Making Maths Count

I am interested in learners experiencing the beauty and wonder of mathematics in equitable settings, where all learners have a voice, are supported to participate and have the potential to influence each other, and where the focus is on mathematical consensus building as part of a learning community. I attribute some of my love of and interest in mathematics and mathematics learning to the hours I spent as a child at school being allowed to explore colour factor rods.

I am a primary teacher who has taught in England and Canada, and have worked as a Mathematics Adviser, based in Devon (England), for many years. My work is underpinned by a belief that thinking is at the heart of mathematics and therefore should be at the heart of mathematics teaching and learning and this informs all areas of my work including the professional development programmes and opportunities I provide.

My research interests are many and varied and I have developed and led numerous action-research projects since first working on Raising Attainment in Numeracy in 1997/8 (supported by Mike Askew and Tamara Bibby). Currently I am exploring the link between executive function and mathematics, working in collaboration with colleagues from the Centre for Mathematical Cognition at the University of Loughborough; this has also provided an opportunity to focus on how we can successfully bridge the divide between research and classroom practice.

In 2017 I was lucky enough to visit Japan as part of the IMPULS programme and am now a trustee of the Collaborative Lesson Research UK charity which works with leading Japanese professors to support professional development in the UK through lesson study. This work has heavily influenced not only my approach to professional development but also my understanding of teaching through problem-solving.