My research explores how people engage with mathematics, develop mathematical understanding, participate in mathematical practices, and how educational experiences can open new possibilities for learning.
My research is situated in tertiary mathematics education, with a particular interest in the relationships between mathematical thinking, participation, identity and educational practices.
I investigate how students make sense of mathematical ideas, how they experience the expectations and cultures of mathematics education, and how teaching can create more meaningful opportunities for engagement and learning.
My work draws on sociocultural and dialogic perspectives, alongside educational design and empirical research. Across these approaches, a central concern is understanding not only how mathematics is learned, but also how people come to see themselves as capable participants in mathematics.
Investigating how storytelling and narrative approaches to university teaching can enrich mathematical understanding, creativity communication and participation. In particular, how these approaches can bring meaning and relevance to abstract mathematics.
Understanding the challenges and opportunities students encounter when moving from secondary to university mathematics, including the capital they bring with them and how it is mobilised according to changing expectations, mathematical practices and identities.
Exploring how students develop relationships with mathematics, participate in learning environments and experience belonging or alienation, and are able to develop resilience.
Examining mathematical reasoning, modelling and the design of educational experience that connect conceptual understanding with meaningful mathematical activity.
Beyond my own research, I contribute to the international mathematics education community through editorial appointments, peer review and scholarly engagement. These roles provide opportunities to support the dissemination of research, encourage dialogue between researchers and practitioners, and contribute to the development of the field.
Published by Oxford University Press on behalf of the Institute of Mathematics and its Applications (IMA)
I support the journal’s international visibility and engagement with the mathematics education community, including initiatives that connect published research with educators, researchers and wider audiences.
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Editorial board service reflects my commitment to supporting rigorous scholarship and contributing to the development and dissemination of mathematics education research.
I contribute as a peer reviewer on many different journals, including all the top journals in mathematics education. I am a member of the UK Economic and Social Research Council (ESRC) Peer Review College and a detailed assessor for the Australian Research Council (ARC). I have also reviewed for the Swiss National Science Foundation, the Croatian Science Foundation and the Carnegie Trust for the Universities of Scotland.
Much of my research develops through conversations and collaborations with colleagues and research students in Australia and internationally. I value research environments that encourage intellectual curiosity, critical dialogue and the development of independent scholarly perspectives.
Artificial intelligence, mathematics anxiety and student participation in mathematical learning.
Nudging, motivation, perceptions, engagement and attainment in first-year mathematics.
Transition to university mathematics, messages received by students and identity.
Computer-aided assessment, feedback and achievement.
Pre-service mathematics teachers and pedagogical content knowledge.
My research involves collaborations with colleagues across Australia, New Zealand, Europe, Malaysia, Mexico and the USA, bringing together different theoretical perspectives, educational contexts and methodological approaches.
I welcome opportunities to collaborate with researchers, educators and prospective doctoral or master students whose interests align with mine.
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