Summary

Dr Mohammed Ali H Abdul Hussain holds a PhD from University of Leeds (UK) in one of the most contemporary reform approaches in mathematics teaching and learning, with a thesis in Inquiry Communities in Primary Mathematics Teaching and Learning in Bahrain” (date). He also has an MSc in Functional Analysis (Pure Mathematics) from University of Bahrain (date) with a high distinction; thesis title: “Uniformly Dominated Sets in p-Summing Operators”. He also holds a BSc in Mathematics & Education (Mathematics as major and Education as minor).

Dr Mohammed has published many papers in functional analysis (operator theory) and in mathematics teaching and learning, in high quality international journals (see below). He also have non-published papers in mathematics, such as Semi-Invariant Metric Spaces. He has presented papers at many international and national conferences.

Dr Mohammed taught mathematics in the Department of Mathematics at the University of Bahrain (part time) in 1991/92 and 1995/96.

He also taught professional courses for many kindergarten teachers and subject teachers such as: assessment and evaluation, differentiation, developing thinking skills, strategic planning, and transformative classroom management.

Between 2010 and 2011, he worked in School Improvement Teams to support schools in order to improve their practices in the light of Quality Assurance Agency standards.

Dr Mohammed was also a member of the implementation group of the Bahrain Numeracy Strategy (BNS), a new comprehensive reform strategy in Bahraini Primary Education, from February 2011 to January 2015. Within this project he was responsible (mainly) for teacher training and coaching for all Bahraini teachers in cycles 1 and 2 of primary education and also he was supporting other sub-projects in BNS. In addition, within this important project, he also contributed in reviewing and modifying new mathematics curriculum including long, medium and short term plans, teacher and parents’ guides, and other documents.

Dr Mohammed led Ahlia School, Bahrain, as Acting Director General, achieving a transformation project and the extension of the school building as well.

Before this, Dr Mohammed worked as a primary mathematics teacher for eight years, a part time lecturer at University of Bahrain for two years and as a mathematics teacher supervisor in the Ministry of Education for four years. After that, he was assigned as a general coordinator (acting as a Head) of the Teacher Supervision Division in the Primary Education Directorate in the Ministry of Education. According to this post, he took a set of technical and managerial responsibilities in order to lead the supervision processes of all teacher supervisors involving all different school subjects which included all (115 at that period) primary schools.

At that time, he participated in many developmental committees and contributed to setting new reform documents for developing curricula, teaching and learning, continuous professional development, strategic developmental plans, school self and external evaluation systems, quality of education, students’ assessment and proposing a new vision and job descriptions and organization structure for the Teacher Supervision Directorate.

Dr Mohammed led lot of training/coaching sessions and workshops for the benefit of school principals, principals’ assistants, senior teachers, and teachers of different stages, i.e. from primary to secondary education.

From 01/1/2005 to 30/4/2005, Dr Mohammed worked with UNDP as a consultant together with an international expert in the field of community participation which was part of a comprehensive evaluation of the quality of Bahrain educational system.

In addition, Dr Mohammed attended various conferences, workshops and events in and outside Bahrain, especially in UK. In 1999 he was a member of an official Bahrain team which visited OFSTED, QAA, some local authorities and some schools in UK. He also attended an event in Belfast, Northern Ireland, UK, about thinking skills and thinking classrooms. Also he visited South Korea to understand the development of their educational system. He has good experience in ICT and its application in mathematics teaching and learning.

In the United Kingdom from 2006 to 2010, he had several opportunities to attend and to contribute to educational conferences and workshops. His distinguished work led to appointment as a consultant for the ‘Mawhiba Project’ in the School of Education at the University of Leeds, UK, a project to design and establish a new series of mathematical textbooks with advanced mathematical tasks for outstanding and talented students in Year 4 to Year 12 of Saudi schools.

Research

Dr Mohammed’s current research interests follow a number of interrelated paths. The first is related to Functional Analysis and focuses on Operator Theory and p-Summing Operators. The second focuses on teaching and learning mathematical conceptual knowledge, including what he terms ‘spiral knowledge construction’ in order to understand the evolution of learner’s mathematical knowledge. This field proposes that learning mathematics is interconnected with extending learner’s meaning potential through learning to mean mathematically. This is based on a new developmental approach which introduces inquiry methods that transform mathematics teaching and learning. He proposes an ‘inquiry model’ for mathematics teaching and learning. The third considers the socio-cultural and other related empirical and theoretical traditions as the basis for studying mathematics classroom discourse in a wider sense. Dr Mohammed’s research interest in this area is based on his extension for Mortimer and Scott’s framework combined with Halliday’s theory which can be seen as a unique tool for analyzing and planning mathematical lessons. Related to this is the study of metacognition and the socio and socio-mathematical norms in mathematics classrooms and their effect on the quality of discourse.  In addition, empirical findings in this area enabled him to characterize two contrasted teaching and learning paradigms, called ‘static’ and ‘dynamic’ teaching and learning paradigms.

