Tim has a wide range of research interests, including language and informal approaches to proof. His RoutledgeFalmer book The Pragmatics of Mathematics Education reflects research interests in mathematics, linguistics, epistemology and education. In recent years his work has focused on the role of mathematical knowledge in teaching. He has two recent books on teacher knowledge, one jointly-authored with Cambridge colleagues, the other co-edited, and is joint editor of the Routledge journal Research in Mathematics Education.

Recent Research Projects

2012-13 Economic and Social Research Council. The effects of social pedagogic contexts in the teaching of primary mathematics: facilitating learning in two cultures (with Linda Hargreaves, Maurice Galton and Peter Kutnick)

2009-12 Medical Research Council: Cognitive neuroscience of developmental dyscalculia (with Dénes Szücs, Usha Goswami, Rhodri Cusack).

2007-08 Nuffield Foundation: Seminar series on Mathematical Knowledge in Teaching (with Kenneth Ruthven).

2002 Research Development Fund, University of Cambridge: Primary school teachers’ mathematics subject knowledge and classroom practice (with Anne Thwaites, Peter Huckstep).

Publications

Books

Rowland, T. and Ruthven, K. (2011) (Eds.) Mathematical Knowledge in Teaching. London and New York: Springer. [302 pages]

Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2009) Developing Primary Mathematics Teaching: reflecting on practice with the Knowledge Quartet. London: Sage. [252 pages]

Rowland, T. (2000) The Pragmatics of Mathematics Education: Vagueness in Mathematical Discourse. London: Falmer Press. [242 pages]

Rowland, T. and Morgan, C. (2000) (Eds.) Research in Mathematics Education Volume 2: Papers of the British Society for Research into Learning Mathematics. London: British Society for Research into Learning Mathematics. [242 pages]

Papers in refereed journals

Rowland, T. (2012) Contrasting knowledge for elementary and secondary mathematics teaching. For the Learning of Mathematics 32(1), pp. 16-21

Thwaites, A., Jared, L. and Rowland, T. (2011) Analysing secondary mathematics teaching with the Knowledge Quartet. Research in Mathematics Education 13(2), pp. 227-8

Wong, Ngai-Ying; Rowland, Tim; Chan,Wing-Sum; Cheung, Ka-Luen & Han, Ngai-Sze (2010) The Mathematical Knowledge of Elementary School Teachers: A Comparative Perspective. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education 14(2), pp. 187-207. ISSN : 1226-6191

Rowland, T. (2008) The purpose, design and use of examples in the teaching of elementary mathematics. Educational Studies in Mathematics 69(2) pp. 149-163

Rowland, T. and Turner, F. (2007) Developing and using the Knowledge Quartet: a framework for the observation of mathematics teaching. The Mathematics Educator 10(1), pp. 107-124.

Rowland, T. and Hatch, G. (2007) Learning to Teach? The Assistant Lecturer in Colleges of Education 1960–75. History of Education 36(1), pp. 65–88.

Rowland, T. and Turner, F. (2006) A framework for the observation and review of mathematics teaching. Mathematics Education Review 18, pp. 3-17.

Rowland, T., Huckstep, P. and Thwaites, A. (2005) Developing mathematics teaching: the genesis of the Knowledge Quartet. Scientia Pedagogica Experimentalis XLII(2), pp. 331-350.

Rowland, T., Huckstep, P. and Thwaites, A. (2005) Elementary teachers’ mathematics subject knowledge: the Knowledge Quartet and the case of Naomi. Journal of Mathematics Teacher Education 8(3), pp. 255-281.

Rowland, T. (2004) The psychology of maths education in the early primary years: a response to Munn. Psychology of Education Review 28(1), pp. 17-19.

Rowland, T. (2003) Mathematics as human activity: a different handshakes problem. The Mathematics Educator 7(2), pp. 55-70.

Goulding, M., Rowland, T. and Barber, P. (2002) Does it matter? Primary teacher trainees’ subject knowledge in mathematics. British Educational Research Journal 28(5), pp. 689-704.

