Duah, F. K. (2017). Mathematics Resilience : What we know from the pre-tertiary literature and what we found researching mathematics resilience . Proceedings of the British Society for Research into Learning Mathematics, 37(2), 31-36.
Duah, F. and Croft, T. (2014). Faculty-student partnership in advanced undergraduate mathematics course design, Teaching and Learning Together in Higher Education, Thirteenth Issue(Fall 2014).
Solomon, Y., Croft, T., Duah, F. and Lawson, D. (2014). Reshaping understandings of teaching-learning relationships in undergraduate mathematics: Activity theory analysis of the role and impact of student internships. Learning, Culture and Social Interaction, DOI:10.1016/j.lcsi.2014.08.001
Duah, F., Croft, T. and Inglis, M. (2014). Can peer assisted learning be effective in undergraduate mathematics. International Journal of Mathematical Education in Science and Technology. 45(4), 552-565 DOI:10.1080/0020739X.2013.855329
Croft, T., Duah, F. and Loch, B. (2013). "I'm worried about the correctness": Undergraduate students as producers of screencasts of mathematical explanations for their peers - lecturer and student perceptions. International Journal of Mathematical Education in Science and Technology, 44(7), 1045-1055 DOI:10.1080/0020739X.2013.823252
Duah, F. K. (2013). Education Grant Report: Peer Assisted Learning. Mathematics Today, Issue April 2017.
Duah, F. K. (2013). Education Grant Report: Conference Report. Mathematics Today, Issue Feb 2012.
Duah, F. K. and Croft, T. (2012). Staff-student partnership in mathematics course design: An ethnographic case study, in D. Mgari, A. Mji, and U. I. Ogbonya(eds), ISTE International Conference Proceedings, 22- 25 October 2012, Mopani Camp, Kruger National Park, South Africa, pp.391 - 401.
Duah, F. K. and Croft, T (2012). Students as partners in mathematics course design, in Waller D. (ed) CETL-MSOR Conference Proceedings, CETL-MSOR Conference, 5 - 6 September, Coventry, UK, pp. 49 - 55.
Duah, F. K. and Croft, T. (2011). Students as partners in mathematics course design: An ethnographic case study. CULMS Newsletter, 4.
Duah, F. K. and Croft, A. C. (2011). What the engaged students tell us about mathematics. MSOR Connections, 11(2), 17-20.
Duah, F. K. (2010). Benchmarking mentoring practices for effective mathematics teaching. Proceedings of the British Society for Research into Learning Mathematics, 30(3), 31-36.
Duah, F. K. and Croft, T. (2012). Staff-student partnership in mathematics course design: An ethnographic case study, ISTE International Conference, Mopani Camp, Kruger National Park, South Africa 22- 25 October 2012.
Duah, F. K. (2012). The Impact of peer assisted learning on student success and progression: Insights gained from observations of sessions. RAISE Conference, University of Southampton, 13th-14th September 2012.
Duah, F. K. and Croft, T. (2012). Mathematics module design and delivery: Not your module but our module. National HE STEM Conference, University of Birmingham, 4th-6th September 2012.
Duah, F. K. and Croft, T. (2012). Peer assisted learning in mathematics: Some predictors of a probability of student obtaining a good grade. University of Sheffield, 5th-6th July 2012.
Duah, F. K. (2011). What the engaged students tell us about mathematics, British Mathematics Colloquium, Leicester University, 19th April 2011.
Duah, F. K. (2011). Active Student Participation in Mathematics Course Design: Analysis of students' role, experiences, and outcomes. RAISE Conference, Nottingham Trent University, Nottingham, 15th-16th September 2011.
UNPUBLISHED DISSERTATION AND THESIS
Duah, F. K. (2010). Benchmarking mentoring practices for effective mathematics teaching. Unpublished Master's Dissertation, University of Southampton.