糖心探花

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Natthapoj Vincent Trakulphadetkrai

Natthapoj Vincent Trakulphadetkrai profile picture

Leadership

  • Senior Academic Manager (line manager to academic members of staff) (2020-Present)
  • Co-Director of the ITE and Professional Practice Research Centre (2023-Present)
  • Deputy Director of the Doctorate in Education (EdD) programme (2022-2023)
  • Teaching and Learning Staff CPD Programme Lead (2022-2023)
  • Deputy Director of the Postgraduate Research Studies (PhD) programme (2019-2022)
  • Director of Research Communications(2018-2023)
  • Chair of the Assessment Literacy Staff Development Group (2018-2020)
  • Mathematics Specialism Leader on the BA in Primary Education (QTS) (2013-Present)
  • MA Dissertation (EDM133) Module Convenor (2018-2022)
  • BA Year 1 Mathematics, Children and Education 1 (ED1AC4) Module Convenor (2013-Present)
  • BA Year 2 Mathematics, Children and Education 2 (ED2AC4) Module Convenor (2013-Present)
  • BA Year 3 Mathematics - Inclusion, Diversity and Intervention (ED3SS1) Module Convenor (2015-2018)
  • BA Year 3 Dissertation Module Co-ordinator (2014-2015)

Non-leadership

  • Member of the Institute of Education鈥檚 Research Committee
  • Member of the Institute of Education鈥檚 Research Ethics Committee
  • Mentor to new lecturers
  • PhD and EdD Supervisor and Internal Examiner
  • MA Dissertation Supervisor
  • School Direct Subject Specialist in Primary Mathematics (SSPIP) Contributor
  • BA School Placement Supervisor
  • BA and MA Academic Tutor

External Responsibilities

  • Founder and Principal Investigator (2014-Present)
    an international research consortium investigating various aspects of integrating storytelling in mathematics teaching and learning
  • Mathematics Education Special Interest Group (SIG) Co-Convenor (2019-2021)
    British Education Research Association (BERA)
  • Trustee & Executive Member (2016-2020)
    Association of Teachers of Mathematics (ATM)
  • Research Degree External Examiners (2019-Present)
    Durham University, EdD (2019); University of Malta, MEd (2022)
  • PGCE Primary and PGCE Primary with Mathematics programmes External Examiner (2016-2020)
    University of Bedfordshire
  • Executive Member & Conference Organiser (2015-2018)
    British Society for Research into Learning Mathematics (BSRLM) 
  • Chair of the Communications Committee (2015-2018)
    British Congress of Mathematics Education (BCME)

Postgraduate supervision

Current and Recent PhD and EdD Students, with Topics/Titles of their Research:

As first supervisor

  • Helen Gormley (Second supervisor: Dr. Catherine Foley) The development of children鈥檚 mathematical literacy through continuous provision during the reception year (To submit in 2026, PhD)
  • Alhanouf Alajlann (Second supervisor: Dr. Maria Kambouri) A mixed-method study exploring the use of the storytelling in early years mathematics teaching in Saudi Arabia (To submit in 2025, PhD)
  • Fatima Naghi (Second supervisor: Prof. Carol Fuller) The effect of children producing mathematical story picture books on their conceptual understanding of fractions: An exploratory study in an international school and a public school in Jeddah, Saudi Arabia (To submit in 2025, EdD)
  • Fatemah Almuwaiziri (Second supervisor: Dr. Timothy Williams) Solving mathematical word problems using Passively Received Visualisation (PRV) and Self-constructed Visualisation (SCV): The case of primary school students with Attention Deficit Hyperactivity Disorder (ADHD) in Kuwait (Successfully completed in 2020, PhD)
  • Terence McAdams (Second supervisor: Dr. Daisy Powell) Gender differences in computer programming learning among middle school secondary students in South Korea and strategies for increasing the number of females continuing their education in Computer Science (Successfully completed in 2018, EdD)
  • Hebah Asaad Sheerah (Second supervisor: Prof. Andy Goodwyn) English language learners鈥 perceptions of a blended learning environment to support their learning (Successfully completed in 2018, PhD)
  • Steve Mvalo (Second supervisor: Prof. Yota Dimitriadi) Developing computer science students鈥 computational thinking: The case for the use of simulation software (Successfully completed in 2018, EdD)

