My Philosophy of Mathematics and Learning
Every child should have the opportunity to engage in mathematics that stimulates curiosity, wonder and satisfaction.
Mathematics is a vibrant subject full of patterns and intricately woven threads. It is physical and abstract, encompassing the precision of knowledge and the creativity of problem solving.
All learners come to maths from different starting points and perceptions. Through a deep understanding of the biological processes of learning and the educational stages of development in mathematics, I provide tailored tuition that supports and challenges learners, developing confidence and depth of understanding.
I have a deep-seated interest in how children learn. Understanding neural processes is integral to my role as a tutor. I have researched developments in mathematics learning difficulties including supporting children with dyscalculia and dyslexia, working memory, neural plasticity, maths anxiety, mindsets, motivation and teacher feedback.
My Professional Qualifications
MSc (Neuroscience and Education)
BEd (Hons) Primary and Secondary Mathematics
I graduated with a BEd (Hons) Mathematics from the University of the West of England in 1994. As a student on the four-year degree programme, I was fortunate to train in both primary and secondary mathematics education.
My teaching career has spanned international and local secondary schools in Hong Kong, a deputy headship of mathematics at a secondary school in Jersey, assessment lead for a private day and boarding school in London, temporary key-worker for a pre-school and mathematics lead for a primary school in Bristol.
In 2019, I graduated from the University of Bristol with distinction in MSc (Neuroscience and Education). The following academic year I was employed by the University of Bristol as the research associate on the Science of Learning for Initial Teacher Education (SoLfITE) project and as the teaching assistant for the 'Cognitive Neuroscience in Classroom Practice' module on the MSc (Education) programme at the University of Bristol. Additionally, I lectured at Bath Spa University on the MA Inclusive Education, 'Identifying and Addressing Difficulties Learning Mathematics' module which included a focus on supporting pupils with dyscalculia and dyslexia.
My Previous Roles in Education
In my various roles as teacher and teacher-trainer I have:
Lectured at MA level on Difficulties Learning Mathematics including supporting learners with dyscalculia and dyslexia
Presented professional development on the Science of Learning, Working Memory, Mathematics for Greater Depth and Bar Modelling to schools nationally
Assisted in the teaching at MSc level of Cognitive Neuroscience and Classroom Practice
Presented research on the Science of Learning for Initial Teacher Education at the British Educational Research Association (BERA) 2020
Provided private tuition and in-school support and extension intervention with outstanding results in terms of subject knowledge, progress and confidence
Developed resources for fluency and reasoning in the multiplication tables for the National Centre for Excellence in the Teaching of Mathematics (NCETM)
Written and embedded a school calculation policy promoting best practice in the use of physical and visual representations to facilitate the transition to abstract concepts. The NW24 maths cluster described the calculation policy to be an exemplary model for other schools
Embedded a school-wide policy and ethos to develop a growth mindset across the school community.
Participated as a lead contributor in a project between local primary and secondary schools to ease the transition from key stage 2 to key stage 3
Presented as guest speaker for Bristol City Council seminar ‘Providing for the Most Able’.
A specialist maths teacher and subject lead in both primary and secondary sectors, locally and internationally, I am highly experienced in providing outstanding opportunities to inspire, stretch and challenge children wherever their starting point.
Combining my passion for mathematics and learning, I have engaged in active research to improve best practice. I have spearheaded whole-school culture change in mindsets, curriculum implementation and learning philosophies. The impact is reflected in increased pupil confidence, richer staff pedagogical understanding and raised learning outcomes.