Matthew Inglis is a Professor of Mathematical Cognition in the Department of Mathematics Education at Loughborough University, UK. His research aims to understand the cognitive processes involved in numerical thinking, logical reasoning, and mathematical practice. His work has been widely published across both psychology and education journals. In 2014 he was awarded the Selden Prize by the Mathematical Association of America, in 2017 he was named the Times Higher Education Outstanding Research Supervisor of the Year, and in 2021 he was awarded the British Psychological Society Book Award for ‘An Introduction to Mathematical Cognition’.

Title: How should science and mathematics education research be communicated to teachers?

Abstract: If education research is to have any impact on practice then it needs to be communicated to practitioners in one form or another. Despite this, little research has examined how to present education research in ways that maximise the ability of teachers to make informed decisions. In this talk I first distinguish between two types of research output that we might want to communicate: educational findings and educational theories. I will then report a series of recent empirical studies that my colleagues and I have conducted which explored the effects of various choices would-be communicators of these two types of output can make. I conclude by arguing that research communication is an important but under-researched topic in education.