As second supervisor

  • Paul Warrington (First supervisor: Dr. Fiona Curtis) How does a 鈥渕astery鈥-based intervention affect attainment, participation and attitude towards learning, and the correlation between them? (To submit in 2025, PhD)
  • Edward Falshaw (First supervisor: Prof. Yota Dimitriadi) What effect does a one-to-one Chromebook initiative have on students and teachers in a UK secondary school? (Successfully completed in 2023, EdD)
  • Daniel Burgos (First supervisor: Prof. Alan Floyd) Open Science & Open Innovation. A new paradigm to achieve STEM competences (Successfully completed in 2021, PhD by Published Works)
  • Catherine Foley (First supervisor: Prof. Carol Fuller) Children鈥檚 perceptions of mathematics in their home and school lives (Successfully completed in 2016, EdD)
  • Fiona Curtis (First Supervisor: Prof. Carol Fuller) Understanding algebra: A study into the development of algebraic thinking with a focus on the use of manipulative (Successfully completed in 2015, EdD)

Research projects

Research Grants:

Dr. Trakulphadetkrai has been successfully leading and supporting a wide range of both externally- and internally-funded research projects with a combined grant value of just under half a million British pounds.

ESRC UKRI Policy Fellowship
Date: 2023-2025
Funder: Economic and Social Research Council (ESRC)

Maths Through Stories in Early Years: Storybooks approaches to teach number concepts, geometry and spatial thinking and promote mathematical talk and development of vocabulary
Served as a Key Partner in this collaborative project with Campaign for Learning 
Date: 2023-2027
Funder: The Mercers’ Company

Improving mathematical talk of Key Stage 2 children through co-creating mathematical story picture books
Date: 2022-2024
Funder: The British Academy / The Leverhulme Trust 

Primary mathematics teaching in sub-Saharan Africa
Date: 2022
Funder: Education Development Trust

Learning mathematics through creating story picture books: A new mathematics teaching strategy for primary school children
Date: 2019-2021
Funder: 糖心探花’s Research Fellowship

Contribution of English language proficiency on mathematical proficiency of Key Stage 2 (9-10 years old) children with English as their Additional Language (EAL)
Served as Principal Investigator in this collaborative project with Prof. Jeanine Treffers-Daller, Dr. Louise Courtney, Dr. Anna Tsakalaki (糖心探花) and Dr. Jon Clenton (Hiroshima University, Japan)
Date: 2014-2015
Funder: 糖心探花’s Research Endowment Trust Fund (RETF) & Centre for Literacy and Multilingualism (CeLM)

Background

Aug 2020 鈥 Present

Associate Professor of Mathematics Education
Institute of Education, 糖心探花

Sep 2013 鈥 Jul 2020

Lecturer in Primary Mathematics Education
Institute of Education, 糖心探花

Jan 2013 鈥 Aug 2013

Research Officer
Creative Little Scientists (European Union-funded 鈧2 million nine-country international research project: Grant Agreement Number 289081)
UCL Institute of Education, University of London

Academic qualifications

Sep 2007 – Aug 2012

PhD in Mathematics Education, University of Cambridge
Cambridge Overseas Trust scholarship recipient
Supervisor: Dr. Paul Andrews
Examiners: Dr. Tim Rowland (Internal) and Prof. Stephen Lerman (External)

Sep 2010 – Aug 2011

MSc in International Public Policy, University College London (University of London) 

Sep 2006 – Aug 2007

MSc in Comparative and International Education, University of Oxford

Sep 2003 – Aug 2006

BA (Hons) in Primary Education (Mathematics) - First Class Honours, Brunel University London
All Saints Educational Trust scholarship recipient