The fourth focuses on designing interactive and engaging mathematical tasks.

The fifth is related to teacher professional development. This dimension is based on the above mentioned model (inquiry model) which suggests an inquiry cycle for teacher professional development. Dr Mohammed is particularly keen to consider the inquiry communities model as a co-learning approach for not mathematics teachers but for those who supervise the teachers such as (senior teachers, senior management and teacher supervisors). As such, his proposed inquiry model is a multidimensional tool that transforms mathematics learning, teaching practices and the school macro-culture.

The fifth is related to theorizing teacher-students’ development. This ‘unique’ approach is developed through collaboration with Professor John Monaghan and Dr John Threlfall through extending Valsiner’s zones theory of child development.

Teaching

Dr Mohammed teaches mathematics courses on all topics, together with abstract algebra and differential equations.

Publications

Abdul Hussain, M., Monaghan, J. and Threlfall, J. (2013). Teacher-student development in mathematics classrooms: interrelated zones of free movement and promoted actions, Educational studies in mathematics.

Abdul Hussain, M., Monaghan, J. and Threlfall, J. (July 2011). The Interplay of Authoritative and Dialogic Interactions. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Ankara, Turkey: PME.

Abdul Hussain, M., Monaghan, J. and Threlfall, J. (2011). Extending Valsiner’s zone theory to theorise student-teacher development. BSRLM Day Conference, UK: University of London.

Abdul Hussain (2010). Inquiry Communities in Primary Mathematics Teaching and Learning in Bahrain, Non-Published Thesis, University of Leeds.

Abdul Hussain, M., Monaghan, J. and Threlfall, J. (2009). Extending Valsiner’s Complex System: An Emergent Analytic Tool for Understanding Students’ Mathematics Learning in Practice. In M. Tzekaki., M. Kaldrimidou and H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2. Thessaloniki, Greece.

Khalil, R. and Hussain, M. (1998). Uniformly Dominated Sets of P-Summing Operators. Far East J. Math. Sci., Special Volume, Part I, 59-68.

Hussain, M. (1996). Uniformly Dominated Sets of P-Summing Operators, Non-Published thesis, University of Bahrain.

 

Papers published (Arabic)

  1. Primary Education Handbook (year 2000).
  2. Communication Standards.
  3. Education for All (A report to UNESCO).
  4. Teacher Appraisal.
  5. Standards for School External Evaluation.
  6. The general framework for Cooperative Senior Teacher.
  7. Mathematical Models and its Applications.
  8. Preventative Planning for Developmental Programs (Applications of total quality management in Teaching and Learning with Examples in Mathematics.
  9. Effective Teacher Supervision.
  10. Teacher Professional Development.
  11. School Comprehensive Development.

 

Journals 

Abdul Hussain, M., Monaghan, J. and Threlfall, J. (2013). Teacher-student development in mathematics classrooms: interrelated zones of free movement and promoted actions, Educational studies in mathematics.

Hussain, M. (1996). Uniformly Dominated Sets of P-Summing Operators, Non-Published thesis, University of Bahrain.

Conferences 

Abdul Hussain, M., Monaghan, J. and Threlfall, J. (July 2011). The Interplay of Authoritative and Dialogic Interactions. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Ankara, Turkey: PME.

Abdul Hussain, M., Monaghan, J. and Threlfall, J. (2011). Extending Valsiner’s zone theory to theorise student-teacher development. BSRLM Day Conference, UK: University of London.

Abdul Hussain, M., Monaghan, J. and Threlfall, J. (2009). Extending Valsiner’s Complex System: An Emergent Analytic Tool for Understanding Students’ Mathematics Learning in Practice. In M. Tzekaki., M. Kaldrimidou and H. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2. Thessaloniki, Greece.

A workshop on “Supervision for Learning”. Open University, June (2011), Kingdom of Bahrain.

Abdu Hussain, M (2008). A study of transformation in primary mathematics teaching and learning, Annual Conference, Leeds, December, 11th 2008.

 

 

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