Huckstep, P. and Rowland, T. (2001) Being creative with the truth? Self-expression and originality in pupils’ mathematics. Research in Mathematics Education 3, pp. 183-196.

Rowland, T. and Huckstep, P. (2000) Creative mathematics: real or rhetoric. Educational Studies in Mathematics 42(1), pp. 81-100.

Rowland, T., Martyn, S., Barber, P. and Heal, C. (2000) Primary teacher trainees’ mathematics subject knowledge and classroom performance. Research in Mathematics Education 2, pp. 3-18.

Rowland, T. (1999) Pronouns in mathematics talk: power, vagueness and generalisation. For the Learning of Mathematics 16(2), pp. 20-26.

Rowland, T. and Bills, L. (1999) Examples, generalisation and proof. Research in Mathematics Education 1,pp. 103-116.

Rowland, T. (1999) The National Numeracy Strategy a response to Hughes. Psychology of Education Review 23(2), pp. 16-17

Rowland, T. (1995) Hedges in mathematics talk: linguistic pointers to uncertainty. Educational Studies in Mathematics 29 (4), pp. 327-353.

Rowland, T. (1992) Pointing with pronouns. For the Learning of Mathematics 12(2), pp. 42-48.

Edited conference proceedings

M. Pytlak, T. Rowland and E. Swoboda (Eds.) (2011) Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. Rzeszow, Poland: University of Rzeszow. [3017 pages] ISBN 978-83-7338-683-9

Gagatsis, A., Rowland, T., Panaoura, A. and Stylianides, A. (2010) (Eds) Mathematics Education Research at the University of Cyprus and the University of Cambridge. Lefkosia: University of Cyprus. [218 pages]  ISBN: 978-9963-9520-2-1

Papers in refereed conference proceedings

Charalampous, E. and Rowland, T. (2012) The experience of security in mathematics. In T-Y Tso (Ed.) Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Volume 2, pp. 115-122. Taipei, Taiwan: PME.

Rowland, T. (2012) Explaining Explaining. In S. Niewoudt, D. Laubscher and H Dreyer (Eds.) Proceedings of the Eighteenth National Congress of the Association for Mathematics Education of South Africa. Vol. 1, pp. 54-66. Potchefsfroom, South Africa: North-West University.

Rowland, T., Jared, L. and Thwaites, A. (2011) Secondary mathematics teachers’ content knowledge: the case of Heidi. In M. Pytlak, T. Rowland and E. Swoboda (Eds.) Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, 2827-2837. Rzeszow, Poland: University of Rzeszow.

Rowland, T., Thwaites, A. and Jared, L. (2011) Triggers of contingency in mathematics teaching. In B. Ubuz (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 73-80. Ankara, Turkey: PME.

Rowland, T. (2010) Frogs and ski-slopes: contrasting knowledge for elementary and secondary mathematics teaching. In Gagatsis, A., Rowland, T., Panaoura, A. and Stylianides, A. (Eds) Mathematics Education Research at the University of Cyprus and the University of Cambridge (pp. 185-201). Lefkosia: University of Cyprus.

Rowland, T. (2010) Knowledge for teaching: contrasting elementary and secondary mathematics. In V. Durand-Guerrier, S. Soury-Lavergne and F. Arzarello (Eds.) Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp. 1841-1850). Institut National de Recherche Pédagogique. www.inrp.fr/editions/cerme6

Rowland, T. (2010). Back to the data: Jason, and Elliot’s quarters. In M.M.F. Pinto and T.F. Kawasaki (Eds.). Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 97-104. Belo Horizonte, Brazil: PME.

Rowland, T. (2009) Beliefs and actions in university mathematics teaching. In M. Tzekaki, M. Kaldrimidou and C. Sakonidis (Eds.) Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Volume 5, pp. 17-24. Thessaloniki, Greece: PME.

