Staff profile

Dr David Bolden is a Lecturer in Mathematics Education in the School of Education at Durham University. After earning his first degree from Newcastle University he went on to teach and obtain an MSc in Social Research. In 1999 he took up a research post at the University of Northumbria where he stayed for six years, primarily conducting evaluation research and lecturing on ITE programmes. While at Northumbria, he completed his doctoral thesis at Durham University, focusing on primary teachers’ epistemological views of mathematics. He moved to Durham University’s School of Education in 2006, where he teaches on the BA Primary Education, PGCE Primary Education and the MSc Mathematics Education courses. His research interests include, and he has published in the areas of, creativity in mathematics, the use of representations in developing confidence and understanding in mathematics and teacher epistemologies (particularly in relation to primary mathematics).

He is currently working on a Nuffield Foundation-funded project investigating the use of visual representations in the primary mathematics classroom. 

He is also a member of the Physical Activity and Wellbeing in Schools research project . David would welcome enquiries from research students interested in any of the above research areas.

 

• Mathematics Education
• Teacher Epistemologies

• 2013: The British Society for Research into Learning of Mathematics: Member of BSRLM (The British Society for Research into Learning of Mathematics)
• 2000: Online Resource: Some of my published research is being used by NCETM (National Centre for Excellence in Teaching Mathematics) as an online resource for other teachers in schools. The paper, co-authored with Tony Harries and Doug Newton, on pre-service teachers conceptions of creativity in mathematics forms the basis of an online training module for other teachers. It can be viewed by following the links:

  https://www.ncetm.org.uk then Accessing Research then Research Study Modules then choosing the David. S. Bolden et al module.

Authored book

• Barmby, P., Bolden, D., & Thompson, L. (2014). Understanding and Enriching Problem-Solving in Primary Mathematics Classrooms. Critical Publishing

Chapter in book

• Tymms, P., & Bolden, D. (in press). Innovation and change within education. In D. D. Preiss, M. Singer, & J. C. Kaufman (Eds.), Creativity, Innovation, and Change Across Cultures. (1). Palgrave Macmillan
• Thompson, L., & Bolden, D. (2017). Writing in Mathematics. In A. Bushnell, & D. Waugh (Eds.), Inviting Writing: Teaching and Learning Writing Across the Primary Curriculum (32-48). SAGE Publications
• Bolden, D. (2012). Creativity in mathematics. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11. Routledge
• Tan, M., Aljughaiman, A., Elliott, J., Kornilov, S., Ferrando Prieto, M., Bolden, D., Adams-Shearer, K., Chart, H., Newman, T., Jarvin, L., Sternberg, R., & Girgorenko, E. (2009). Considering Language and Culture: The international translation and adaptation of the Aurora Assessment Battery. In E. Grigorenko (Ed.), Assessment of Abilities and Competencies in the Era of Globalization. Springer Verlag

