Torch

Mrs Megan Murray

Lecturer in Education and Programme Director, Undergraduate Primary Teaching

Faculty and Department

  • Faculty of Arts Cultures and Education
  • School of Education

Summary

Megan joined the University of Hull in September 2012 after a lifetime of education in the United States. Her focus in teaching has always been in mathematics, having taught mathematics to children (and young adults) from age five to 22. In the US, Megan was involved with designing and teaching courses focused on developing the mathematical content knowledge and mathematical pedagogical content knowledge of elementary mathematics teachers. This work was either directly related to, or an immediate offshoot of work done with the Virginia Mathematics Specialist Program. At Hull, Megan has taught on undergraduate and PGCE programmes.

Journal Article

Heidi's developing number sense and relational thinking

Murray, M. (2011). Heidi's developing number sense and relational thinking. Teaching Children Mathematics, 17(6), 384

Assessing K-5 Teacher Leaders' Mathematical Understanding: What Have the Test Makers and the Test Takers Learned"

Ellington, A., Whitenack, J., Inge, V. L., Murray, M., & Schneider, P. J. (2012). Assessing K-5 Teacher Leaders' Mathematical Understanding: What Have the Test Makers and the Test Takers Learned?. School science and mathematics, 112(5), 310 - 324. https://doi.org/10.1111/j.1949-8594.2012.00148.x

Early algebra and mathematics specialists

Murray, M. (2010). Early algebra and mathematics specialists. Journal of mathematics and science: collaborative explorations, 12(1), 73 - 81. https://doi.org/10.25891/S019-KF79

Beginning teachers’ perceptions of mentors and access to communities of practice

Shields, S., & Murray, M. (2017). Beginning teachers’ perceptions of mentors and access to communities of practice. International Journal of Mentoring and Coaching in Education, 6(4), 317-331. doi:10.1108/ijmce-01-2017-0004

Postgraduate supervision

Megan welcomes applications in primary mathematics, especially focused on developing content knowledge.