Rowland, T. and Turner, F. (2009) Karen and Chloe: The Knowledge Quartet. In M. Tzekaki, M. Kaldrimidou and C. Sakonidis (Eds.) Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Volume 1, pp. 133-139. Thessaloniki, Greece: PME.

Rowland, T. (2009) Proofs, wranglers and virtual conversations. In D. Corcoran, T. Dooley, S. Close and R. Ward (Eds.) Proceedings of the Third National Conference on Research in Mathematics Education, pp. 435-444. Dublin: St Patrick’s College.

Rowland, T. (2007) Prospective primary teachers’ use of mathematics teaching handbooks. In D Pitta-Pantazi and G. Philippou (Eds.) Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education (pp. 1965-1974). Nicosia, Cyprus: Department of Education, University of Cyprus.

Tatsis, K. and Rowland, T. (2006) Vague language in Greek and English mathematical talk: a variation study in face-work. In J. Novotna, H. Moraova, M. Kratka, and N. Stehlikova (Eds.) Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Volume 5, pp. 257-264. Prague, Czech Republic: Charles University.

Huckstep, P., Rowland, T. and Thwaites, A. (2006) The knowledge quartet: considering Chloe. In M. Bosch (Ed.) Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (pp. 1568-1578). Barcelona, Spain: FUNDEMI IQS, Universitat Ramon Llull.

Thwaites, A., Huckstep, P. and Rowland, T. (2005) The Knowledge Quartet: Sonia’s reflections. In D. Hewitt and A. Noyes (Eds.) Proceedings of the Sixth British Congress of Mathematics Education, pp. 168-175. London: British Society for Research into Learning Mathematics.

Rowland, T., Huckstep, P. and Thwaites, A. (2004) Reflecting on prospective elementary teachers’ mathematics content knowledge: the case of Laura. In M. J. Høines and A. B. Fugelstad, (Eds.) Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Volume 4, pp. 121-128. Bergen, Norway: Bergen University College.

Rowland, T., Thwaites, A. and Huckstep, P. (2004) Elementary teachers’ mathematics content knowledge and choice of examples. In M. A. Mariotti CERME3: European Research in Mathematics Education III . Pisa: University of Pisa. [Compact Disk]

Rowland, T., Thwaites, A. and Huckstep, P. (2003) Novices’ choice of examples in the teaching of elementary mathematics. In A. Rogerson (Ed.) Proceedings of the International Conference on the Decidable and the Undecidable in Mathematics Education, pp. 242-245. Brno, Czech Republic.

Rowland, T. (2002) Proofs in number theory: history and heresy. In A. D. Cockburn and E. Nardi (Eds.) Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, Volume 1, pp. 230-235. Norwich: University of East Anglia.

Rowland, T., Martyn, S., Barber, P. and Heal, C. (2002) The mathematics subject knowledge of pre-service elementary school teachers. In D. Edge and B. H. Yeap (Eds.) Mathematics Education in a Knowledge-Based Era: Proceedings of the Second East Asian Regional Conference on Mathematics Education and Ninth Southeast Asian Conference on Mathematics Education, Volume 2, pp. 274-280. Singapore: Nanyang Technological University.

Rowland, T. (2002) Pragmatic perspectives on mathematics discourse. In J. Novotná (Ed.) CERME2: European Research in Mathematics Education II, pp. 408-419. Prague: Charles University.

Rowland, T., Martyn, S., Barber, P. and Heal, C. (2001) Investigating the mathematics subject matter knowledge of pre-service elementary school teachers. In M. van den Heuvel-Panhuizen (Ed.) Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education, Volume 4, pp. 121-128. Utrecht, The Netherlands: Freudenthal Institute, Utrecht University.

Rowland, T. (1999) The clinical interview: conduct and interpretation. In O. Zaslavsky (Ed.) Proceedings of the 23rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 129-136. Haifa, Israel: Israel Institute of Technology.

Rowland, T. (1998) Conviction, explanation and generic examples. In A. Olivier and K. Newstead (Eds.) Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 65-72. Stellenbosch SA: University of Stellenbosch.

