Dr Howard Tanner Cert Ed, BA, MEd, PhD

Reader in Education

Swansea

Tel: +44 (0) 1792 482019
E-mail: howard.tanner@sm.uwtsd.ac.uk

howard tanner

Director of Research in Education

The University has been saddened by the unexpected death of Dr Howard Tanner in December 2016.

The tribute to him can be read here.

I was a teacher of mathematics and IT in secondary schools for 16 years before joining Swansea University as course leader for the secondary PGCE course. I taught in Liverpool, Salford and Bristol. I was a head of mathematics for 8 years.

During my time at Swansea University, I led the secondary mathematics PGCE course but took on additional responsibilities for the MA(Ed) and CPD programmes, eventually becoming sub-dean of the Faculty. I was responsible for the MA(Ed) outreach programme in Athens.

During this time, I completed my PhD on Using and Applying Mathematics: developing mathematical thinking skills through practical problem solving and modelling.

I have co-authored or edited 9 books in the fields of Mathematics Teaching, Developing Numeracy, Developing ICT Capability and Assessment

In 2006, I moved to Swansea Metropolitan University where I continued to lead the PGCE mathematics programme, but also became Director of Research in Education and managed the progress of approximately 15 MPhil and PhD students. I was also course director for the Master of Research (MRes) in mathematics Education.

I have been the editor of the Welsh Journal of Education / University of Wales Journal of Education since 2008.

I am no longer involved in the mathematics PGCE course, but focus my efforts on Research in Education.

External examining
PGCE : Manchester and Sussex.
MA(Ed) : Manchester and Winchester
PhD: Manchester, Tasmania, Aberystwyth, South Bank, Nottingham Trent, Plymouth,

I am a member of:

  • The Association of Teachers of Mathematics (ATM)
  • The British Society for Research into Learning Mathematics (BSRLM)
  • The British Educational Research Association (BERA)

I have been a member of the executive committees of BSRLM.and the Welsh Education Research Network. I was the convenor for the Mathematics Education SIG at BERA.

I have supervised PhD’s to successful completion in:

  • Attitudes to IT,
  • Computers and algebra teaching,
  • Parental attitudes and Pupil Performance,
  • Reflective Discourse and Numeracy and
  • Restorative Justice.

I have also successfully supervised many MRes theses and MA(Ed) dissertations.

I am currently supervising PhD students in the fields of:

  • Teachers understanding of ICT capability,
  • Developing Literacy Thinking Skills,
  • Metacognition in the Foundation Phase,
  • Responsible on-line Gambling,
  • Philosophy for Children,
  • Pupil Motivation in Secondary Mathematics, and
  • Mentoring in Secondary Schools.

My personal research interests include:

  • Dialogic teaching and the affordances of ICT
  • Classroom interaction and reflective discourse
  • The teaching of numeracy.
  • The development of metacognition and mathematical thinking skills.
  • The development of explicit pedagogical knowledge in mathematics teaching.
  • The teaching of problem solving and mathematical modelling.
  • Self-efficacy in mathematics and students' use of self-regulated learning strategies.
  • Formative assessment /Assessment for Learning

and I would be happy to collaborate in research projects in these areas.

My research has largely been based in the fields of Mathematics and ICT Education. For the last 20 years a clear strand in my work has been the teaching of mathematical modelling and problem solving and the significance of metacognition in these complex processes. My PhD demonstrated the advantages of dialogic teaching approaches that encourage the development of a collective, reflective discourse for the development of higher order thinking processes.

For the last decade, much of my research has focussed on the nature of classroom discourse and the forms of scaffolding used by teachers in what is commonly referred to as “interactive teaching”.

In parallel with my research into dialogic teaching, another strand in my research has been the effective use of ICT in Education. In recent years, I have been able to synergise these two strands through my work as co-applicant and co-researcher on the ESRC/TLRP funded project “Interactive Teaching and ICT” (ITICT) (2005-2007). Video-stimulated reflective dialogue (VSRD) was used as a key research tool and led to important findings about the impact of the use of interactive whiteboards (IWBs) on classroom discourse.

My current research is into the reasons for student choice of A level mathematics, further mathematics and STEM subjects at university. This involves the use of questionnaires and interviews in schools and universities.

