Biography

Elizabeth Lake is currently on a full-time PhD studentship in Mathematics Education with the University of East Anglia. She has also completed a Masters Degree in Teaching and Learning. She qualified as a Secondary School Teacher in Mathematics in 1996 following a four-year degree in Interdisciplinary Science. She has worked in a range of schools as a Mathematics, Science and computer skills teacher before specialising in teaching 16- to 19-year-olds with social, behavioural and emotional needs. This was followed by a move into Initial Teacher Training within the Further Education sector in 2008, where she taught on a Post 16 teaching diploma (DTTLS), Foundation Degree and a BA in Inclusive Practice. She also led innovative courses in mathematics for non-specialist teachers before returning to the life of a student.

All Publications

Lake, E.

(2015)

Adopting Goldin’s student ‘engagement structures’ for teachers,

in Research in Mathematics Education

17

(1)

pp. 57-58

Full Text UEA Repository

(Article)

(Published)


Lake, E.

(2014)

Adopting Goldin et al.'s student 'engagement structures' for investigating teacher 'engagement structures': Some preliminary analyses.,

UEA Repository

(Paper)

(Published)


Lake, E., Nardi, E.

(2014)

Looking for Goldin: Can adopting student engagement structures reveal engagement structures for teachers? The case of Adam,

UEA Repository

(Paper)

(Published)


Key Research Interests

My PhD in Mathematics Education, within the School of Education is exploring how teachers share their love of mathematics with students in the secondary school classroom. I am looking at how what they say about their pleasures in mathematics appear when interacting with students, and what gives them mathematical and teaching pleasure both in and out of the classroom. To this end, I have interviewed a sample of experience Norfolk teachers, videoed them, as well as discussing extracts of the observations with each teacher. I am very interested in methodologies around how emotions can be explored as many researchers just use questionnaires. So I have included innovative approaches such as measuring Galvanic skin responses of the teachers in the classroom, an element of my research has generated a lot of interest at conferences. Currently I am in my third year, so my data collection is completed and transcribed. I have begun to ‘write-up’ my thesis as well as undertaking some teaching and continuing to submit papers for conferences and for publications.

Research Group Membership

Research in Mathematics Education (RME) at UEA

Professional Activities

Lake, E. (2014). Adopting Goldin’s student ‘engagement structures’ for teachers. Research in Mathematics Education, 16(3).

Lake, E., & Nardi, E. (2014). Looking for Goldin: Can adopting student engagement structures reveal engagement structures for teachers? The case of Adam, Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education (Vol.4, pp.49-56), Vancouver, Canada: PME.

Lake, E. (2014). Adopting Goldin et al.'s student 'engagement structures' for investigating teacher 'engagement structures': Some preliminary analyses. Paper presented at the Proceedings of the British Society for Research into Learning Mathematics 34 (1).

Lake, E. (In press). Partial Ethnography with an Embedded Case Study: Exploring Teacher Beliefs and ‘In-the-Moment’ Interactions in UK School Mathematics Classrooms. Research methods Cases. Retrieved from SAGE Research methods website: http://srmo.sagepub.com/cases