people from working-class backgrounds with access to quality HE experiences. 

Principal investigator: Dr Charlie Davies
Funder: Society for Research into Higher Education
Further information: Project website

Science in primary schools: An in-depth and cross-country analysis of TIMSS 201

Principal investigator: Professor Mary Oliver
Funder: Nuffield Foundation