Staff Profile:Dr. Natthapoj Vincent Trakulphadetkrai

Name:
Dr Natthapoj Vincent Trakulphadetkrai
Job Title:
Lecturer in Primary Mathematics Education
Responsibilities:

University Responsibilities:

  • Facilitator for the Faculty-wide training sessions on undergraduate dissertation supervision.
  • Facilitator for the University-wide training sessions on the use of Facebook as a teaching and learning tool.

Institute of Education Responsibilities:

  • Member of the Institute of Education's Research Ethics Committee.
  • Mentor to new lecturers.
  • PhD and EdD Supervisor.
  • MA Supervisor.
  • School Direct (a postgraduate teacher training programme with Primary Mathematics Specialism) Tutor.
  • BA Ed Mathematics Course Leader.
  • Year 3 BA Ed - Dissertation Module Co-ordinator and Supervisor (2014-2015).
  • Year 3 BA Ed - Mathematics - Inclusion, Diversity and Intervention (ED3SS1) Module Convenor.
  • BA Ed Year 3 Mathematics, Children and Education 3 (ED3AC4) Contributor.
  • Year 2 BA Ed - Mathematics, Children and Education 2 (ED2AC4) Module Convenor.
  • Year 1 BA Ed - Mathematics, Children and Education 1 (ED1AC4) Module Convenor.
  • Years 1, 2 and 3 BA Ed School Placement Supervisor.
  • BA Ed Years 1, 2 and 3 Personal Tutor.

External Responsibilities:

  • Executive Committee Member & Conference Organiser (2015-2017),British Society for Research into Learning Mathematics (BSRLM) (www.bsrlm.org.uk).
  • Co-Chair of the Communications Sub-Committee & BSRLM Representative (2015-2018),British Congress of Mathematics Education (BCME9), a committee of the Joint Mathematical Council of the United Kingdom (JMC) (www.bcme.org.uk, www.jmc.org.uk/council).
  • Founder (2015-Present). www.mathsthroughstories.org

Teaching Responsibilities:

  • For university-level teaching, please see above.
  • For school-level teaching: as a UK-trained qualified primary teacher, I actively worked as a supply teacher from early 2009 to 2013, whilst completing my doctoral research and subsequently whilst working as a researcher on the CLS project (see below). In total, I worked in 40 state primary schools across Cambridgeshire and London, particularly around Hackney, Camden, and Ealing. Of those 40 schools, I covered around 90 classes (from Nursery/Reception to Year 6), teaching mathematics and other curricular subjects to over 2,700 children of various learning needs and ethnicities in a variety of school and classroom settings.
Areas of Interest:

Expertise and Research Interest:

  • Primary mathematics education.
  • Mathematics teachers' epistemological and pedagogical beliefs.
  • Pupils' attitudes towards mathematics, its teaching and learning.
  • International perspectives on mathematics teaching and learning.
  • Culture and pedagogy.
  • Use of (children's) literature to help enhance mathematics teaching and learning from the early year level to the university level.
  • Use of abacus to develop children's conceptual understanding of place value.
  • Relationships between English as Additional Language (EAL) children's English language proficiency and their mathematical proficiency.

Current and Recent PhD and EdD Students, with Topics/Titles of their Research:

  • Fiona Curtis (with Dr. Carol Fuller) Understanding algebra - a study into the development of algebraic thinking with a focus on the use of manipulative.
  • Catherine Foley (with Dr. Carol Fuller) Children's perceptions of mathematics in their home and school lives.
  • Terence McAdams (with Dr. Daisy Powell) Gender differences in computer programming learning among middle school secondary students in South Korea and strategies for increasing the number of females continuing their education in Computer Science.
  • Hebah Asaad Sheerah (with Professor Andy Goodwyn) English language learners' perceptions of a blended learning environment to support their learning.
  • Steve Mvalo (with Dr. Yota Dimitriadii) The Innovative Applicability of Cloud Computing Learning Tools (CCLT) in Enhancing Learners Ability to Construct their own Knowledge in Higher Education.

Current and Recent MA Students:

  • Kathryn Childs - The connectionist approach to primary mathematics planning.
  • Gemma Uphill - An investigation exploring mathematics achievement, self-esteem and attitudes towards Mathematics of summer born and non-summer born children.

Current and Recent Research Projects:

Since I joined the University of Reading's Institute of Education in Autumn 2013, I have been actively leading (or co-leading) a wide range of research projects and grant applications, totalling nearly £800,000. A summary of these research activities is included in my research portfolio below:

