Staff Profile:Dr. Natthapoj Vincent Trakulphadetkrai

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

University Responsibilities:

  • Facilitator for the University-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:

Leadership

  • Research Communications Lead
  • Mathematics Specialism Leader on the BA Ed in Primary Education (QTS)
  • BA Ed Year 1 Mathematics, Children and Education 1 (ED1AC4) Module Convenor
  • BA Ed Year 2 Mathematics, Children and Education 2 (ED2AC4) Module Convenor
  • BA Ed Year 3 Mathematics - Inclusion, Diversity and Intervention (ED3SS1) Module Convenor (2015-2018)
  • BA Year 1 Exploring Learning (ED1BTL) Module Convenor (2017-2018)
  • BA Ed Year 3 Dissertation Module Co-ordinator (2014-2015)

Non-leadership

  • Member of the Institute of Education’s Research Committee
  • Member of the Institute of Education’s Research Ethics Committee
  • Member of the Institute of Education’s Assessment and Feedback Development Group
  • Mentor to new lecturers
  • PhD and EdD Supervisor and Internal Examiner
  • MA Supervisor
  • School Direct Subject Specialist in Primary Mathematics (SSPIP) Contributor
  • BA Ed School Placement Supervisor
  • BA Ed Academic Tutor

External Responsibilities:

  • External Examiner (2016-2020) University of Bedfordshire, PGCE Primary and PGCE Primary with Mathematics programmes
  • Founder and Principal Investigator (2014-Present) MathsThroughStories.org, an international research consortium investigating various aspects of integrating story picture books and imaginative story writing in mathematics teaching and learning www.MathsThroughStories.org
  • Trustee & Executive Member & Conference Officer (2016-2019) Association of Teachers of Mathematics (ATM)
  • Early Years and Primary Mathematics (EYPM) Working Group Co-ordinator (2017-Present) & Executive Member & Conference Organiser (2015-2018) British Society for Research into Learning Mathematics (BSRLM)
  • Chair of the Communications Committee (2015-2018) British Congress of Mathematics Education (BCME)
  • Co-Editor (2017-2018) Primary Mathematics Journal by The Mathematical Association (MA)
Areas of Interest:

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

As first supervisor:

  • Terence McAdams (Second Supervisor: 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 (Submitted in 2018)
  • Hebah Asaad Sheerah (Second Supervisor: Professor Andy Goodwyn) English language learners’ perceptions of a blended learning environment to support their learning (Submitted in 2018)
  • Steve Mvalo (Second Supervisor: Dr Yota Dimitriadi) Developing computer science students’ computational thinking: The case for the use of simulation software (To submit in 2018)
  • Fatemah Almuwaiziri (Second Supervisor: Dr Timothy Williams) Using ICT and Art in teaching ADHD children word problems in mathematics: A comparative case study (To submit in 2019)

As second supervisor:

  • Fiona Curtis (First Supervisor: Dr Carol Fuller) Understanding algebra - a study into the development of algebraic thinking with a focus on the use of manipulative (Successfully completed in 2015)
  • Catherine Foley (First Supervisor: Dr Carol Fuller) Children's perceptions of mathematics in their home and school lives (Successfully completed in 2016)
      Current and Recent MA Students:
    • Kathryn Childs - The connectionist approach to primary mathematics planning (Successfully completed in 2015)
    • Gemma Uphill - An investigation exploring mathematics achievement, self-esteem and attitudes towards mathematics of summer born and non-summer born children (Successfully completed in 2015)
    • Hanna Orvola - The impact of creating story picture books on fraction learning and attitudes (To submit in 2019)

Recent Grant Application Activities:

Since I joined the University of Reading’s Institute of Education in Autumn 2013, I have been actively leading (and co-leading) a wide range of research projects and grant applications, totalling around £250,000. A summary of these previous research grant applications (both successful and unsuccessful) is as follows:

  • 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 (£600) 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 (Outcome: unsuccessful) and a Nuffield Foundation (Mathematics Education strand) research grant application of around £30,000 in Spring 2016 to scale up the study. (Outcome: unsuccessful).

  • 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. (Outcome: unsuccessful). In February 2014, I successfully secured the Institute of Education's internal research funding (£520) 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.

