Following more than 20 years experience in both primary classrooms and secondary mathematics classrooms in New Zealand and the UK, including several years as a Head of Department and Advisory Teacher, I was appointed to a lecturer post in the School of Education in 2003. Teaching across the age range from 5 to18 years, and subsequently adults in the University setting, has provided me with the motivation to research learning and teaching in a range of contexts.

My classroom was considered at the cutting edge of developments in mathematics education and consequently was filmed by the BBC, the Open University and the Inner London Education Authority for a number of themes, including gender issues, pupils’ entitlement to ICT, and the effective use of open-ended activities in mathematics learning. I remain involved, currently through research activity, at the cutting edge of developments in mathematics education. My classroom was also a focus for two longitudinal research studies (one of three years duration, the other of two years). It was these experiences that developed my understanding of the dialogue between teachers and researchers, and the internal dialogue as a teacher/researcher, so I embarked on a part-time Masters degree, followed by a full-time MPhil in Research Methodology and subsequently a full-time PhD, the latter two funded by the ESRC.

My research interests include a cognitive focus on pupils’ mathematical reasoning while working in small groups, the impact of social factors on pupils’ learning of mathematics in small groups, collaborative structures to support teaching and learning, the teacher as researcher, professional development for teachers and teaching assistants, and the development of deep mathematical knowledge for teaching.

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• Significant Publications
• Edwards, J. and Jones, K. (2003), Co-learning in the Collaborative Mathematics Classroom. In: A. Peter-Koop, A. Begg, C. Breen & V. Santos-Wagner (Eds.), Collaboration in Teacher Education: Examples from the context of mathematics education. Dordrecht, NL: Kluwer. pp. 135-151. ISBN: 14020-1392-2
• Edwards, Julie-Ann (2002) Learning mathematics collaboratively: learning the skills. Psychology of Mathematics Education, 26, (2), 313-320.
• Books
• Edwards, Julie-Ann and Wright, David (eds.) (2005) Integrating ICT into the Mathematics Classroom, Derby, UK, Association of Teachers of Mathematics, 128pp.
• Journal Articles
• Edwards, Julie-Ann (2007) Primary trainees' reflection-in-action. Proceedings of the British Society for Research into Learning Mathematics, 27, (1), 30-35.
• Edwards, Julie-Ann and Jones, Keith (2006) Linking geometry and algebra with GeoGebra. Mathematics Teaching, 194, 28-30.
• Merrett, Sara and Edwards, Julie-Ann (2005) Enhancing mathematical thinking with an interactive whiteboard. Micromath, 21, (3), 9-12.

• Edwards, J, Hartnell, M and Martin, R (2002) Interactive Whiteboards: Some lessons from the classroom, Micromath, 18(2), 30-33, Association of Teachers of Mathematics
• Edwards, J. (2002) An Environment for Strategy Development, Micromath, 18(2), 42-44
• Edwards, J. and Jones, K. (2001), Exploratory Talk Within Collaborative Small Groups in Mathematics. Proceedings of the British Society for Research into Learning Mathematics, 21(3), 19-24.
• Papers
• Wilson, Paul and Edwards, Julie-Ann (2009) Paired ITE teaching placements: implications for partnership development. Proceedings of the British Society for Research into Learning Mathematics, 29, (2), 82-87.
• Edwards, Julie-Ann (2009) Socio-constructivist and socio-cultural lenses on collaborative peer talk in a secondary mathematics classroom. Proceedings of the British Society for Research into Learning Mathematics, 29, (1), 49-54.
• Edwards, Julie-Ann (2008) The impact of Masters level study on teachers’ professional development. Proceedings of the British Society for Research into Learning Mathematics, 28, (3), 30-35.
• Selection of International Conference Papers
• Edwards, Julie-Ann (2009) Constructing a shared mathematical thinking space through collaborative group talk. At, Sixth Congress of the European Society for Research in Mathematics Education (CERME 6), Lyon, France, 27-31 Jan 2009. France, European Society for Research in Mathematics Education (ERME), 1pp.
• Edwards, J (2007, in press) "The Language of Friendship: Developing sociomathematical norms in the secondary school classroom", Proceedings of the 5th Congress of the European Society for Research in Mathematics Education (CERME 5), Larnaca, Cyprus, European Society for Research in Mathematics Education (ERME)
• Edwards, Julie-Ann (2005) Exploratory Talk in Peer Groups – Exploring the Zone of Proximal Development. Proceedings of the 4th Congress of European Research in Mathematics Education (In Press)
• Edwards, Julie-Ann and Wright, David (eds.) (2005) Integrating ICT into the Mathematics Classroom, Derby, UK, Association of Teachers of Mathematics, 128pp.
• Edwards, Julie-Ann (2004) Friendship Groups and Socially Constructed Mathematical Knowledge. Proceedings of the British Society for the Learning of Mathematics, 24 (3)
• Edwards, J (2002), Learning to Collaborate - Learning the Skills, in Cockburn, A (ed) Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, University of East Anglia, Norwich.
• Monographs
• Edwards, Julie-Ann and Jones, Keith (1999) The struggle for a socially-just pedagogy: an ethnographic study of a mathematics classroom. Southampton, UK, University of Southampton Centre for Research in Mathematics Education, 5pp. (University of Southampton Centre for Research in Mathematics Education Working Papers)
• Other
• Edwards, J and Jones, K (1999) Students’ Views of Learning Mathematics in Collaborative Small Groups, in Zaslavsky, O (ed) Proceedings of the 23rd Conference of the International Group for the Psychology of Mathematics Education, 23 (2), 281-88, Israel, Haifa University.
• Edwards, J and Jones, K (1998) The Contribution of Exploratory Talk to Mathematical Learning, in Proceedings of the 22nd Conference of the International Group for the Psychology of Mathematics Education, 22 (2), Stellenbosch, South Africa, University of Stellenbosch.