Rowland, T. (1997) Fallibilism and the Zone of Conjectural Neutrality. In E. Pehkohnen, (Ed.) Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education, Vol 4, pp. 80-87. Lahti, Finland: University of Helsinki.

Rowland, T. (1996) Counting, estimation and the language of uncertainty. In L. Puig and A. Gutiérrez (Eds.) Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education, pp. 235-243. Valencia, Spain: University of Valencia.

Rowland, T. (1996) Researching mathematical thinking with talk, tape and transcripts. In M. Selinger and T. Smart (Eds.) Proceedings of the Third British Congress on Mathematics Education,  pp. 279-286. Manchester: Manchester Metropolitan University.

Rowland, T. (1994) Talking about uncertainty. In G. Wain (Ed.) Research Papers: British Congress on Mathematics Education 1993, pp. 84-86. Leeds: University of Leeds.

Refereed chapters in edited books

Turner, F. and Rowland, T. (2011) The Knowledge Quartet as an organising framework for developing and deepening teachers’ mathematics knowledge. In T. Rowlandand K. Ruthven (Eds) Mathematical Knowledge in Teaching (pp.195-212). London and New York: Springer.

Rowland, T. (2009) Geometry: tales of elegance and love. In B. Sriraman and S. Goodchild (Eds.) Relatively and Philosophically E(a)rnest:Festschrift in Honor of Paul Ernest’s 65th Birthday (pp. 197-219). Montana: Information Age Publishing.

Rowland, T. (2009) Just enjoying the mathematics. In S. Lerman and B. Davis (Eds.) Mathematical Action and Structures of Noticing: Studies Inspired by John Mason (pp. 49-61) Rotterdam, the Netherlands: Sense Publishers.

Rowland, T. (2008) Researching teachers’ mathematics disciplinary knowledge. In P. Sullivan and T. Wood (Eds.) International handbook of mathematics teacher education:Vol.1. Knowledge and beliefs in mathematics teaching and teaching development (pp. 273-298). Rotterdam, the Netherlands: Sense Publishers.

Rowland, T. (2007) “Well maybe not exactly, but it’s around fifty basically”: vague language in mathematics classrooms.  In J. Cutting (Ed.) Vague Language Explored,  pp. 79-96. Basingstoke: Palgrave Macmillan,.

Fan, L. and Rowland, T. (2003) Providing effective learning opportunities for all students: the British mathematics curriculum. In X. Sun (Ed.) International perspectives on the development of the mathematics curriculum, pp. 45-91. Beijing, China: Higher Education Press (in Chinese).

Rowland, T. (2001) Language issues in mathematics. In L. Haggarty (Ed.) Aspects of Teaching Secondary Mathematics: Perspectives on Practice, pp. 179-190. London: Routledge Falmer.

Rowland, T. (2001) Generic proofs in number theory. In S. Campbell and R. Zazkis (Eds.) Learning and teaching number theory: Research in cognition and instruction, pp. 157-184. Westport, CT: Ablex Publishing.

Articles in professional journals

Rowland, T. (2011) Å undervise i elementær matematikk: ikkje så elementært likevel [Teaching elementary mathematics: not elementary after all]. Tangenten 1/2011, pp. 2-8 (in Norwegian)

Rowland, T. and Hatch, G. (2006) Learning to teach: Tim’s story. Mathematics Teaching 197, pp. 36-39.

Hatch, G. and Rowland, T. (2006) Learning to teach: Gill’s story. Mathematics Teaching 196, pp. 3-7.

Rowland, T. (2006) Subtraction – difference or comparison? Mathematics in School 35(2), pp. 32‑35.

Rowland, T. (2004) Mathematics Teaching: celebrating ‘the knowledge.’ Mathematics in School 33(5), pp. 12-13.

Rowland, T. (2001) Generic proofs: setting a good example. Mathematics Teaching 177, pp. 40‑43.

Rowland, T. (1999) The Dorothy Gardner Memorial Lecture : The National Numeracy Strategy. Institute of Education Child Development Society Newsletter 48, pp. 5-8.