  • 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 served 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). This exploratory study took place in the Autumn 2014 and Spring/Summer 2015. It was funded by the University of Reading’s Research Endowment Trust Fund (RETF) of around £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). Additional funding was subsequently secured from the University of Reading’s Centre for Literacy & Multi-lingualism (CeLM).

  • Introductory statistics through comic books

I served 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 was 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. (Outcome: unsuccessful).

  • 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. (Outcome: unsuccessful).

  • 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. (Outcome: unsuccessful).

  • 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 £130,000 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. (Outcome: unsuccessful).

Research groups / Centres:

Equity, Inclusion and Improvement (EII). 

Publications:
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2017

2013

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2011

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Peer-reviewed research articles

  • Trakulphadetkrai, N. V. (In preparation). The representation of girls and women in mathematically explicit story picture books.
  • Trakulphadetkrai, N. V. (In preparation). Mathematical epistemological beliefs: Through the gender lens.
  • Trakulphadetkrai, N. V. (Submitted, working on revision). Children as producers of mathematical picture books: A teaching approach to consolidate children's conceptual understanding of multiplication. Submitted to International Journal of Science and Mathematics Education.
  • Trakulphadetkrai, N. V. (Submitted, working on revision). English pre-service primary school teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning. Submitted to Mathematical Thinking and Learning.
  • Prendergast, M., Harbison, L., Miller, S., & Trakulphadetkrai, N.V. (2018). Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies. https://doi.org/10.1080/03323315.2018.1484302
  • Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J., & Tsakalaki, A. (2017). The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2017.1373742
  • Trakulphadetkrai, N. V. (2012). 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. Journal of International and Comparative Education, 1(2), 71-89.

Articles for practitioners

  • Trakulphadetkrai, N. V. (2018). Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22(2), 3-7.
  • Trakulphadetkrai, N. V. (2017). Where are the girls and women in mathematical picture books? Mathematics Teaching, 258, 23-25.

Academic book chapters

  • Trakulphadetkrai, N. V., Aerila, J.-A., & Wikholm, M. (Forthcoming) Bringing mathematics alive through stories. In J.-A. Aerila & K. J. Kerry-Moran (Eds.), The potency of stories: Nurturing influences across young children’s developmental domains. New York, NY: Springer Nature.
  • Trakulphadetkrai, N. V. (2011). Thailand: Educational Equality and Quality. In C. Brock & S. Lorraine Pe (Eds.), Education in South-East Asia: Oxford studies in comparative education (pp. 197-219). Oxford, UK: Symposium.

Project reports

  • Glauert, E., Trakulphadetkrai, N. V., & Maloney, J. (2013). D4.4 Project report on practices and their implications. Creative Little Scientists (CLS): Enabling creativity through science and mathematics in preschool and first years of primary education. European Union.
  • Johnston, J., Riley, A., Crompton, A., Glauert, E., Trakulphadetkrai, N. V., Maloney, J., Barber, P., Manches, A., Clack, J., Cremin, T., & Craft, A. (2013). D4.3 Country Reports - Report 9 of 9: Country Report on in-depth field work in the UK. Creative Little Scientists (CLS): Enabling creativity through science and mathematics in preschool and first years of primary education. European Union.

