Lecturer in mathematics education and special/inclusive education


My main research interests include the education of individuals with additional or divergent learning needs (such as Special Educational Needs, disabilities, atypical neurocognitive development, and other intersecting disadvantages), particularly where these cause mathematics-specific difficulties. I have recently been studying the mathematical activities of low-attaining students with a view to improving their learning experience and progress. I am also particularly interested in the role of visuospatial representation in teaching and learning mathematics, and in cross-curricular projects.

My doctoral thesis “Drawing division: Emerging and developing multiplicative structure in low-attaining students’ representational strategies” was an ESRC scholarship-funded qualitative study combining practitioner-based fieldwork, microgenetic case studies, grounded approaches and multimodal analysis. It won the UCL IOE Director’s Thesis Prize and the BERA Thesis Award.


I am currently based at King’s College London, where I run the MA in Mathematics Education, teach on PGCE courses and supervise various postgraduate research. I have also taught on PGCE, BEd, MA, SKE and CPD courses in Maths Education and/or Special Educational Needs at the UCL Institute of Education and London Metropolitan University.

Prior to working in academia I was a secondary school maths teacher in London for 10 years, 7 of which as Head of Maths at a special school for students with Specific Learning Difficulties (e.g. dyslexia, dyspraxia, etc.), also in Pupil Referral Units and comprehensive schools in London.

I am available to give lectures or training sessions 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.

Further CV info is on LinkedIn, or email me.


Please provide full citation if quoting from my work.


(in press). ‘Low-attaining students’ representational strategies: tasks, time, efficiency and economy’. Oxford Review of Education. https://doi.org/10.1080/03054985.2017.1329720

(in press). ‘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)


(in preparation). ‘Inclusion: individual differences, disabilities and Special Educational Needs’. In M. Maguire & K. Skilling (Eds.), Becoming a teacher: issues in secondary education. 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.