‘If people experience only easy successes they come to expect quick results and are easily discouraged by failure. A resilience sense of efficacy requires experience in overcoming obstacles through perseverant effort.’ (Bandura, 1994, p2)

My research centres around mathematics anxiety, particularly ways in which learners can cope with their negative emotions and learn mathematics successfully.

I began my career in education in Oxfordshire, teaching in a primary school. It was there that I first appreciated the impact that effective maths teaching can have on all learners. Ever since then I have been passionate about helping people to have a successful and satisfying relationship with mathematics. I have worked for the National Numeracy Strategy as a consultant and taught in a variety of town and village schools.

Soon after I began my first masters degree, I began lecturing in primary mathematics education at Oxford Brookes University. Working with adults taught me that negative attitudes to mathematics can last a lifetime. This prompted me to continue my research by looking at the transition of mathematical identity experienced by the primary education trainees at OBU.

I have also had the opportunity to work with GCSE students, and have narrowed my research focus to the learner rather than the teacher. I am very fortunate to be supervised by Sue Johnston-Wilder, who is a leading academic in this field.

Recent Publications

Baker, J. ‘The question is, are feelings as important as learning?’ Marks, R. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 39 (3) November 2019 available at : https://bsrlm.org.uk/publications/proceedings-of-day-conference/ip39-3/

Baker, J., Cousins, S. & Johnston-Wilder, S. (2019) Mathematics: A Place of Loving Kindness and Resilience-Building. Journal of the Canadian Association for Curriculum Studies (JCACS) Volume 17, Number 1, 2019

Cousins, S., Baker, J., Brindley, J. & Johnston-Wilder, S. (2019) Stories of mathematical resilience: how some adult learners overcame affective barriers. Journal of Widening Participation and Lifelong Learning. 21(1).

Academic & Professional Background

MA in Practitioner Research: Oxford Brookes University

PostGraduate certificate in Higher Education: Oxford Brookes University

MA Education: Oxford Brookes University

PGCE Primary: Westminster College, Oxford

BA Psychology: Brunel University

Conferences Attended:

Universities Association for Lifelong Learning

March 2018, Cambridge

British Congress of Mathematics Education

April 2018, Warwick

Conferences Presented At:

Universities Association for Lifelong Learning

March 2018, Cambridge

"The establishment of a university GCSE/A Level English and maths Centre of Excellence to include non-traditional learners and address affective barriers to progression."

British Congress of Mathematics Education

April 2018, Warwick

Building Mathematical Resilience

Academic & Professional Membership:

British Society for Research into Learning Mathematics

http://www.bsrlm.org.uk

Janet Kilpatrick Baker

PhD candidate

J.Baker.6@warwick.ac.uk

Supervisor: Sue Johnston-Wilder

Centre for Education Studies

University of Warwick,

Coventry CV4 7AL