Blogs

Conference Presentations

  • Trakulphadetkrai, N. V. (2018). Perceived barriers to integrate children's literature in mathematics teaching: Perspectives of preschool and primary teachers in England. Paper presented at the ninth British Congress of Mathematics Education (BCME9) Conference, Coventry, UK, 3rd-6th April 2018.
  • Trakulphadetkrai, N. V. (2017). Where are the girls and women in mathematics-focused picture books? Preliminary pilot findings. Paper presented at the British Society for Research into Learning Mathematics (BSRLM) Conference, Oxford, UK, 10th June 2017.
  • Gunnarsdóttir, G. H., Pálsdóttir, G., & Trakulphadetkrai, N. V. (2017). Primary mathematics and children‘s literature. Working group at the seventeenth Nordic Conference on Mathematics Education (NORMA17), Stockholm, Sweden, 30th May–2nd June 2017.
  • Trakulphadetkrai, N. V. (2017). Children's literature, creative writing and mathematics learning. Workshop given at the Association of Teachers of Mathematics (ATM) Conference, Stratford-upon-Avon, UK, 10th–13th April 2017.
  • Trakulphadetkrai, N. V. (2017). Undergraduate students’ perceptions of learning introductory statistics through producing a statistical picture book. Paper presented at the Conference of European Research in Mathematics Education (CERME10), Dublin, Ireland, 1st–5th February 2017.
  • Trakulphadetkrai, N. V., Courtney, L., Clenton, J., & Treffers-Daller, J. (2016). Relationships between Key Stage 2 EAL children's English language proficiency and their mathematical proficiency. Paper presented at the British Educational Research Association (BERA) Annual Conference, Leeds, UK, 13th-16th September 2016.
  • Trakulphadetkrai, N. V. (2016). The development of a typology of multiplication word problems as posed by Year 4 children in England: An exploratory study. Paper presented at the European Conference on Educational Research (ECER) Conference, Dublin, Ireland, 22nd-23rd August 2016.
  • Trakulphadetkrai, N. V. (2016). The portrayal of girls and women in mathematics-related picture books: The development of the analytical framework. Paper presented at the UK Literacy Association (UKLA) Conference, Bristol, UK, 8th-10th July 2016.
  • Trakulphadetkrai, N. V. (2016). Enhancing children’s visualization of multiplication through their self-generated mathematics picture books. Paper presented at the 13th International Congress on Mathematical Education (ICME13) Conference, Hamburg, Germany, 24th-31st July 2016.
  • Zhang, Q-P. & Trakulphadetkrai, N. V. (2016). Hong Kong primary mathematics teachers' beliefs about the integration of children's literature in mathematics teaching. Paper presented at the 13th International Congress on Mathematical Education (ICME13) Conference, Hamburg, Germany, 24th-31st July 2016.
  • 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.

Editorial Experience

  • Co-Editor (2017-2018)

Primary Mathematics Journal by The Mathematical Association (MA)

Invited Reviews

Research grant applications

Invited to review an Economic and Social Research Council (ESRC UK) research grant application of around £250,000 in value in 2018.

Peer-review journal articles (Number of articles reviewed)

Invited to review articles for international journals, such as Research in Mathematics Education (1), Cambridge Journal of Education (1), Educational Research (1), EURASIA Journal of Mathematics, Science and Technology Education (1), Educational Studies (1), Literacy (1), and Journal of International and Comparative Education (1), among others.

Peer-reviewed conference papers

Invited to review conference paper proposals for the following national and international conferences:

  • British Educational Research Association (BERA) Conference, Newcastle, UK, 11th-13th September 2018
  • British Educational Research Association (BERA) Conference, Brighton, UK, 5th-7th September 2017
  • Congress of the European Society for Research in Mathematics Education (CERME) Conference, Dublin, Ireland, 1st-5th February 2017
  • North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) Conference, Tucson, USA, 3rd-6th November 2016
  • British Educational Research Association (BERA) Conference, Leeds, UK, 13th-15th September 2016
  • International Commission on Mathematical Instruction (ICMI-13) Conference, Hamburg, Germany, 24th-31st July 2016
  • National Council of Teachers of Mathematics (NCTM) Research Conference, San Francisco, USA, 11th-13th April 2016
  • American Educational Research Association (AERA) Conference, Washington DC, USA, 8th-12th April 2016
  • British Educational Research Association (BERA) Conference, Belfast, UK, 15th-17th September 2015
  • National Council of Teachers of Mathematics (NCTM) Research Conference, Boston, USA, 13th-15th April 2015
  • British Congress of Mathematics Education (BCME) Conference, Nottingham, UK, 14th-17th April 2014

Academic books

Invited to review the quality of new book editions and new book proposals on mathematics education, research methodology and academic writing for international publishers, such as Springer, SAGE, and Routledge.

Mathematical picture books

Invited to review mathematical picture books for international publishers, such as Penguin Random House's G.P. Putnam's Sons (USA), Charlesbridge (USA), HarperCollins (USA), Macmillan's Henry Holt & Co. (USA), Candlewick (USA), Amazon Publishing's Two Lions (USA), Kane Press (USA), Arbordale (USA), Royal Fireworks Press (USA), Strategic Educational Tools (USA), Math4Minors (USA), Usborne (UK), Walker Books (UK), QED Publishing (UK), Penguin Random House's Tundra Books (Canada), Little Steps Publishing (Australia), Lemniscaat (The Netherlands), and Tan Tan (South Korea) as well as independent authors.