Rowland, T. (1999) ‘i’ is for induction. Mathematics Teaching 167, pp. 23-27.

Rowland, T. (1997) Dividing by three-quarters: what Susie saw. Mathematics Teaching 160, pp. 30-33.

Rowland, T. and Hall, R. (1997) The classical form of Pythagorean triples. Mathematical Gazette 81 no. 491, pp. 270-272.

Rowland, T. and Corbett, C. (1995) Don’t get angry, get even: the milk crate problem revisited. Mathematics in School 25(5), pp. 2-5.

Rowland, T. (1995) Promoting cornflakes: what do you expect? Mathematical Gazette 79 no. 486, pp. 549-552.

Rowland, T. (1993) Hyperpainting: mind games for night riders. Mathematics Teaching 143, pp. 28-29.

Rowland, T. (1992) Inadmissible evidence. Micromath 8(1), pp. 27-28.

Rowland, T. (1992) Pop Maths postscript. Mathematical Gazette 76 no. 476, pp. 254-256.

Rowland, T. (1990) CAN openers. Mathematics in School 19(2), pp. 34-37.

Rowland, T. (1989) Polyominoes with patterns. Micromath  5(3), pp. 46-50.

Rowland, T. (1987) Microwhat? Micromath 3(3), p. 64.

Rowland, T. (1986) Problem solving with a micro. Micromath 2(3), pp. 22-23.

Rowland, T. (1982) Toss Fibonacci! Mathematical Gazette 68 no. 445, pp. 183-186.

Rowland, T. (1982) Teaching directed numbers: an experiment. Mathematics in School 11(1), pp. 24-27.

Rowland, T. (1974) Real functions which generate the dihedral groups. Mathematics Teaching 69, pp. 40-47.

Rowland, T. (1970) A generalisation of a well-known puzzle. Mathematics Teaching 53, pp. 35‑38.

Chapters in edited books

Rowland, T. (1999) Mathematics: all in the mind? In J. Riley and R. Prentice (Eds.) The Curriculum for 7-11 year olds,  pp. 165-182. London: Paul Chapman Publishing.

Rowland, T. (1999) Will it work? The language of interaction in mathematics. In E. Bearne (Ed.) Use of Language across the Secondary Curriculum, pp. 114-127. London: Routledge..

Rowland, T. and Rousham, L. (1996) Numeracy and calculators. In R. Merttens (Ed.) Teaching Numeracy, pp. 61-76. Leamington: Scholastic Press.

Rowland, T. (1995) Between the lines: the languages of mathematics.  In J. Anghileri (Ed.) Children’s Thinking in Primary Mathematics,  pp. 54-73. Cassell.

Monographs

Rowland, T. (1994) CAN in Suffolk: the First Six Months of a Calculator-Aware Number Curriculum. Cambridge: Homerton College Research Reports. [28 pages]

Rowland, T. (1989) CAN in Suffolk: the Beginnings of a Calculator-Aware Number Curriculum in Three Suffolk Primary Schools. Ipswich: Suffolk County Council Curriculum Topics. [56 pages]

Papers in other conference proceedings

Thwaites, A., Jared, L. and Rowland, T. (2011) Analysing secondary mathematics teaching with the Knowledge Quartet. Proceedings of the British Society for Research into Learning Mathematics 31(3) pp. 85-90.

Ruthven, K. and Rowland, T. (2009) Mathematical Knowledge in Teaching: the Nuffield seminar series. Proceedings of the British Society for Research into Learning Mathematics 29(1) pp. 79‑84.

Jones, K. and Rowland, T. (2008) Brian Griffiths (1927–2008): a tribute to a pioneer in mathematics education. Proceedings of the British Society for Research into Learning Mathematics 28(2) pp. 1-6.

Rowland, T. and Turner, F. (2008) How shall we talk about subject knowledge’ for mathematics teaching? Proceedings of the British Society for Research into Learning Mathematics 28(2) pp. 91-96.

