Dave taught in a number of schools for 11 years before joining the University of Birmingham. As well as teaching on Initial Teacher Education and with experienced teachers at Masters and Doctoral level, his research interests centre around the notion of the economy of personal time and effort in the teaching and learning of mathematics. Two particular themes are central to this: viewing the mathematics curriculum in terms of arbitrary (socially agreed names and conventions) and necessary (properties and relationships), with teaching the former being about assisting memory and teaching the latter about educating awareness. The second theme concerns the notion of subordination: practising a skill which is required to be used in order to engage with a separate main focused task. Attention is with the main task, but the productive learning is often with the subordinated skill.
These themes inform research carried out within various areas including the teaching and learning of algebra, the placement of attention, pedagogic issues relating to notation, the use of imagery, and the opportunities offered by technology.
Dave has produced a number of computer programs, including Developing Number, Grid Algebra, Multimedia Mathematics School and a set of files for dynamic geometry software, Active Geometry.
Hewitt D. (2012) Young students learning formal algebraic notation and solving linear equations: are commonly experienced difficulties avoidable? Educational Studies in Mathematics. DOI: 10.1007/s10649-012-9394-x
Hewitt D. (2012) What is algebraic activity? Consideration of 9-10 year olds learning to solve linear equations (In Proceedings of the 7th Conference of the European Society for Research in Mathematics (CERME), 500-510, Rzeszów, Poland).
Hewitt, D. (2010). The role of subordination and fading in learning formal algebraic notation and solving equations: the case of Year 5 students. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 81-88). Belo Horizonte, Brazil: PME.
Hewitt, D. (2010), 'Feedback: expanding a repertoire and making choices', in R. Leikin and R. Zazkis (Eds), Learning through teaching mathematics: development of teachers' knowledge and expertise in practice, New York, NY: Springer, pp. 263-285.
Hewitt, D. (2009). From before birth to beginning school. In J. Houssart & J. Mason (Eds.), Listening Counts: listening to young learners of mathematics (pp. 1-15). Stoke-on-Trent: Trentham Books.
Hewitt, D. (2009), Towards a curriculum in terms of awareness, in S. Lerman and B. Davis (Eds), Mathematical action & structures of noticing: studies on John Mason's contribution to mathematics education, Rotterdam, Netherlands: Sense Publications, pp. 89-100.
Hewitt, D. (2009), 'The role of attention in the learning of formal algebraic notation: the case of a mixed ability Year 5 using the software Grid Algebra', in M. Joubert (Ed.), Proceedings of the British Society for Research into Learning Mathematics, Vol. 29(3), Loughborough University, British Society for Research into Learning Mathematics, pp. 43-48.
The Principle of Economy in the Learning and Teaching of Mathematics, PhD Thesis, 1994
Full publication list for Dr Dave Hewitt (PDF, opens new window)