I have expertise in the following areas:

  • Teaching mathematics 11-19
  • Pedagogy of mathematics education
  • ICT Education
  • Assessment for Learning
  • Dialogic teaching approaches
  • Thinking skills and metacognition
  • Research methodology

I am experienced in teaching at PGCE, masters and PhD levels and have taught modules on:

  • Curriculum
  • Assessment
  • Numeracy
  • Thinking Skills
  • School improvement
  • Principles of Learning and Teaching
  • Psychology of mathematics education
  • Research methodology
  • Qualitative research design
  • Quantitative research design

I have been a co-researcher /led research projects in the following areas:

  • Developing literacy and numeracy thinking skills in secondary schools
  • Children’s thinking skills in the Foundation Phase
  • Video stimulated reflective dialogue (VSRD)
  • ICT and pedagogy
  • ICT and interactive teaching
  • Investigating the development of effective revision skills
  • Improving standards in numeracy
  • The degree choices of “A” level mathematics students
  • The effect of calculators on secondary mathematics
  • The development and evaluation of a mathematical thinking skills course
  • The use and practical application of mathematics

I use qualitative and quantitative approaches to research as appropriate, but have often led action research projects with network groups of teachers.

Books

Tanner, H., and Jones, S. (2006) Assessment: a practical guide for secondary teachers Continuum, London.

Tanner, H., and Jones, S., (2003) Marking and assessment, Continuum, London.

Tanner, H., Jones, S., and Davies, A., (2002) Developing numeracy in the secondary school, David Fulton, London.

Tanner, H., & Jones, S. (2000). Becoming a successful teacher of Mathematics. London: Routledge/Falmer.

Kennewell, S., Parkinson, J., and Tanner, H., (eds) (2002) Learning to teach ICT in the secondary school, Routledge Falmer, London.

Kennewell, S., Parkinson, J., & Tanner, H. (2000). Developing the ICT capable school. London: Routledge/Falmer.

Kennewell, S., Parkinson, J., & Tanner, H. (1999). Whole school approaches to developing IT capability. Cardiff: ACCAC

Chapters in books
Tanner, H., and Davies, S., (2011). How engagement with research changes the professional practice of teacher-educators: A case study from the Welsh Education Research Network. In Menter, I. and Murray, J. (eds.) Developing Research in Teacher Education, London: Routledge. ISBN: 978-0-415-59486-8

Tanner, H., (2002). The place of ICT in secondary education. In Kennewell, S., Parkinson, J., and Tanner, H., (eds) Learning to teach ICT in the secondary school, (pp 3-27). London: Routledge/Falmer.

Tanner, H., (2002). Supporting the teaching and application of ICT across the curriculum. In Kennewell, S., Parkinson, J., and Tanner, H., (eds) Learning to teach ICT in the secondary school, (pp 173-185). London: Routledge/Falmer.

Stanley, N., & Tanner, H., (2002). Assessing attainment. In Kennewell, S., Parkinson, J., and Tanner, H., (eds) Learning to teach ICT in the secondary school, (pp 109-125). London: Routledge/Falmer.

Tanner, H., & Jones, S. (2000). Scaffolding for success: reflective discourse and the effective teaching of mathematical thinking skills. In T.Rowland & C.Morgan (Eds.), Research in Mathematics Education Vol 2: Papers of the British Society for Research into Learning Mathematics (pp19-32). London: British Society for Research into Learning Mathematics.

Journal articles
Tanner, H. (2014) Improving Schools in Wales, University of Wales Journal of Education, 17: 1-5.

Tanner, H. (2013) Editorial: Developing Quantitative and Language Based Literacies: Breaking the Link Between Poverty and Poor Attainment University of Wales Journal of Education 16: 1-3

Tanner, H. and Jones, S. (2013). Developing Mathematical Literacy in Welsh Secondary Schools, University of Wales Journal of Education 16: 21-36.

Reid, K., & Tanner, H. (2011): An analysis of the changing shape of initial teacher education and training in Wales since devolution, Educational Studies, 37, 1-17 DOI:10.1080/03055698.2011.640430

Tanner, H. (2010) Research capacity in education in Wales – terminal decline or regeneration? The Welsh Journal of Education, 15, 1-3.

