Lecturer in mathematics education and inclusive education
I work mainly in the areas of mathematics education and inclusion, with a particular focus on the intersection of these two fields – inclusive mathematics education. My aim is, through my research and teaching, to make mathematics and numeracy more accessible and relevant for all, but particularly for disadvantaged young people and adults.
I specialise in qualitative research, and have particular experience with multimodal data, microanalytic methods, and designing bespoke methodologies for data collection and analysis. A main research focus has been the creative and diverse representational strategies and arithmetical reasoning of those students who have struggled with school mathematics taught in ‘standard’ or ‘traditional’ ways.
My current research projects focus on:
- visuospatial representation in problem-solving, using qualitative microanalysis of learners’ nonstandard arithmetical-representational strategies
- improving inclusive education for currently-marginalised learners with diverse educational needs, including disabled, neurodiverse and socioeconomically disadvantaged students
- teacher training on inclusive pedagogy for supporting students with SEN/Ds in the mainstream mathematics classroom.
Lecturing, teaching, training, consultancy
My current post is Lecturer in Mathematics Education at KCL, before which I taught at UCL and London Met. Prior to my academic career, I spent 10 years as a classroom teacher at various secondary schools in London, including in the role Head of Mathematics (and one of the founder staff) of a specialist school for pupils with Specific Learning Difficulties.
I am available to give lectures, training sessions or consultations on various aspects of mathematics education (e.g. qualitative diagnosis of individual numeracy difficulties) and inclusive education (e.g. addressing Special Educational Needs in the mainstream classroom), and occasionally take on students for 1:1 tuition.
Please provide full citation if quoting from my work.
(2019). ‘Learning to ‘deal’: A microgenetic case study of a struggling student’s representational strategies for partitive division’. In Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, Netherlands: Utrecht University and ERME.
(2017). ‘Low-attaining students’ representational strategies: tasks, time, efficiency and economy’. Oxford Review of Education. https://doi.org/10.1080/03054985.2017.1329720 (Please go to publisher’s version linked above if possible; however, if not, an author manuscript is also available – pdf, 22 pages)
(2017). ‘Emerging and developing multiplicative structure in low-attaining students’ representational strategies: Four key representation types’. In Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Dublin, Republic of Ireland: Dublin City University and ERME.
(2017). ‘Between Counting and Multiplication: Low-Attaining Students’ Spatial Structuring, Enumeration and Errors in Concretely-Presented 3D Array Tasks’. Mathematical Thinking and Learning, 19(2), 95–114. https://doi.org/10.1080/10986065.2017.1295418 (Please go to publisher’s version linked above if possible; however, if not, an author manuscript is also available – pdf, 43 pages)
(2015) ‘Spatial structuring, enumeration and errors of S.E.N. students working with 3D arrays’. In Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 252–258). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME. (pdf, 10 pages)
(2014) ‘Drawing division: Emerging and developing multiplicative structure in low-attaining students’ representational strategies’. London: Institute of Education (PhD thesis). (pdf, 361 pages)
(2009) ‘Drawing, modelling and gesture in students’ solutions to a Cartesian product problem’. Educate~, Kaleidoscope Special Issue, p.21-36. (pdf, 16 pages)
(2006) ‘Visual representation in mathematics: Five case studies of dyslexic children in Key Stage 3’. London: Institute of Education (MRes dissertation). (pdf, 87 pages)
(2018). ‘Inclusion: individual differences, disabilities and Special Educational Needs’. In M. Maguire & K. Skilling (Eds.), Becoming a teacher: issues in secondary education (5th ed.). Maidenhead: McGraw-Hill Education (UK).
& Rodd, M. (2016) ‘Inclusion in practice: special needs pupils in mainstream mathematics’ in Johnston-Wilder, S., Pimm, D. & Lee, C. eds.
Learning to Teach Mathematics in the Secondary School: a Companion to School Experience (4th ed.). London: Routledge. (Google Books link)
(2005) ‘More to a game than meets the eye’. Equals, 11 (1), p.17-19. (pdf, 5 pages)
(2008) ‘My Music: a mathematical investigation’ – a project for use in secondary schools, funded by the DfES and Bowland Trust. The full project including software and all support materials is available from the Bowland Mathematics website.