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 maths and numeracy more accessible and relevant for all, but particularly for disadvantaged young people and adults.
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 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.
I am a member of the ECS research group: Centre for Research in Education in Science, Technology, Engineering & Mathematics.
I currently teach on the PhD, MA, and PGCE programmes within the School of Education, Communication and Society, and am Programme Director for the MA in Mathematics Education.
My current and recently-completed research students have been working on:
- experiences of primary school students with mathematical learning difficulties, as perceived by the students, their teachers and LSAs
- teachers' beliefs and judgments regarding their students with SEN, and how they adapt their teaching practices
- literacy teaching for secondary school students with SEN, and its relationship to social and educational disadvantage
- integration of students with learning difficulties in mainstream Saudi Arabian schools.
Prospective doctoral candidates are welcome to contact me by email.
For further details please see my Research Staff Profile.