  1. Children as consumers and producers of picture books: An intervention strategy to consolidate children's conceptual understanding in mathematics: In February 2015, I successfully secured the Institute of Education's internal research funding to pilot the project, which sets out to explore the effectiveness of having children create their own picture books on the development of their conceptual understanding in mathematics. Additionally, I also led the UK Literacy Association (UKLA) research funding application of around £3,000 to pilot the study. The data collection of the pilot study was completed in June 2015. The findings and knowledge generated from this research are being shared with teachers, teacher educators, parents and policy makers on www.mathsthroughstories.org. Building on this pilot study, I am developing a Nuffield Foundation (Mathematics Education strand) research grant application in Spring 2016 to scale up the study.
  2. English, Finnish, Australian and Hong Kong primary teachers' beliefs on the integration of children's literature in mathematics teaching and learning: In April 2015, I led the US-based Spencer Foundation funding application of around US$50,000, in collaboration with Dr. Juli-Anna Aerila and Mr. Miikka Wikholm (University of Turku, Finland), Dr. Qiao-ping Zhang (Chinese University of Hong Kong), and Dr. Kevin Larkin (Griffith University, Australia). The proposed study is a four-country comparative study exploring English, Finnish, Australian and Hong Kong primary teachers' beliefs on the integration of children's literature in mathematics teaching and learning. In February 2014, I successfully secured the Institute of Education's internal research funding to pilot the project. The findings and knowledge generated from this research are being shared with teachers, teacher educators, parents and policy makers on www.mathsthroughstories.org.
  3. Early years science and mathematics learning through play: In Autumn 2015 and Spring 2016, I serve as a Co-Principal Investigator on a pilot study, with Dr. Maria Kambouri and Dr. Myria Pieridou (Open University), exploring opportunities for early years science and mathematics learning through play. This pilot project will serve as a basis for our Nuffield Foundation (Science Education strand) research grant application in Autumn 2016.
  4. Contribution of English language proficiency on mathematical proficiency of Key Stage 2 (9-10 years old) children with English as their Additional Language (EAL): I currently serve as a Principal Investigator on a study exploring relationships, if any, between English language proficiency and mathematical proficiency of Key Stage 2 (9-10 years old) children with English as their Additional Language (EAL). The pilot study, which took place in the Autumn 2014 and Spring 2015, was funded by the University's internal funding of £2,000 which I successfully secured in July 2014 in collaboration with Professor Jeanine Treffers-Daller and Dr. Louise Courtney (University of Reading) as well as Dr. Jon Clenton (Hiroshima University, Japan). As a result of this study, we are now (Autumn 2015) developing an Economic and Social Research Council (ESRC) Standard Grant bid of around £350,000 to conduct a larger study.
  5. Introductory statistics through comic books: Additionally, I currently serve as a Principal Investigator on a pilot study, in collaboration with Dr. Fiona Curtis and Dr. Louise Courtney (Institute of Education), exploring the effectiveness of teaching introductory statistics to postgraduate (Education) students using statistics-focused comic books. This pilot study is funded by the University's internal Teaching and Learning Enhancement Fund in June 2015. I also previously (March 2015) led a separate internal research funding application of around £30,000, in collaboration with Dr. Fiona Curtis and Dr. Louise Courtney (Institute of Education), Dr. Lotte Meteyard (School of Psychology and Clinical Language Sciences) as well as Dr. Zahra Siddique, Dr. Simon Burke, and Dr. Sarah Jewell (Economics) to scale up the project across the Social Science faculty.
  6. The role of abacus training on primary school children's understanding of place value, mental arithmetic calculation and working memory: In May 2015, I led the British Academy / Leverhulme research funding application of around £6,000, in collaboration with Dr. Nisih Freeman (external consultant). The proposed intervention study sets out to explore the effectiveness of training primary school children in England to use abacus to develop their conceptual understanding of place value.
  7. The role of children's literature and manipulatives on secondary school students' conceptual understanding of algebra: In April 2015, I led the Society for Educational Studies (SES) research funding application of around £6,000, in collaboration with Dr. Fiona Curtis. The proposed intervention study sets out to ascertain to what extent the introduction of children's literature and manipulatives benefit secondary school learners in terms of their conceptual understanding of Key Stage 3 algebra as well as their confidence level in and attitudinal change towards algebra as a whole.
  8. International Baccalaureate (IB) students', alumni's and schools' perceptions of Creativity, Action, Service (CAS): In April 2015, I led the International Baccalaureate (IB) bid proposal of around US$60,000 in collaboration with a team of IB teachers in international schools in Europe, Asia and the Middle East. The proposal was in relation to the IB tender bid call to develop a study exploring current IB students', alumni's and schools' perceptions of one of the IB curricular components, called Creativity, Action, Service (CAS) across the Asia-Pacific, as well as Africa, Europe and the Middle East.
  9. The role of Chinese-liked counting system on UK-based 5- to 6-year old children's conceptual understanding of place value: I collaborated with Dr. Panos Athanasopoulos in the Spring 2014 to develop the Wellcome Trust and the Educational Endowment Foundation (EEF) research funding application of around £300,000 for a two-year intervention study to measure the effectiveness of the use of Chinese-liked counting system on UK-based 5- to 6-year old children's conceptual understanding of place value.
  10. Creative Little Scientists (CLS): Prior to my taking up the Lectureship at the Institute of Education, University of Reading, I worked as a researcher at the Institute of Education, University of London, on an EU-funded €2 million research project, called 'Creative Little Scientists (CLS): Enabling Creativity through Science and Mathematics in Preschool and First Years of Primary Education' (www.creative-little-scientists.eu). In brief, the study examines teaching and learning environments that foster children's creative thinking in early mathematics and science education (3-8 years old) in nine European countries.
  11. Epistemological and pedagogical beliefs as espoused by primary mathematics teachers in Thailand: My doctoral thesis at the University of Cambridge is a predominantly quantitative original study involves several statistical analyses examining epistemological and pedagogical beliefs as espoused by mathematics teachers in the very high and very low socio-economic regions in Thailand. My Master's dissertation at the University of Oxford examines the relationship of certain socio-cultural values as espoused in Thai society and Thai children's learning behaviour.
Research groups / Centres:

Equity, Inclusion and Improvement (EII). 

