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Rodd, Melissa and Mujtaba, Tamjid and Reiss, Michael (2013) Qualified, but not choosing STEM at university: unconscious influences on choice of study. Canadian Journal of Science, Mathematics and Technology Education. ISSN 1492-6156 (In Press)
Rodd, Melissa and Reiss, Michael and Mujtaba, Tamjid (2013) Undergraduates talk about their choice to study physics at university: what was key to their participation? Research in Science and Technological Education, 31 (2). pp. 153-167. ISSN 0263-5143
Reiss, Michael and Hoyles, Celia and Mujtaba, Tamjid and Riazi Farzad, Bijan and Rodd, Melissa and Simon, Shirley and Stylianidou, Fani (2011) Understanding participation rates in post-16 mathematics and physics: conceptualising and operationalising the UPMAP project. International Journal of Science and Mathematics Education, 9 (2). pp. 273-302. ISSN 1571-0068
Rodd, Melissa (2011) Mathematics but and yet: undergraduates narratives about decision making. In: Proceedings of the British Society for Research into Learning Mathematics. British Society for Research into Learning Mathematics, pp. 132-137.
Rodd, Melissa (2011) Participation in undergraduate mathematics : choices and defences. In: Current State Of Research On Mathematical Beliefs XVI. Institute of Mathematics and Natural Sciences, Tallinn, Estonia, pp. 237-254.
Crisan, Cosette and Rodd, Melissa (2011) Teachers of Mathematics to mathematics teachers: a report on a TDA Mathematics Development Programme for Teachers. BSRLM, 31 (3). pp. 29-34.
Crisan, Cosette and Rodd, Melissa (2011) Teachers of mathematics to mathematics teachers. In Smith, C. (Ed.) Proceedings of the British Society for Research into Learning Mathematics. 31(3) 29-34. In: British Society for the Learning of Mathematics, 2013-06-08 - 2013-06-08, Sheffield.
Rodd, Melissa (2010) Geometrical visualisation : Epistemic and emotional. For the Learning of Mathematics, 30 (3). pp. 29-35. ISSN 0228-0671
Rodd, Melissa (2010) Geometrical Visualisation - epistemic and emotional. For the Learning of Mathematics, 30. pp. 29-35. ISSN 0228-0671
Rodd, Melissa and Mujtaba, Tamjid and Reiss, Michael (2010) Participation in mathematics post-18: undergraduates' stories. In: UNSPECIFIED.
Rodd, Melissa (2010) Organising the Teaching of Mathematics for Children and Young People who have Additional to Typical Needs. In: Leading Practice and Managing Change in the Mathematics Department - a resource book for subject leaders in mathematics. Tarquin Publications, St Alban’s.
Rodd, Melissa (2009) Listening to Mathematics Undergraduates: What are they Telling us? In: Listening Figures: Listening to Learners of Mathematics at Secondary School and Above. Trentham Books, Stoke-on-Trent, ?-?. ISBN 978-1-85856-449-4
Rodd, Melissa (2009) Having to Teach Geometry: On Visualisation and Teachers' Defences. In: UNSPECIFIED.
Rodd, Melissa (2009) Listening to Mathematics undergraduates: what are they telling us? In: Listening Figures: listening to learners of mathematics at secondary school and above. Trentham Books, Stoke-On-Trent. ISBN 978-1-85856-449-4
Black, Laura and Mendick, Heather and Rodd, Melissa and Solomon, Yvette (2009) Pain, Pleasure and Power: Selecting and Assessing Defended Subjects. In: Mathematical Relationships in Education: Identities and Participation. Routledge, Abingdon, pp. 19-30. ISBN 978-0-415-99684-6 (hardback) 978-0-203-87611-4 (electronic)
Levinson, Ralph and Rodd, Melissa (2009) Pre-service teachers’ conceptions of risk: a pilot study. Revista de Estudos Universitários, 35. pp. 85-99. ISSN 0102-6437
Rodd, Melissa (2007) Developing maths-identities of overseas trained teachers from developing countries: two voices. In: UNSPECIFIED.
Wood, L N and Sadhbh, Joyce and Petocz, Peter and Rodd, Melissa and Wood, Elizabeth (2007) Learning in Lectures: multiple representations. International Journal of Mathematical Education in Science and Technology, 38 (7). pp. 907-915. ISSN 1464-5211
Rodd, Melissa (2006) Commentary: mathematics, emotion and special needs. Educational Studies in Mathematics, 63 (2). pp. 227-234. ISSN 0013-1954
Rodd, Melissa (2006) Essentialism and mathematical agency: a critique of Simon Baron-Cohen’s book ‘The Essential Difference’. IOWME NEWSLETTER, 20 (2). pp. 4-10.
Rodd, Melissa and Bartholomew, Hannah (2006) Invisible and Special: young women’s experiences as undergraduate mathematics students. Gender and Education, 18 (1). pp. 35-50. ISSN 0954-0253
Bulmer, Michael and Rodd, Melissa (2005) Technology for nurture in large undergraduate statistics classes. International Journal of Mathematical Education in Science and Technology, 36 (7). pp. 779-787. ISSN 0020-739X
Rodd, Melissa (2005) Inclusion in practice: special needs pupils in mainstream mathematics. In: Learning to Teach Mathematics in the Secondary School A Companion to School Experience 2nd Edition. Routledge, Abingdon, pp. 187-205. ISBN 978-0-415-34282-7 (paperback) 978-0-203-48179-0 (electronic)
Rodd, Melissa and Brown, Margaret (2004) Successful Undergraduate Mathematicians: a study of students in two universities. [Report]
Rodd, Melissa (2003) Witness as participation: the lecture theatre as a site for mathematical awe and wonder. For the Learning of Mathematics, 23 (1). pp. 15-21. ISSN 0228-0671
Rodd, Melissa and Hatch, Gillian and Goulding, Maria (2003) The undergraduate mathematics experience: its significance in secondary mathematics teacher preparation. Journal of Mathematics Teacher Education, 6 (4). pp. 361-393. ISSN 1386-4416
Rodd, Melissa and Monaghan, John (2002) Graphic calculator use in Leeds schools: fragments of practice. Journal of Information Technology for Teacher Education, 11 (1). pp. 93-108.
Rodd, Melissa (2002) Hot and abstract: emotion and learning undergraduate mathematics. In: UNSPECIFIED.
Anderson, Johnston and Goulding, Maria and Hatch, Gillian and Love, Eric and Rodd, Melissa and Morgan, Candia (2000) I went to university to learn mathematics ... Mathematics Teaching, 173. pp. 50-55. ISSN 0025-5785
Rodd, Melissa (2000) On Mathematical Warrants: Proof Does Not Always Warrant, and a Warrant May Be Other Than a Proof. Mathematical Thinking and Learning, 2 (3). pp. 221-244. ISSN 1532-7833