Jehad Alshwaikh

Jehad Alshwaikh

Associate Professor
Faculty Member - Department Of Curriculum & Instruction
PhD
University of London
[email protected]
Extension: 
5520
Office: 
Bamieh214
  • Alshwaikh, J. & Adler, J. (2017). Researchers and teachers as learners in Lesson Study. In M. K. Mhlolo, S. N. Matoti, & B. Fredericks (Eds.), SAARMSTE Book of Long Papers (pp. 2-14). Free State, South Africa: Central University of Technology
  • Alshwaikh, J. & Straehler-Pohl, H. (2017). Interrupting passivity: Attempts to interrogate political agency in Palestinian school mathematics. In H. Straehler-Pohl, N. Bohlmann & A. Pais (Eds), The Disorder of Mathematics Education. Challenging the Socio-Political Dimensions of Research. New York: Springer.
  • Adler, J., Alshwaikh, J., Essack, R., & Gcsamba, L. (2016). Mathematics Education Research in South Africa 2007–2015: Review and Reflection. African Journal of Research in Mathematics, Science and Technology Education, 1-14. doi: 10.1080/18117295.2016.1265858
  •  Alshwaikh, J. (2016). Investigating the geometry curriculum in Palestinian textbooks: Towards multimodal analysis of Arabic mathematics discourse. Research in Mathematics Education, 18(2), 165-181, DOI: 10.1080/14794802.2016.1177580
  • Alshwaikh, J. (2015). Image-writing relations in Arabic mathematical textbooks. In A. Archer & E. Breuer (Eds.), Studies in Writing: Multimodality in writing (Vol. 30, pp. 117–135). Leiden: Brill.
  • Alshwaikh, J. & Morgan, C. (2014). The creation of mathematics in school textbooks: Palestine and England as example. In K. Jones, C. Bokhove, G. Howson, & L. Fan (Eds), Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014) (pp. 141-146). Southampton: University of Southampton.http://eprints.soton.ac.uk/374809/1/ICMT-2014_proceedings150331.pdf
  • Alshwaikh, J., & Morgan, C. (2014). Analysing Palestinian mathematics textbooks. Research in Mathematics Education, 16(10), 71-72.
  • Alshwaikh, J. (November, 2014). History of Education in Palestine: Time to reconsider. This Week in Palestine, 199, 64-68. Available at http://thisweekinpalestine.com/wp-content/ uploads/2014/10/History-of-Education-in-Palestine.pdf
  • Alshwaikh, J., & Morgan, C. (2013). Analysing the Palestinian school mathematics textbooks: A multimodal (multisemiotic) perspective. Proceedings of the British Society for Research into Learning Mathematics, 33(2), 70-75.
  • Morgan, C. & Alshwaikh, J. (2012). Communicating experience of 3D space: Mathematical and everyday discourse. Mathematical Thinking and Learning, 14(3), 199-225.
  • Morgan, C. & Alshwaikh, J. (2011). Communicating experience of 3D space: Mathematical and everyday discourse. Submitted to Working Group 9 - Language and Mathematics, Seventh Congress of the European Society for Research in Mathematics Education, CERME 7, Rzeszow, Poland. Available at http://www.cerme7.univ.rzeszow.pl/WG/9/CERME7_WG9_Morgan.pdf. 
  • Alshwaikh, J. (2011). Geometrical diagrams as representation and communication: A functional analytic framework. Unpublished PhD thesis, Institute of Education, University of London.
  • Alshwaikh, J. (2010). Geometrical diagrams as representation and communication: A functional analytic framework. Research in Mathematics Education, 12(1), 69-70.
  • Alshwaikh, J. (2009). Diagrams as interaction: The interpersonal (meta)function of geometrical diagrams. Proceedings of the British Society for Research into Learning Mathematics 29(1), 1-6.
  • Morgan, C. & Alshwaikh, J. (2009). Mathematical activity in a multi-semiotic environment.Proceedings of Working Group 6 - Language and Mathematics, CERME 6 (Available at:http://educmath.inrp.fr/Educmath/recherches/actes-en-ligne/wg6-c.pdf, pp: 42-51), Lyon, France.
  • Morgan, C. & Alshwaikh, J. (2008). Imag(in)ing three-dimensional movement with gesture: ‘playing turtle' or pointing? Proceedings of the British Society for Research into Learning Mathematics 28(3), 136-141.
  • Alshwaikh, J. (2008). Reading geometrical diagrams: a suggested framework. Paper presented at the 4th YERME (Young European Researchers in Mathematics Education) Summer School [YESS4], 18-24 August 2008, Trabzon, Turkey. (Available at: http://yess4.ktu.edu.tr/working_gropus.html)
  • Alshwaikh, J. (2008). Reading geometrical diagrams: a suggested framework. Paper presented at Multimodality and Learning New Perspectives on Knowledge, Representation and Communication. Centre for Multimodal Research, Institute of Education/University of London, 19-20 June 2008.
  • Morgan, C. & Alshwaikh, J. (2008). Learning about motion in a multi-semiotic environment. Paper presented at Multimodality and Learning New Perspectives on Knowledge, Representation and Communication. Centre for Multimodal Research, Institute of Education/University of London, 19-20 June 2008.
  • Morgan, C. & Alshwaikh, J. (2008). Learning about motion in a multi-semiotic environment. Proceedings of the British Society for Research into Learning Mathematics 28(2), 73-78.
  • Alshwaikh, J. (2008). Towards a systemic functional analysis of mathematical visual forms.Research in Mathematics Education, 10(1), 87-88.
  • Alshwaikh, J. (2008). ‘Reading' geometrical diagrams: A suggested framework. Proceedings of the British Society for Research into Learning Mathematics 28(1), 1-6.
  • Alshwaikh, J. (2007). Mathematical visual forms and learning geometry: Towards a systemic functional analysis. In D. Kuchemann (ed.) Proceedings of the British Society for Research into Learning of Mathematics, 27(2), 1-6.