Publications:
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2017

2013

2012

2011

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Conference Presentations:

  • Trakulphadetkrai, N. V. (2015). Formatively assess Key Stage 2 students' conceptual understanding of multiplication visually, symbolically and contextually. Paper presented at the British Society for Research into Learning Mathematics (BSRLM) Conference, Reading, UK, 7th November 2015.
  • Trakulphadetkrai, N. V. (2015). The Construction of the 'Primary Teachers' Beliefs concerning the Integration of Children's Literature in Mathematics Learning and Teaching' (PTB-ICLMLT) Framework: Findings from a Pilot Study. Paper presented at the British Educational Research Association (BERA) Annual Conference, Belfast, UK, 15th-17th September 2015.
  • Trakulphadetkrai, N. V. (2015). English Pre-Service Primary School Teachers' Beliefs concerning the Integration of Children's Literature in Mathematics Teaching and Learning. Paper presented at the British Society for Research into Learning Mathematics (BSRLM) Conference, Dublin, Ireland, 28th February 2015.
  • Trakulphadetkrai, N. V. (2014). Primary School Teachers' Beliefs about the Integration of Children's Literature in Mathematics Teaching and Learning: Cross Validation by Systematic Triangulation.Paper presented at the British Society for Research into Learning Mathematics (BSRLM) Conference, Leicester, UK, 8th November 2014.
  • Trakulphadetkrai, N. V. (2014). Relationship between Classroom Authority and Epistemological Beliefs as Espoused by Primary School Mathematics Teachers from the Very High and Very Low Socio-economic Regions in Thailand. Paper presented at the British Educational Research Association (BERA) Annual Conference, London, UK, 22nd-24th September 2014.
  • Trakulphadetkrai, N. V. (2009). Teachers' Beliefs of Mathematics Learning Framework. Poster presented at the Conference of European Research in Mathematics Education (CERME6), Lyon, France, 28th January - 1st February 2009.

 

Invited Reviews:

In addition to being invited to review academic book proposals on mathematics education and research methodology for publishers, such as SAGE and Routledge, I have also been invited to review conference paper proposals for the following national and international conferences:

  • The International Commission on Mathematical Instruction (ICMI-13) Conference, Hamburg, Germany, 24th-31st July, 2016.
  • The National Council of Teachers of Mathematics (NCTM) Research Conference, San Francisco, USA, 11th-13th April, 2016.
  • The American Educational Research Association (AERA) Conference, Washington DC, USA, 8th-12th April 2016.
  • The British Educational Research Association (BERA) Conference, Belfast, UK, 15th-17th September 2015.
  • The National Council of Teachers of Mathematics (NCTM) Research Conference, Boston, USA, 13th-15th April, 2015.
  • The British Congress of Mathematics Education (BCME) Conference, Nottingham, UK, 14th-17th April 2014.

 

Invited Talk:

  • Trakulphadetkrai, N. V. (2015). Facebook as a pedagogical tool: An educationist's perspective. Henley Business School, University of Reading, Thursday 8th October 2015.

 

Any Further Information:

Qualifications:

  • Fellow of the Higher Education Academy (FHEA).
  • PhD in Mathematics Education, University of Cambridge (2007-2012), with Cambridge Overseas Trust scholarship of £21,000.
  • MSc in International Public Policy, University College London, University of London (2010-2011), Distinction on Dissertation.
  • MSc in Comparative and International Education, University of Oxford (2006-2007), Distinction on Dissertation.
  • BA (Hons) in Primary Education (Mathematics) with Qualified Teacher Status (QTS), Brunel University (2003-2006), First Class Honours, with the All Saints Educational Trust scholarship of £15,000.

Membership of Professional Bodies/Associations:

  • British Educational Research Association (BERA) Special Interest Group: Mathematics in Education.
  • American Educational Research Association (AERA) Special Interest Group: Research in Mathematics Education. 
  • British Society for Research into Learning Mathematics (BSRLM).
  • International Group for the Psychology of Mathematics Education (PME).
  • North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).
  • Association of Teachers of Mathematics (ATM: UK).
  • National Council of Teachers of Mathematics (NCTM: USA).
  • Mathematics Education Research Group of Australasia (MERGA).

Recognition:

  • Nominated for the University of Reading's 'Outstanding Contribution to Teaching and Learning Lecturer Excellence Award' by BA Ed (Mathematics Specialism) students (Spring 2014).
Vince Profile Pic

Contact Details

Email:
n.trakulphadetkrai@reading.ac.uk
Telephone:
+44 (0) 118 378 2665

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