Rate My Professor Sam Fearn

Dr Sam Fearn serves as Associate Professor (Teaching) in the Department of Mathematical Sciences at Durham University, where he is affiliated with the Education and Pedagogy research group. He obtained his PhD from Durham University in 2018 under the supervision of Anne Taormina, with a thesis titled Supersymmetric Sigma Models And Their Indices. Prior to his current appointment, Fearn held the position of Teaching Fellow in the Department of Mathematical Sciences at Durham. His career trajectory has been primarily based at Durham University, focusing on advancements in mathematics education and theoretical physics research.

Fearn's research centers on formative assessment in higher mathematics education, particularly the application of computer-aided assessment systems such as STACK, digital pedagogies, and accessibility in teaching practices. He also pursues interests in mathematical and theoretical physics, encompassing Mathieu Moonshine, representations of 2D superconformal algebras, string theory, and conformal field theory. Notable publications include Fearn, S. (2024). STACKing Further with STACK-JS, in Proceedings of the International Meeting of the STACK Community 2024; Wallace, C., & Fearn, S. (2026). Students writing STACK questions: e-assessment as the focus of a final-year project, Teaching Mathematics and Its Applications; Kinnear, G. et al. (2024). A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics, International Journal of Research in Undergraduate Mathematics Education; Oughton, R. et al. (2024). Developing ‘deep mathematical thinking’ in geometry with 3- and 4-year-olds: A collaborative study between early years teachers and University-based mathematicians, Mathematical Thinking and Learning; Oughton, R. H. et al. (2023). Going round in circles: Geometry in the early years, Mathematics Teaching; and Fearn, S. (2019). Young supertableaux and the large N = 4 superconformal algebra, Physica Scripta. Fearn has contributed to collaborative efforts, including assistance in hosting the International STACK Conference in 2025 and interdisciplinary studies on geometry education for young children.