Invited talks

Since 2017, I have been invited to give talks to and run training workshops for over 600 pre- and in-service teachers across the UK on how to integrate story picture books in mathematics teaching. Details of some of these events can be found below. For photos of these events and feedback from those attended the events, please visit: http://www.mathsthroughstories.org/teacher-training--cpd-services.html

  • June 2018 (training for 50 Postgraduate Certificate in Education [PGCE] primary teacher trainees) University of Bedfordshire (Bedford, UK)
  • April 2018 (training for 60 School Direct primary teacher trainees) University of Reading (Reading, UK)
  • March 2018 (training for 120 BA early years and primary teacher trainees) University of Brighton (Brighton, UK)
  • February 2018 (training for 120 BA early years and primary teacher trainees) University of Roehampton (London, UK)
  • February 2018 (training for 15 in-service teachers) Derbyshire County Council’s Support Service for Special Educational Needs (Derby, UK)
  • February 2018 (training for 50 Postgraduate Certificate in Education [PGCE] secondary teacher trainees) King's College London, University of London (London, UK)
  • November 2017 (training for 30 in-service teachers) Derbyshire County Council’s Primary Mathematics Conference (Alfreton, UK)
  • October 2017 (training for 15 in-service teachers) The District CE Primary School's #ReadingRocks_17 event (Greater Manchester, UK)
  • April 2017 (training for 60 Postgraduate Certificate in Education [PGCE] secondary teacher trainees) University of Reading (Reading, UK)
  • March 2017 (training for 100 BA primary teacher trainees) Bishop Grosseteste University (Lincoln, UK)

Recognitions

Research

  • Winner in the University of Reading’s Institute of Education’s ‘Best Research Output (Lecturer) Award’ for the 2016/2017 academic year for The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study paper
  • Runner-up in the University of Reading’s Institute of Education’s ‘Research Collaboration Award’ for the 2015/2016 academic year for the Introductory statistics through comic books project
  • Runner-up in the University of Reading’s Institute of Education’s ‘Research Collaboration Award’ for the 2015/2016 academic year for the Children’s play-based learning of science and mathematics in the early years project

Teaching

  • Nominated by students for the University of Reading’s ‘Outstanding Contribution to Teaching and Learning Teaching Excellence Award’ for the 2016/2017 academic year
  • Nominated by students for the University of Reading’s ‘Outstanding Contribution to Teaching and Learning Personal Tutor Excellence Award’ for the 2016/2017 academic year
  • Nominated by students for the University of Reading’s ‘Outstanding Contribution to Teaching and Learning Teaching Excellence Award’ for the 2015/2016 academic year
  • Nominated by students for the University of Reading’s ‘Outstanding Contribution to Teaching and Learning Personal Tutor Excellence Award’ for the 2015/2016 academic year
  • Nominated by students for the University of Reading’s ‘Outstanding Contribution to Teaching and Learning Lecturer Excellence Award’ for the 2013/2014 academic year

Any Further Information:

Academic Qualifications

  • Sep 2007 – Oct 2012

PhD in Mathematics Education, University of Cambridge

With Cambridge Overseas Trust scholarship of £21,000

Supervisor: Dr Paul Andrews

Examiners: Dr Tim Rowland (Internal) and Prof Stephen Lerman (External)

  • Sep 2010 – Aug 2011

MSc in International Public Policy, University College London (University of London)

  • Sep 2006 – Aug 2007

MSc in Comparative and International Education, University of Oxford

  • Sep 2003 – Aug 2006

BA (Hons) in Primary Education (Mathematics), Brunel University

First Class Honours; with All Saints Educational Trust scholarship of £15,000

Professional Qualifications

  • Postgraduate Certificate in Academic Practice (PGCAP) – since 2016
  • Fellow of the Higher Education Academy (FHEA) – since 2015
  • Qualified Teacher Status (QTS) – awarded in 2006

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)
  • European Society for Research in Mathematics Education (ERME)
  • Association of Teachers of Mathematics (ATM: UK)
  • The Mathematical Association (MA: UK)

Professional History

  • Sep 2013 – Present

Lecturer in Primary Mathematics Education - Institute of Education, University of Reading

  • Jan 2013 – Aug 2013

Research Officer, Creative Little Scientists (European Union Grant Agreement Number 289081) - UCL Institute of Education, University of London

Vince Profile Pic

Contact Details

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

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