I’m a qualified mathematics teacher and experienced museum educator with professional interests in:
- Providing opportunities for people (children and adults) to encounter and engage with mathematics somewhere other than schools and classrooms
- Using digital technologies to enhance experiences offline and engage new learners online
- Discovering mathematical content in the stories of museum and heritage sites (yes, there’s plenty in yours)
Qualifications
I’m a big believer that nobody ever really stops learning, and I have no intention of stopping doing that proactively. Here’s what I’ve officially achieved so far:
2022: MA Education
With Distinction, University of Northampton
Modules
International Perspectives on Education (EDUM074)
– Assignment 1: Mathematics Teaching in Indonesia (Infographic)
– Assignment 2: A Comparison of Recruitment and Training of Mathematics Teachers in Indonesia and England (Essay) (contact me if you’d like to read this)
Developing and Supporting Others (EDUM124)
– Assignment 1: Eight Years in 1500 words: A Reflective Journey Through Coaching, Mentoring and Leadership (Essay) (contact me if you’d like to read this)
– Assignment 2: An Exploration of Coaching and Mentoring in the Context of Museum Education and its Longer-Term Effects on Student Development (Essay) (contact me if you’d like to read this)
School and Classroom Cultures (EDUM116)
– Assignment: Mathematics and Mindsets: Parental Attitudes and their Potential Effects on the Development of Growth Mindsets in the Classroom (Essay) (contact me if you’d like to read this)
Approaches to Leadership and Management (EDUM123)
– Assignment 1: Synergies of Distributed Leadership and Communities of Practice (Video) (contact me if you’d like to view this)
– Assignment 2: Communities of Practice with Distributed Leadership as a Model for Developing School and Museum Partnerships (Essay) (contact me if you’d like to read this)
Research Thesis (EDUM100)
Maths in Museums: Investigating the potential benefits of maths-based museum learning activities to secondary schools, heritage sites and student attitudes towards mathematics (Research Thesis) (contact me if you’d like to read this)
2020: PgCert Digital Leadership
University of Northampton
Modules
Developing Digital Literacy (EDUM140)
– Assignment 1: What do Secondary School Mathematics Teachers want from Digital Museum Resources? (Reflective ePortfolio)
– Assignment 2: Digital Mathematics Resources and Museums (Research Poster)
Developing Digital Leadership (EDUM141)
– Assignments 1 & 2 formed a full project entitled Developing Digital Skills for Educators in the Heritage Sector: What Skills Should be on a Digital Skills Competency Framework for Museum Learning Specialists?
The framework which resulted from this project was further refined and integrated with a broader sector skills framework as part of the GEM’s Core Competencies for Museum Educators project.
2007: PGCE Mathematics (with A-Level Accreditation & QTS)
University of Leicester
2004: BSc(hons) Mathematics with Astronomy
University of Leicester
A joint-honours degree, I spent roughly ⅔ of my time on mathematics modules, and ⅓ in the department of Physics and Astronomy.
Experience
Since Easter 2025 I have been full-time self-employed as a Museum Learning Consultant and Maths Communicator. You can browse some of the projects I’ve completed in my portfolio.
Prior to this I spent…
4 years as a part-time Teacher of Mathematics…
… at Denbigh School in Milton Keynes. I spent the rest of my working time on freelance projects.
7 ½ years at Bletchley Park, first as Education Officer and then Learning Manager…
… where I led the Enigma Outreach programme from a solo add-on to a key branch of the learning offer with a team of three.
10+ years as a secondary school Teacher of Mathematics…
… following the completion of my PGCE which was itself preceded by 7 months as a Teaching Assistant in a primary school. As a teacher I strove to help students connect the mathematics they were learning to their everyday lives, interests, hobbies and experiences where appropriate, as well as introducing them to interesting historical contexts to enrich their understanding and help them to experience the true beauty of mathematics.