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Article

Evans, Sheila and Dawson, Clare (2017) Orchestrating productive whole class discussions: the role of designed student responses. Mathematics Teacher Education and Development, 19 (3). pp. 159-179.

Evans, Sheila and Ayalon, Michal (2017) Can designed student responses support teachers to interact with students in a productive way? Educational Designer, 3 (9). ISSN 1759-1325

Evans, Sheila and Ayalon, Michal (2016) Can designed student responses support teachers to interact with students in a productive way?: a report from the Formative Assessment Working Group (2015 ISDDE conference). Educational Designer, 3 (9). p. 33. ISSN 1759-1325

Evans, Sheila and Swan, Malcolm (2014) Developing students’ strategies for problem solving in mathematics: the role of pre-designed “sample student work”. Educational Designer, 2 (7). ISSN 1759-1325

Evans, Sheila and Swan, Malcolm (2014) Developing students’ strategies for problem solving in mathematics: the role of pre-designed “Sample Student Work”. Educational Designer, 2 (7). ISSN 1759-1325

Conference or Workshop Item

Evans, Sheila and Swan, Malcolm (2015) Developing student questioning when problem solving: the role of sample student responses. In: 9th Congress of European Research in Mathematics Education (CERME9), 4 - 8 February 2015, Prague, Czech Republic. (In Press)

Evans, Sheila, Jones, Ian and Dawson, Clare (2014) Do subject specialists produce more useful feedback than non-specialists when observing mathematics lessons? In: 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 15 - 20 July 2014, Vancouver, Canada.

Evans, Sheila, Mullins, Nicola and Waring, Lucy (2014) The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers. In: 8th British Congress of Mathematics Education, 14-17 April 2014, Nottingham, UK.

Thesis (University of Nottingham only)

Evans, Sheila (2018) Solving mathematics problems and working with designed student responses: the role of social metacognitive regulation. PhD thesis, University of Nottingham.