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Dr Carla Finesilver works mainly in the areas of mathematics education and inclusion, with a particular interest in the intersection of these two fields – inclusive mathematics education. Through both her research and teaching, she aims to make mathematics, STEM subjects, and education in general more inclusive, accessible and relevant for diverse learners.

Prior to her academic career, Carla spent 10 years as a classroom teacher at various secondary schools in London, including as Head of Mathematics (and one of the founding staff) of a specialist school for students with Specific Learning Difficulties. She has contributed to national guidance on dyscalculia.


Carla specialises in qualitative research, often working with multimodal data, microanalytic methods, and designing bespoke methodologies for data collection and analysis.

Current research interests include:

  • supporting and creating more positive experiences for students who have struggled with school mathematics taught in ‘standard’ or ‘traditional’ ways.
  • exploring creativity and diversity in learners' nonstandard arithmetical-representational strategies for mathematical problem-solving.
  • improving inclusive educational environments (both on campus and online) for marginalised learners, including disabled, neurodiverse and other currently-disadvantaged students.
  • training teachers in inclusive pedagogy for supporting students with SEN/Ds in the mainstream mathematics classroom.

She currently co-leads the international CERME thematic working group on Representations in Mathematics.


Carla’s teaching is spread across multiple PhD, MA, BA and PGCE modules within the School of Education, Communication & Society.

She currently holds the roles of Equality, Diversity & Inclusion Lead for ECS and Disability Inclusion Lead for the SSPP EDI working group. Staff and students interested in working to create a more inclusive academic environment (at King’s and beyond) are welcome to get in touch.

PhD supervision

Carla’s current and recently-completed research students have been working on:

  • Developing pedagogies to reduce mathematics anxiety for students who experience social, emotional and mental health difficulties.
  • Barriers and facilitators to educational engagement for neurodiverse students in secondary chemistry classrooms.
  • Experiences of primary school students with mathematical learning difficulties, as perceived by the students, their teachers and LSAs.
  • Arts teachers' beliefs and judgements regarding their students with SEN, and how they adapt teaching practice.
  • 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 her by email.

Further information

For further details please see her Research Staff Profile.