Nardi, E. and Rowland, T. (2008) Research in Mathematics Education. Proceedings of the British Society for Research into Learning Mathematics 28(1) pp. 59-64

Rowland, T. (2007) Developing knowledge for mathematics teaching: a theoretical loop. In S. Close, D. Corcoran and T. Dooley (Eds.) Proceedings of the Second National Conference on Research in Mathematics Education, pp. 13-26. Dublin: St Patrick’s College.

Rowland, T. (2005) “Three cheers for Derek Haylock!” Primary PGCE students’ use of mathematics teaching handbooks. Proceedings of the British Society for Research into Learning Mathematics 25(2), pp. 97-102.

Rowland, T. (2005) The Knowledge Quartet: a tool for developing mathematics teaching. In A. Gagatsis (Ed.) Proceedings of the Fourth Mediterranean Conference on Mathematics Education,  pp. 69-81. Nicosia, Cyprus: Cyprus Mathematical Society.

Rowland, T. (2004) The discourse of ‘subtraction as difference.’ Proceedings of the British Society for Research into Learning Mathematics 24(2), pp. 91-97.

Rowland, T., Huckstep, P. and Thwaites, A. (2003) The Knowledge Quartet. Proceedings of the British Society for Research into Learning Mathematics 23(3), pp. 97-102.

Rowland, T., Barber, P., Heal, C. and Martyn, S. (2003) Prospective primary teachers' mathematics subject knowledge: substance and consequence. Proceedings of the British Society for Research into Learning Mathematics 23(3), pp. 91-96.

Rowland, T., Thwaites, A. and Huckstep, P. (2003) The choice of examples in the teaching of mathematics: what do we tell the trainees?  Proceedings of the British Society for Research into Learning Mathematics 23(2), pp. 85-90.

Huckstep, P., Rowland, T. and Thwaites, A. (2003) Observing subject knowledge in primary mathematics teaching. Proceedings of the British Society for Research into Learning Mathematics 23(1), pp. 37-42.

Rowland, T. (2002) Diagnostic tools and pedagogical content knowledge: a response. Proceedings of the British Society for Research into Learning Mathematics 22(1), pp. 59-64.

Rowland, T. (2001) Safety in numbers? Number crunching and making sense. Proceedings of the British Society for Research into Learning Mathematics 21(3), pp. 76-81.

Rowland, T. and Huckstep, P. (2000) Creative mathematics: real or rhetoric. In E Bills (Ed.) Proceedings of the British Society for Research in Learning Mathematics Day Conference at Warwick University, pp. 79-84. Coventry: University of Warwick,

Rowland, T., Martyn, S., Barber, P. and Heal, C. (1999) Primary trainees mathematics subject knowledge: an update report. In E. Bills (Ed.) Proceedings of the British Society for Research in Learning Mathematics Day Conference at The Open University, pp. 73-76. Coventry: University of Warwick.

Hilton, C. and Rowland, T. (1999) What do mathematics tests test? In E. Bills (Ed.) Proceedings of the British Society for Research in Learning Mathematics Day Conference at The Open University, pp. 19-24. Coventry: University of Warwick.

Rowland, T., Heal, C., Barber, P. and Martyn, S. (1998) Mind the gaps: primary trainees’ mathematics subject knowledge. In E. Bills (Ed.) Proceedings of the British Society for Research in Learning Mathematics Day Conference at Birmingham, pp. 91-96. Coventry: University of Warwick.

Rowland, T. and Bills, L. (1996) Examples, generalisation and proof. Proceedings of the  British Society for Research in Learning Mathematics, London Institute of Education, pp. 1-7. London: Institute of Education.

Rowland, T. (1996) Writing the thesis in mathematics education. Proceedings of the British Society for Research in Learning Mathematics, Sheffield, pp. 29-34. Sheffield: Sheffield Hallam University.

Rowland, T. (1995) Inductive reasoning. Proceedings of British Society for Research in Learning Mathematics, Loughborough, pp. 53-57. Loughborough: Loughborough University.