Tanner, H., Jones, S., & Lewis, H. (2010) Metacognition in the Foundation Phase: Using VSRD to help young children talk about their thinking. The Welsh Journal of Education, 15, 66-79.

Beauchamp, G., Kennewell, S., Tanner, H., & Jones, S., (2010) Interactive Whiteboards and all that Jazz: the contribution of musical metaphors to the analysis of classroom activity with interactive technologies, Technology, Pedagogy and Education, 19(2), 143–157.

Tanner, H., & Davies, S., (2009) How engagement with research changes the professional practice of teacher-educators: A case study from the Welsh Education Research Network, Journal of Education for Teaching, 35(4), 373-389.

Tanner, H., Jones, S., Kennewell, S., Parkinson, J., Denny, H., Anthony, C., Beauchamp, G., Jones, B., Jones, D., Lewis, H., & Loughran, A. (2009) An investigation of the affordances of ICT for the development of effective pedagogy in mathematics and science classrooms – the i-ped project The Welsh Journal of Education, 15, 137-144.

Jones, S., Tanner, H., Kennewell, S., Parkinson, J., Denny, H., Anthony, C., Beauchamp, G., Jones, B., Lewis, H., & Loughran, A. (2009) Using Video Stimulated Reflective Dialogue to support the development of ICT based pedagogy in Mathematics and Science, The Welsh Journal of Education, 15, 63-77.

Kennewell, S., Tanner, H., Beauchamp, G., Parkinson, J., Jones, S., Meiring, L., Norman, N., Morgan, A., Thomas, G. (2009) Interactive Teaching and ICT, The Welsh Journal of Education, 15, 29-44.

Kennewell, S., Tanner, H., Jones, S. & Beauchamp, G. (2008) Analysing the use of interactive technology to implement interactive teaching, Journal of Computer Assisted Learning, 24(1), 61-73.

Tanner, H., & Jones, S. (2007) Using video-stimulated reflective dialogue to learn from children about their learning with and without ICT, Technology, Pedagogy and Education, 16(3), 321-335.

Tanner, H., and Jones, S (2007) How interactive is your whiteboard? Mathematics Teaching 200(1), 37-41.

Tanner, H., & Jones, S., (2002) Assessing Children’s Mathematical Thinking in Practical Modelling Situations. Teaching Mathematics and its Applications 21(4) 145-159.

Tanner, H., & Jones, S., (2002) Using ICT to support interactive teaching and learning on a Secondary Mathematics PGCE course. Journal of Information Technology in Teacher Education, 11, (1), 77-91.

Jones, S., & Tanner, H., (2002) Teachers’ interpretations of effective whole class interactive teaching in secondary mathematics classrooms. Educational Studies, 28 (3), 265-273.

Jones, S., Tanner, H., & Treadaway, M. (2000). Raising standards in mathematics through effective classroom practice. Teaching Mathematics and its Applications, 19(3), 125-134.

Papers in refereed conference proceedings

Tanner, H., Jones, S., Beauchamp, G., & Kennewell, S. (2010) Interactive Whiteboards and all that Jazz: analyzing classroom activity with interactive technologies, Proc of the conference of Mathematics Education Research Group of Australasia - 33 (Perth, Australia), 547-554.

Jones, S., and Tanner, H. (2008) Reflective discourse and the effective teaching of numeracy, Proceedings of the 32nd conference of the International Group for the Psychology of Mathematics Education, (Morelia, Mexico) 3, 225-232.

Tanner, H., and Jones, S (2007) Learning from Children about their Learning with and without ICT using Video-Stimulated Reflective Dialogue, Proc of the conference of Mathematics Education Research Group of Australasia - 29 (Hobart, Australia), 708-716.

Tanner, H., Jones, S., Kennewell, S., & Beauchamp, G. (2005) Interactive whole class teaching and interactive white Boards, Proc of the conference of Mathematics Education Research Group of Australasia - 28 (Melbourne, Australia), 2, 720-727.

Tanner, H., & Jones, S. (2003). Self-efficacy in mathematics and students' use of self-regulated learning strategies during assessment events Proceedings of the 27th conference of the International Group for the Psychology of Mathematics Education, (Hawaii, USA) 4, 275-278