Dominika Majewska

Dominika Majewska

Dominika Majewska

I joined Cambridge University Press & Assessment in 2018 as a Research Assistant to the Cambridge Maths team, where I explored various areas of mathematics education, including how the education community perceived existing definitions of mathematical keywords. In 2021, I joined the Education and Curriculum team at ARD as a Research Officer.

My current research interests include international curricula and education systems, curriculum development, learning, non-formality in education, and more applied research that can be used to support teachers and learners. I am also responsible for coordinating the Qualitative Methods Special Interest Group.

I hold a BSc in Psychology from Royal Holloway University of London, a PGCE in Psychology (14-19) from the University of Sussex and a MSc in Research Methods in Psychology from the University of Kent. I have worked and volunteered across secondary schools, colleges and universities in various capacities, including teaching and outreach.

I am a Fellow of the International Society for Design and Development in Education (ISDDE), and a supervisor on the Postgraduate Advanced Certificate in Educational Studies (PACES) course run by the University of Cambridge in collaboration with Cambridge University Press & Assessment.

In my spare time I enjoy spending time with my family and friends, walking my dog, and reading.

Publications

2024

How do approaches to curriculum mapping affect comparability claims? An analysis of mathematics curriculum content across two educational jurisdictions

Rushton, N., Majewska, D., & Shaw, S. (2024). How do approaches to curriculum mapping affect comparability claims? An analysis of mathematics curriculum content across two educational jurisdictions. Research Matters: A Cambridge University Press & Assessment publication, 37, 40-56. https://doi.org/10.17863/CAM.106032

Curriculum mapping is a comparability method that facilitates comparisons of content within multiple settings (usually multiple jurisdictions or specifications) and enables claims to be made about those curriculums/jurisdictions. Although curriculum maps have been published, there is little academic literature about the process of constructing and using them. Our study extends the literature by considering the different types of comparisons that can be made from curriculum maps: content coverage, placement, depth, and breadth. We also consider how these comparisons are affected by structural differences in the curricula or using a sub-set of the content.

We use our mapping of mathematics in the US Common Core State Standards (CCSS) and the national curriculum in England to explore this. The CCSS for mathematical practice are common to all grades; we mapped these standards against the content for individual years in the national curriculum. The CCSS for mathematical content are set out by grade; we mapped a subset of this content to the national curriculum.

Our mapping shows that it is possible to map curricula and make meaningful comparisons despite structural differences and content limitations. However, this affected the types of comparisons that we could carry out and the claims that we could make.

Research Matters 37 : Spring 2024
  • Foreword Tim Oates
  • Editorial Tom Bramley
  • Extended Reality (XR) in mathematics assessment: A pedagogical visionXinyue Li
  • Does ChatGPT make the grade?Jude Brady, Martina Kuvalja, Alison Rodrigues, Sarah Hughes
  • How do approaches to curriculum mapping affect comparability claims? An analysis of mathematics curriculum content across two educational jurisdictionsNicky Rushton, Dominika Majewska, Stuart Shaw
  • Exploring speededness in pre-reform GCSEs (2009 to 2016)Emma Walland
  • A Short History of the Centre for Evaluation and Monitoring (CEM)Chris Jellis
  • Research NewsLisa Bowett
Mapping HOTmaths Lessons to the Common Core State Standards for Mathematics.
Majewska, D., Horsman, R., & Angove, J. (2024). Mapping HOTmaths Lessons to the Common Core State Standards for Mathematics. Educational Designer, 4(16)

2023

Formal, informal and non-formal learning: Key differences and implications for research

Johnson, M., & Majewska, D. (2023, September 12–14). Formal, informal and non-formal learning: Key differences and implications for research [Paper presentation]. Annual Conference of the British Educational Research Association, Aston University, UK.

Scientific literacy – what can we learn from high performing jurisdictions?
Majewska, D. (2023). Scientific literacy – what can we learn from high performing jurisdictions? Cambridge University Press & Assessment.

2022

How did we get here? Timelines showing changes to maths education in England and the United States
Majewska, D. Rushton, N. & Shaw, S. (2022). How did we get here? Timelines showing changes to maths education in England and the United States. Cambridge University Press & Assessment Research Report. Cambridge, UK: Cambridge University Press & Assessment
Formal, non-formal, and informal learning: What are they, and how can we research them?
Johnson, M., and Majewska, D. (2022). Formal, non-formal, and informal learning: What are they, and how can we research them? Cambridge University Press & Assessment Research Report.
Tracing the trajectory of mathematics teaching across two contrasting educational jurisdictions: A comparison of historical and contemporary influences.
Shaw, S. D., Rushton, N., & Majewska, D. (2022). Tracing the trajectory of mathematics teaching across two contrasting educational jurisdictions: A comparison of historical and contemporary influences. The International Education Journal: Comparative Perspectives, 21(1), 41-60.
Mathematical linguine: Everything is entangled.
Majewska, D. (2022). Mathematical linguine: Everything is entangled. Mathematics in School, 51(1), 2-5.

2021

CM Define It: A summary.
Majewska, D. (2021). CM Define It: A summary. Cambridge Mathematics.
Using the Cambridge Mathematics Framework to map the Common Core to HOTmaths: A summary.
Majewska, D. (2021). Using the Cambridge Mathematics Framework to map the Common Core to HOTmaths: A summary. Cambridge Mathematics

2020

Mathematical definitions – what works and what doesn’t?
Majewska, D. (2020). Mathematical definitions – what works and what doesn’t? In R. Marks (Ed.), Proceedings of the British Society for Research into Learning Mathematics, 40(2). British Society for Research into Learning Mathematics.

2019

EAL students in mathematics classrooms.
Majewska, D. (2019). EAL students in mathematics classrooms. Cambridge Mathematics
A connected approach to mathematics learning: The Cambridge Mathematics Framework. BERA
Majewska, D. (2019, November 15). A connected approach to mathematics learning: The Cambridge Mathematics Framework [poster presentation]. BERA Conference: A Research Approach to Curriculum Development, London, UK
Glossary App: The development and pilot phase of CM Define It.
Majewska, D. (2019). Glossary App: The development and pilot phase of CM Define It. Cambridge Mathematics
Teaching assistants in mathematics learning
Majewska, D. (2019). Teaching assistants in mathematics learning. Cambridge Mathematics
Methodology: Glossary app.
Majewska, D. (2019). Methodology: Glossary app. Cambridge Mathematics
Realistic contexts in the mathematics classroom
Majewska, D. (2019). Realistic contexts in the mathematics classroom. Cambridge Mathematics

Research Matters

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Research Matters is our free biannual publication which allows us to share our assessment research, in a range of fields, with the wider assessment community.