Professional Qualifications

  • Associate Member of the Institute of Leadership and Management (AMInstLM) – awarded in 2022
  • Senior Fellow of the Higher Education Academy (SFHEA) – awarded in 2019
  • Postgraduate Certificate in Academic Practice (PGCAP) – awarded in 2016
  • Fellow of the Higher Education Academy (FHEA) – awarded in 2015
  • Qualified Teacher Status (QTS) – awarded in 2006

Awards and honours

Teaching

  • Nominated by students for the 糖心探花鈥檚 Outstanding Contribution to Teaching and Learning (Category: Teaching Excellence Award) for the 2020/2021 academic year
  • Co-winner of the 糖心探花鈥檚 Collaborative Awards for Outstanding Contributions to Teaching and Learning for the 2019/2020 academic year
  • Co-winner of the 糖心探花鈥檚 Institute of Education鈥檚 Teaching and Learning Award (Category: Collaborative Award for Excellence in Teaching and Learning) for the 2018/2019 academic year
  • Nominated by students for the 糖心探花鈥檚 Outstanding Contribution to Teaching and Learning (Category: Teaching Excellence Award) for the 2016/2017 academic year
  • Nominated by students for the 糖心探花鈥檚 Outstanding Contribution to Teaching and Learning (Category: Personal Tutor Excellence Award) for the 2016/2017 academic year
  • Nominated by students for the 糖心探花鈥檚 Outstanding Contribution to Teaching and Learning (Category: Teaching Excellence Award) for the 2015/2016 academic year
  • Nominated by students for the 糖心探花鈥檚 Outstanding Contribution to Teaching and Learning (Category: Personal Tutor Excellence Award) for the 2015/2016 academic year
  • Nominated by students for the 糖心探花鈥檚 Outstanding Contribution to Teaching and Learning (Category: Lecturer Excellence Award) for the 2013/2014 academic year

Research

  • Finalist of the 糖心探花鈥檚 Engagement and Impact Award for the 2018/2019 academic year
  • Winner of the 糖心探花鈥檚 Institute of Education鈥檚 Best Research Output (Lecturer) Award for the 2016/2017 academic year for The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study paper
  • Runner-up of the 糖心探花鈥檚 Institute of Education鈥檚 Research Collaboration Award for the 2015/2016 academic year for the Introductory statistics through comic books project
  • Runner-up of the 糖心探花鈥檚 Institute of Education鈥檚 Research Collaboration Award for the 2015/2016 academic year for the Children鈥檚 play-based learning of science and mathematics in the early years project

Websites/blogs

Selected publications

Peer-reviewed research articles

  • Brock, O., & Trakulphadetkrai, N. V. (In preparation – due to be submitted in Summer 2024). Primary and secondary school students’ mathematical identities in self-authored mathematical story picture books.
  • Almuwaiziri, F., Trakulphadetkrai, N. V., & Williams, T. (In preparation – due to be submitted in Spring 2024). Visualisation to support children with attention-deficit/hyperactivity disorder learning to remain focused when solving mathematical word problems: A randomised controlled trial.
  • Trakulphadetkrai, N. V. (In preparation – due to be submitted in Spring 2024). The representation of girls and women in mathematically explicit story picture books.
  • Trakulphadetkrai, N. V. (In preparation – due to be submitted in Spring 2024). English teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning.
  • Trakulphadetkrai, N. V. (Under review). The effect of children producing multiplicative story picture books on their conceptual understanding of multiplication. Submitted to Journal for Research in Mathematics Education.
  • Almuwaiziri, F., Trakulphadetkrai, N. V., & Williams, T. (2023). Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial. British Journal of Special Education, 50(2), 314-324. https://doi.org/10.1111/1467-8578.12466
  • Livy, S., Muir, T., Trakulphadetkrai, N. V., & Larkin, K. (2023). Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning. Journal of Mathematics Teacher Education, 26(5), 5-26. https://doi.org/10.1007/s10857-021-09517-0
  • Yang, D.-C., Su, Y.-W., Chen, C.-H., & Trakulphadetkrai, N. V. (2022). Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning. Educational Studies in Mathematics, 110, 125–148 https://doi.org/10.1007/s10649-021-10115-3
  • Trakulphadetkrai, N. V. (2022). Mathematical epistemic beliefs: Through the gender lens. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.832462
  • Farrugia, M. T. & Trakulphadetkrai, N. V. (2020). Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning. Cogent Education, 7, 1-19. https://doi.org/10.1080/2331186X.2020.1817253
  • Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J., & Tsakalaki, A. (2020). The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study. International Journal of Bilingual Education and Bilingualism, 23(4), 473-487.
  • Prendergast, M., Harbison, L., Miller, S., & Trakulphadetkrai, N.V.  (2019). Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies, 38(2), 157-175. DOI:
  • Trakulphadetkrai, N. V. (2012). Relationship between classroom authority and epistemological beliefs as espoused by primary school mathematics teachers from the very high and very low socio-economic regions in Thailand. Journal of International and Comparative Education, 1(2), 71-89. DOI:

Academic book chapters

  • Trakulphadetkrai, N. V., Courtney, L., Clenton, J., Treffers-Daller, J., & Tsakalaki, A. (2023). The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study. In G. Brooks, J. Clenton & S. Fraser (Eds.), EAL research for the classroom: Practical and pedagogical implications (pp. 59-80). Routledge.
  • Trakulphadetkrai, N. V., Aerila, J.-A., & Yrjänäinen, S. (2019). Bringing mathematics alive through stories. In J.-A. Aerila & K. J. Kerry-Moran (Eds.), The potency of stories: Nurturing influences across young children’s developmental domains (pp. 199-225). Springer Nature.
  • Trakulphadetkrai, N. V. (2011). Thailand: Educational equality and quality. In C. Brock & S. Lorraine Pe (Eds.), Education in South-East Asia: Oxford studies in comparative education (pp. 197-219). Oxford, UK: Symposium.

Articles for practitioners

  • Trakulphadetkrai, N. V. (2019, June 21). How picture books help maths teaching. Times Educational Supplement, 38-41.
  • Trakulphadetkrai, N. V. (2018). Story picture books as a mathematics teaching and learning tool. Primary Mathematics, 22(2), 3-7.
  • Trakulphadetkrai, N. V. (2017). Where are the girls and women in mathematical picture books? Mathematics Teaching, 258, 23-25.

Project reports

  • Glauert, E., Trakulphadetkrai, N. V., & Maloney, J. (2013). D4.4 Project report on practices and their implications. Creative Little Scientists (CLS): Enabling creativity through science and mathematics in preschool and first years of primary education. European Union.
  • Johnston, J., Riley, A., Crompton, A., Glauert, E., Trakulphadetkrai, N. V., Maloney, J., Barber, P., Manches, A., Clack, J., Cremin, T., & Craft, A. (2013). D4.3 Country Reports - Report 9 of 9: Country Report on in-depth field work in the UK. Creative Little Scientists (CLS): Enabling creativity through science and mathematics in preschool and first years of primary education. European Union.

