## Lyndon Martin

**Vice-Provost Academic, Professor**

**D.Phil** - Oxford University, UK; **B.Sc (Hons)** - Loughborough University, UK; **Cert.Ed.** - Loughborough University, UK

## Biography

I am presently the Vice Provost, Academic at York and a Professor in the Faculty of Education. From 2016 to 2020 I served as the Dean of the Faculty of Education. Before coming to York in 2009 I held three previous academic appointments: Kingston University (UK); University of British Columbia; University of East Anglia (UK). I also worked as a Research Associate at Oxford University and as a high school teacher of mathematics.

## Scholarly Interests

My research is broadly situated in the field of mathematical thinking, learning, and teaching. More specifically I am interested in the notion of mathematical understanding - driven by the main question of what it might mean to understand a mathematical concept in different situations, and of how we might improve mathematics teaching to promote mathematical understanding.

Current and recent projects include: the potential for theoretical frameworks of understanding as pedagogical tools; the nature of collective understanding (especially as an improvisational process); workplace mathematical learning and understanding; students’ lived experiences of learning mathematics in schools; and teachers’ evolving understanding of mathematics embedded in social justice context problems.

## Faculty & School/Dept

- Faculty of Education - Bachelor of Education - Graduate Studies

- Faculty of Graduate Studies, Education - Mathematics education

## Selected Publications

- Towers, J., Hall, J., Rapke, T., Martin, L.C. & Andrews, H. (2017). Autobiographical accounts of students' experiences learning mathematics: A review.
*Canadian Journal of Science, Mathematics and Technology Education, 17*(3), 152-164. - Towers, J., Takeuchi, M., Hall, J., & Martin, L. C. (2017). Students' emotional experiences learning mathematics in Canadian schools. In U. Xolocotzil (Ed.),
*Understanding emotions in mathematical thinking and learning*(pp. 163-186). - Martin, L.C. & Towers, J. (2016). Folding back and growing understanding: A longitudinal study of learning.
*International Journal for Lesson and Learning Studies, 5*(4), 281-294. - Martin, L.C. & Towers, J. (2016). Folding back, thickening and mathematical met-befores.
*Journal of Mathematical Behavior, 43*, 89-97. - Takeuichi, M., Towers, J., & Martin, L.C. (2016). What contributes to positive feelings towards mathematics?: Examining mathematics autobiographies. (Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. , Eds.)
*Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Pyschology of Mathematics Education*, 1119-11122. - Towers, J., Takeuichi, M., & Martin, L.C. (2016). Images of mathematics learning revealed through students' experiences of collaboration. (Csíkos, C., Rausch, A., & Szitányi, J. , Eds.)
*Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 4*, 267-276. - Martin, L.C. & Towers, J. ( (2016). Teaching for understanding: Folding back and working with prior knowledge. (Csíkos, C., Rausch, A., & Szitányi, J. , Eds.)
*Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 3*, 267-274. - Martin, L.C. & Towers, J. (2015). Growing mathematical understanding through Collective Image Making, Collective Image Having, and Collective Property Noticing.
*Educational Studies in Mathematics, 88*(1). - McGarvey, L., Davis, B., Glanfield, F., Martin, L.C., Mgombelo, J., Proulx, J., Simmt, E., Thom, J., & Towers, J. (2015). Collective learning: Conceptualizing the possibilities in the mathematics classroom.. (In Bartell, T.G., Bieda, K.N., Putnam, R.T., Bradfield, K., & Dominguez, H. , Eds.)
*Proceedings of the thirty-seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, 1333-1342. - Towers, J. & Martin, L.C. (2015). ). Enactivism and the study of collectivity.
*ZDM: Mathematics Education, 47*(2), 247-256. - Martin, L.C. & Towers, J. (2014). Growing mathematical understanding through Collective Image Making, Collective Image Having, and Collective Property Noticing.
*Educational Studies in Mathematics*. - Towers, J. & Martin, L.C. (2014). Building Mathematical Understanding Through Collective Property Noticing.
*Canadian Journal of Science, Mathematics and Technology Education, 14*(1), 58-75. - Towers, J., Martin, L.C., & Heater, B. (2013). Teaching and learning mathematics in the collective.
*Journal of Mathematical Behavior, 32*(3), 424-433. doi:10.1016/j.jmathb.2013.04.005. - Mamolo, A. & Martin, L.C. (2013). Mathematical understanding in a social justice context. (M. Martinez, & A. Castro Superfine, Eds.)
*Proceedings of the thirty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, 821-824. - Martin, L.C. & Towers, J. (2012). "Some guys wouldn't use three-eighths on anything...": Improvisational coaction in an apprenticeship training classroom. .7 (1), 8-19.
- Martin, L.C., Towers, J., & Ruttenberg, R. (2012). Expanding the Dynamical Theory for the Growth of Mathematical Understanding to the collective. (L.R. Van Zoest, J.J. Lo, & J.L. Kratky, Eds.)
*Proceedings of the thirty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, 1182-1185. - Martin, L.C. & Towers, J. (2011). Improvisational understanding in the mathematics classroom. In Sawyer, K. (Ed.),
*Structure and Improvisation in Creative Teaching*. Cambridge University Press - Martin, L.C. & Towers, J. (2010). Distinguishing interaction and improvisational coaction. (P. Brosnan, D.B. Erchick, & L. Flevares, Eds.)
*Proceedings of the thirty-second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 6*, 386-392. - Glanfield, F., Martin, L.C., Murphy, S., & Towers, J. (2009). Co-emergence and collective mathematical knowing. (M. Tzekaki, M. Kaldrimidou, & H. Sakonidis , Eds.)
*Proceedings of the thirty-third annual meeting of the International Group for the Psychology of Mathematics Education, 1*, 257-261. - Towers, J. & Martin, L.C. (2009). The emergence of a 'better' idea: Pre-service teachers' growing understanding of mathematics-for-teaching.
*For the Learning of Mathematics, 29*(2), 37-41. - Martin, L.C. & Towers, J. (2009). Improvisational coactions and the growth of collective mathematical understanding.
*Research in Mathematics Education, 11*(1), 1-19. - Martin, L.C. (2008). Folding back and the growth of mathematical understanding: Extending the Pirie-Kieren Theory.
*Journal of Mathematical Behavior, 27*(1), 64-85. - Martin, L.C. & LaCroix, L. (2008). Images and the growth of understanding of mathematics-for-working.
*Canadian Journal of Science, Mathematics and Technology Education, 8*(2), 121-139. - Martin, L.C. & Towers, J. (2007). Improvisational etiquette and the growth of mathematical understanding. (T. Lamberg, & L. R. Wiest , Eds.)
*Proceedings of the twenty-ninth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, 457-464. - Martin, L.C. & Towers, J. (2006). Improvisational co-actions and the growth of collective mathematical understanding. (S. Alatorre, J.L. Cortina, M. Saiz & A. Mendez , Eds.)
*Proceedings of the twenty-eighth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2*, 631-638. - Martin, L.C., Towers, J. & Pirie, S.E.B. (2006). Collective mathematical understanding as improvisation.
*Mathematical Thinking and Learning, 8*(2), 149-183. - Martin, L.C., LaCroix, L. & Fownes, L. (2005). Folding back and the growth of mathematical understanding in workplace training.
*Adults Learning Mathematics, 1*(1), 19-35. - Martin, L.C. & Pirie, S.E.B. (2003). Making images and noticing properties: The role of the computer in Mathematical Generalisation.
*Mathematics Education Research Journal, 15*(2), 171-186.

