Dr Finesilver works mainly in the areas of mathematics education and inclusion, with a particular focus on the intersection of these two fields – inclusive mathematics education. Her aim is, through her research and teaching, to make maths and numeracy more accessible and relevant for all, but particularly for disadvantaged young people and adults.
Dr Finesilver's current post is Lecturer in Mathematics Education at KCL, before which she taught at UCL and London Met. Prior to her academic career, she 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.
Dr Finesilver specialises in qualitative research and has 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. Her 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.
She is a member of the ECS research group the Centre for Research in Education in Science, Technology, Engineering & Mathematics.
Dr Finesilver currently teaches on the PhD, MA, and PGCE programmes within the School of Education, Communication and Society, and is Programme Director for the MA in Mathematics Education.
Her 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 Dr Finesilver by email.
For further details please see her Research Staff Profile.