Conference Presentations

  • Trakulphadetkrai, N. V. (2020). Mathematical epistemological beliefs: Through the gender lens. Paper to be presented at the American Educational Research Association (AERA) Conference, San Francisco, USA, 17th-21st April 2020.
  • Trakulphadetkrai, N. V. (2020). The visibility of girls and women in mathematical story picture books. Paper to be presented at the American Educational Research Association (AERA) Conference, San Francisco, USA, 17th-21st April 2020.
  • Larkin, K. & Trakulphadetkrai, N. V. (2019). Queensland pre-service teachers’ beliefs on the integration of children’s literature in mathematics teaching – A pilot case study. Paper presented at the Mathematics Education Research Group of Australasia (MERGA) Conference, Perth, Australia, 30th June - 4th July 2019.
  • Prendergast, M., Harbison, L., Miller, S., & Trakulphadetkrai, N.V.  (2019). Irish teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning. Paper presented at the American Educational Research Association (AERA) Conference, Toronto, Canada, 5th-9th April 2019.
  • Trakulphadetkrai, N. V. (2018). How to generate (and evidence) research impact? The case of MathsThroughStories.org. Paper presented at the British Society for Research into Learning Mathematics (BSRLM) Conference, London, UK, 10th November 2015.
  • Trakulphadetkrai, N. V. (2018). Perceived barriers to integrate children's literature in mathematics teaching: Perspectives of preschool and primary teachers in England. Paper presented at the ninth British Congress of Mathematics Education (BCME9) Conference, Coventry, UK, 3rd-6th April 2018.
  • Trakulphadetkrai, N. V. (2017). Where are the girls and women in mathematics-focused picture books? Preliminary pilot findings. Paper presented at the British Society for Research into Learning Mathematics (BSRLM) Conference, Oxford, UK, 10th June 2017.   
  • Gunnarsdóttir, G. H., Pálsdóttir, G., & Trakulphadetkrai, N. V. (2017). Primary mathematics and children‘s literature. Working group at the seventeenth Nordic Conference on Mathematics Education (NORMA17), Stockholm, Sweden, 30th May – 2nd June 2017.
  • Trakulphadetkrai, N. V. (2017). Children's literature, creative writing and mathematics learning. Workshop given at the Association of Teachers of Mathematics (ATM) Conference, Stratford-upon-Avon, UK, 10th – 13th April 2017.
  • Trakulphadetkrai, N. V. (2017). Undergraduate students’ perceptions of learning introductory statistics through producing a statistical picture book. Paper presented at the Conference of European Research in Mathematics Education (CERME10), Dublin, Ireland, 1st – 5th February 2017.
  • Trakulphadetkrai, N. V., Courtney, L., Clenton, J., & Treffers-Daller, J. (2016). Relationships between Key Stage 2 EAL children's English language proficiency and their mathematical proficiency. Paper presented at the British Educational Research Association (BERA) Conference, Leeds, UK, 13th-16th September 2016.
  • Trakulphadetkrai, N. V. (2016). The development of a typology of multiplication word problems as posed by Year 4 children in England: An exploratory study. Paper presented at the European Conference on Educational Research (ECER) Conference, Dublin, Ireland, 22nd-23rd August 2016.
  • Trakulphadetkrai, N. V. (2016). The portrayal of girls and women in mathematics-related picture books: The development of the analytical framework. Paper presented at the UK Literacy Association (UKLA) Conference, Bristol, UK, 8th-10th July 2016.
  • Trakulphadetkrai, N. V. (2016). Enhancing children’s visualization of multiplication through their self-generated mathematics picture books. Paper presented at the 13th International Congress on Mathematical Education (ICME13) Conference, Hamburg, Germany, 24th-31st July 2016.
  • Zhang, Q-P. & Trakulphadetkrai, N. V. (2016). Hong Kong primary mathematics teachers' beliefs about the integration of children's literature in mathematics teaching. Paper presented at the 13th International Congress on Mathematical Education (ICME13) Conference, Hamburg, Germany, 24th-31st July 2016.
  • Trakulphadetkrai, N. V. (2015). Formatively assess Key Stage 2 students’ conceptual understanding of multiplication visually, symbolically and contextually. Paper presented at the British Society for Research into Learning Mathematics (BSRLM) Conference, 糖心探花, UK, 7th November 2015.
  • Trakulphadetkrai, N. V. (2015). The construction of the ‘Primary Teachers’ Beliefs concerning the Integration of Children’s Literature in Mathematics Learning and Teaching’ (PTB-ICLMLT) Framework: Findings from a pilot study. Paper presented at the British Educational Research Association (BERA) Annual Conference, Belfast, UK, 15th-17th September 2015.