## Selected Presentations

- Allan, A., Rapke, T. & Martin, L.C. (2017, July).
*Setting aside: How teachers can support students to build on prior knowledge*. Presented at: Paper presentation at the thirteenth International Congress on Mathematical Education. Hamburg, Germany. - Martin, L.C., Towers, J., & Ruttenberg, R. (2014, April 1).
*The role of collective folding back in the growth of mathematical understanding*. Presented at: Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. - Martin, L.C. & Towers, J. (2012).
*The nature and growth of collective mathematical understanding.*. Presented at: Paper presented at at the Annual meeting of the Canadian Society for the Study of Education - Martin, L.C. & Towers, J. (2011).
*Improvisational coactions in the workplace training classroom*. Presented at: Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. - Towers, J. & Martin, L.C. (2007).
*The emergence of a better idea: Pre-service teachers growing understanding of mathematics-for-teaching*. Presented at: Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL - Manu, S. & Martin, L.C. (2004).
*Bilingual students language switching and their growth of mathematical understanding: A study of Tongan school students*. Presented at: Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA - Martin, L.C. & LaCroix, L. (2004).
*Images and the growth of mathematical understanding in workplace training*. Presented at: Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

## Research Projects

**Teaching for Mathematical Understanding: The potential of folding back as a research tool**

Role: Principal Investigator

Amount funded: $180,000

Year Funded: 2012

Duration: 3

Funded by: Social Sciences and Humanities Research Council (SSHRC)

**Exploring teacher knowledge of mathematics in issues of social justice**

Role: Co-Investigator

Amount funded: $69,000

Year Funded: 2012

Duration: 3

Funded by: Social Sciences and Humanities Research Council (SSHRC)

**Mathematics Experiences, Images and Identities**

Role: Co-Investigator

Amount funded: $139,000

Year Funded: 2012

Duration: 3

Funded by: Social Sciences and Humanities Research Council (SSHRC)

**The Nature of Collective Mathematical Understanding**

Role: Co-Investigator

Amount funded: $112,000

Year Funded: 2009

Duration: 3

Funded by: Social Sciences and Humanities Research Council (SSHRC)

**The Growth of Mathematical Understanding in Workplace Training**

Role: Principal Investigator

Amount funded: $168,000

Year Funded: 2003

Duration: 3

Funded by: Social Sciences and Humanities Research Council (SSHRC)

**Developing Numeracy in the Workplace**

Role: Principal Investigator

Amount funded: $147,000

Year Funded: 2003

Duration: 4

Funded by: Social Sciences and Humanities Research Council (SSHRC)

**The Nature and Potential Power of Mathematical Problem Posing as a Classroom Activity**

Role: Co-Investigator

Amount funded: $126,000

Year Funded: 1999

Duration: 3

Funded by: Social Sciences and Humanities Research Council (SSHRC)

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