Journal Article

• Hein, S., Tan, M., Ahmed, Y., Elliot, J. . G., Bolden, D. . S., Sternberg, R. . J., & Grigorenko, E. . L. (in press). Psychometric Evaluation of Aurora-a: An Augmented Assessment of Analytical, Practical, and Creative Abilities in Middle Childhood and Early Adolescence. Merrill-Palmer Quarterly: Journal of Developmental Psychology,
• Tymms, P., Bolden, D., & Merrell, C. (online). Science in English Primary Schools: Trends in Attainment, Attitudes and Approaches. Perspectives on education (London), 19-42
• Bolden, D., Tymms, P., & Merrell, C. (online). New Approaches are needed for Science in Primary Schools. School leadership today, 17-19
• Oughton, R., Nichols, K., Bolden, D. S., Dixon-Jones, S., Fearn, S., Darwin, S., Mistry, M., Peyerimhoff, N., & Townsend, A. (2024). Developing ‘deep mathematical thinking’ in geometry with 3- and 4-year-olds: A collaborative study between early years teachers and University-based mathematicians. Mathematical Thinking and Learning, 26(3), 306-325. https://doi.org/10.1080/10986065.2022.2119497
• Tan, M., Li, N., Pirozzolo, J. W., Bolden, D., Chamvu, F., Jere-Folotiya, J., Kaani, B., Kalima, K., N’gandu, S. K., Serpell, R., Grigorenko, E. L., Hart, L., Chart, H., Jarvin, L., Kwiatkowski, J., Newman, T., Stemler, S. E., Thuma, P. E., & Yrigollen, C. (2023). Exploring the links between household chores, learning, and mathematics performance in Zambia. Current Psychology, 42, 20397–20408. https://doi.org/10.1007/s12144-022-03077-z
• Oughton, R. H., Wheadon, D. M., Bolden, D. S., Nichols, K., Fearn, S., Darwin, S., Dixon-Jones, S., Mistry, M., Peyerimhoff, N., & Townsend, A. (2023). Going round in circles: Geometry in the early years. Mathematics teaching, 286, 29-34
• Hübner, N., Merrell, C., Cramman, H., Little, J., Bolden, D., & Nagengast, B. (2022). Reading to learn? The co‐development of mathematics and reading during primary school. Child Development, 93(6), 1760-1776. https://doi.org/10.1111/cdev.13817
• Bolden, D., & Tymms, P. (2020). Standards in Education: Reforms, Stagnation and the Need to Rethink. Oxford Review of Education, 46(6), 717-733. https://doi.org/10.1080/03054985.2020.1781608
• Zeneli, M., Tymms, P., & Bolden, D. (2018). Interdependent Cross-Age Peer Tutoring in Mathematics. International journal of psychology and educational studies, 5(3), 33-50. https://doi.org/10.17220/ijpes.2018.03.004
• Thompson, L., & Bolden, D. (2018). Harry Potter and the philosophy of directed numbers
• Wang, Y., Barmby, P., & Bolden, D. (2017). In which ways and to what extent do English and Shanghai Students Understand Linear Function'. Research in Mathematics Education, 19(1), 66-90. https://doi.org/10.1080/14794802.2017.1287001
• Wang, Y., Barmby, P., & Bolden, D. (2017). Understanding Linear Function: A Comparison of Selected Textbooks from England and Shanghai. International Journal of Science and Mathematics Education, 15(1), 131-153. https://doi.org/10.1007/s10763-015-9674-x
• Zeneli, M., Tymms, P., & Bolden, D. (2016). The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts. International journal of psychology and educational studies, 3(2), 1-13. https://doi.org/10.17220/ijpes.2016.02.001
• Tymms, P., Curtis, S. E., Routen, A. C., Thomson, K. H., Bolden, D. S., Bock, S., Dunn, C. E., Cooper, A. R., Elliott, J. G., Moore, H. J., Summerbell, C. D., Tiffin, P. A., & Kasim Adetayo, S. (2016). Clustered randomised controlled trial of two education interventions designed to increase physical activity and well-being of secondary school students: The MOVE Project. BMJ Open, 6(1), Article e009318. https://doi.org/10.1136/bmjopen-2015-009318
• Bolden, D., Barmby, P., Raine, S., & Gardner, M. (2015). How Young Children View Mathematical Representations: A study using eye-tracking technology. Educational Research, 57(1), 59-79. https://doi.org/10.1080/00131881.2014.983718
• Tan, M., Mourgues, C., Bolden, D., & Grigorenko, E. (2014). Making numbers come to life: Two scoring methods for creativity in Aurora's Cartoon Numbers. Journal of Creative Behavior, 48(1), 25-43. https://doi.org/10.1002/jocb.39
• Barmby, P., Bolden, D., Raine, S., & Thompson, L. (2013). Developing the use of diagrammatic representations in primary mathematics through professional development. Educational Research, 55(3), 263-290. https://doi.org/10.1080/00131881.2013.825164
• Bolden, D., Barmby, P., & Harries, A. (2013). A representational approach to developing primary ITT students' confidence in their mathematics. International Journal of Mathematical Education in Science and Technology, 44(1), 70-83. https://doi.org/10.1080/0020739x.2012.690899
• Barmby, P., Bolden, D., Higgins, S., & Tymms, P. (2012). Predicting success on a Bachelor of Arts Primary Education degree course. Educational Research, 54(3), 323-330. https://doi.org/10.1080/00131881.2012.710090
• Bolden, D., Harries, A., & Newton, D. (2010). Pre-service primary teachers’ conceptions of creativity in mathematics. Educational Studies in Mathematics, 73(2), 143-157. https://doi.org/10.1007/s10649-009-9207-z
• Bolden, D., Tymms, P., & Merrell, C. (2009). Can the past inform the future of science in primary schools?. Education in science, 232, 10-11
• Bolden, D., Tymms, P., & Merrell, C. (2009). Perspectives on education: primary science
• Bolden, D., & Newton, L. (2008). Primary teachers' epistemological beliefs: some perceived barriers to investigative teaching in primary mathematics. Educational Studies, 34(5), 419-432. https://doi.org/10.1080/03055690802287595
• Easen, P., & Bolden, D. (2005). Location, location, location: what do league tables really tell us about primary schools?. Education 3-13, 33(3), 49-57. https://doi.org/10.1080/03004270585200341
• Rawlinson, S., Essex-Cater, L., Bolden, D., & Constable, H. (2003). Have Geographers Lost their Way? Issues relating to the recruitment of geographers into school teaching. Journal of Geography in Higher Education, 27(1), 39-56. https://doi.org/10.1080/0309826032000062450

Report

• Barmby, P., Bolden, D., Raine, S., & Thompson, L. (2013). Developing the use of visual representations in the primary classroom. [No known commissioning body]
• Merrell, C., Jones, P., Bolden, D., Jones, K., Defty, N., & Ndaji, F. (2010). For helping young children: A review of pupils' attitudes to Science and Mathematics. Royal Society