Mike is a senior research fellow based in the Centre for Research in Mathematics Education (CRME) based in the School of Education at the University of Nottingham. A former political scientist, he has a PhD in Comparative European Politics from the University of Birmingham awarded in 2010. His expertise lies in the application of advanced statistical analysis to large social science datasets. He works on a number of randomised controlled trials funded by the Education Endowment Foundation, as well as Nuffield Foundation projects looking at the teaching of mathematics in Further Education sector, and the comparative analysis of student engagement, attainment and interest in secondary school science using the PISA 2015 dataset.  Mike’s research interests are broadly focused on Educational Randomised Controlled Trials, Mathematics and Science Education, Applied Bayesian Statistics, Multilevel/Hierarchical Modelling, Comparative Politics, and European Union Politics.

Dr Catherine Gripton is Associate Professor for Mathematics Education in the School of Education at the University of Nottingham. She is a researcher in early and primary mathematics education, leading projects on early number development, spatial reasoning, early patterning practice, practitioner perspectives on play in mathematics and mathematics educators’ professional learning. Having previously been a lecturer in Initial Teacher Education, Catherine was originally a primary school teacher in Nottingham and Nottinghamshire for fourteen years. Catherine is an experienced designer of mathematics resources and professional development, including for the Department for Education in England. Catherine is the Cohort Studies Lead for the Observatory for Mathematical Education as well as leading the primary cohort study.  

Marie is a senior research fellow based in the Centre for Research in Mathematics Education (CRME) based in the School of Education at the University of Nottingham. She began her professional life as a teacher of mathematics and computing and later moved into educational research having completed a PhD which investigated the use of digital technologies in the teaching and learning of mathematics. She has worked on a range of research projects broadly in the areas of mathematics education, digital technologies and professional development for teachers. Most recently she made a major contribution to the successful Centres for Excellence in Mathematics (CfEM) randomised controlled trial of approaches to teaching GCSE mathematics in post-16 settings and the Counting Collections randomised controlled trial of approaches to teaching early number.

Gabriel Lee is a Research Fellow at the Observatory for Mathematical Education. His research interests include mathematical argumentation and proof, mathematics teacher education, teacher beliefs and practices, the use of language in mathematics classrooms. He works closely with schoolteachers and pre-service teachers in his research and applies design research methodology, advanced quantitative models, and mixed research methods to the investigation of research questions in mathematics education. Gabriel actively engages in research projects, for example, ‘Centres for Excellence in Mathematics Teaching for Mastery Randomised Controlled Trial’ led by Prof Geoff Wake and Prof Andrew Noyes (University of Nottingham) and ‘PISA 2022 National Reports (for England, Northern Ireland and Wales)’ led by Prof Jenni Ingram (University of Oxford). Having started as a secondary mathematics teacher in Hong Kong, Gabriel obtained his DPhil in Education at Oxford (2017-2022). Gabriel is also a Fellow of Advance HE.

Jennifer is a Research Associate at the Observatory for Mathematical Education. Alongside this, she is as an ESRC funded doctoral student in the School of Education, working within the Centre for Research in Mathematics Education (CRME). Her doctoral research looks at the ways in which quantitative skills are developed across subjects in the post-16 curriculum in England, and how these skills are (or are not) transferred to the university setting. Having started her career as a secondary mathematics teacher, Jennifer moved on to work in mathematics support in a wide range of settings, including state and independent schools and alternative provision. Most recently, she worked in mathematics support for 16-19 year olds and adults in a Further Education college, and taught academic study skills to STEM students at the University of Bristol.

Andy is the founding Director of the Observatory for Mathematical Education (2023-). He is the Chair of the Joint Mathematical Council of the UK (2018-24), and a current member - and previous vice-chair - of the Royal Society's Advisory Committee on Mathematics Education. He chairs the RS/ACME Expert Panel on post-16 mathematics, sits on the Mathematical Futures Programme Board, has been closely involved in the development of the Academy for the Mathematical Sciences. Andy is a member of the advisory boards of several major research projects and intervention programmes.

Andy's research interests are focused on mathematics education and 14-19 learner participation, pathways and policy. He is particularly interested in systems thinking, systemic change and implementation science. Andy is involved in a range of consultancy and advisory work including to the qualifications regulator, Ofqual. He joined the University in 2001, after teaching mathematics in a Nottinghamshire secondary school for nine years. He was Head of the School of Education from 2014-18 and Associate Pro Vice Chancellor for Research and Knowledge Exchange (Social Science) from 2018-20.

Jake has undergraduate and PhD degrees in mathematics from the University of Warwick and Nottingham, respectively.

He has experience analysing data in a variety of university departments, including the Schools of Mathematics, Education, and Psychology at Nottingham and the Botanic Garden at the University of Cambridge. In particular, Jake led the secondary analysis of the NPD and HESA data in ‘The mathematics pipeline in England’ report lead by Prof Andrew Noyes and Dr Chris Brignell.

Katie has been an Assistant Professor in the School of Mathematical Sciences since 2019, before this she completed her PhD in statistics here. Katie has experience applying statistical and machine learning methods to analyse large datasets, with past projects ranging from statistical analysis of text data to using maternity data to help improve the rights and health of women in Tanzania. Katie currently lectures first to final year university students in statistics and is active in creating inclusive learning environments. She is also passionate about equality, diversity and inclusion (EDI) and have led many EDI initiatives, particularly in encouraging and celebrating diversity within maths. She was a co-writer for the University of Nottingham’s gold, gender equality, Athena Swan award and sits on the London Mathematical Society women and diversity committee. She is particularly excited to work in the observatory where she can make maths a more inclusive subject for everyone.  

Geoff Wake is Professor of Mathematics Education and has a long-established track record of research and design in and of curriculum, assessment, teacher professional learning and engagement with and learning of mathematics quite widely. His work has often had a post-16 and out of subject domain learning such as mathematics in other subject areas and workplaces. He has much experience of working with researchers internationally including in Japan, the United States and Europe. He is Chair of Trustees of the educational charity Collaborative Lesson Research and supports close-to-practice research that attempts to provide insights into classroom teaching and learning.

Most recently Geoff has led a number of large-scale randomised controlled trials and designs of interventions that aim to improve classroom teaching. These have primarily focused on outcomes at GCSE and GCSE resits (in post-16 settings). He continues to be active in European and international organisations supporting mathematics education research.

Emily has been at the University of Nottingham since 2018 when she started her undergraduate degree in Natural Sciences. She then completed a master’s degree in Microbiology and Immunology, before working for the Faculty of Science. Emily has worked in roles within Education and Student Experience and Widening Participation and Outreach. She brings her experience in these teams to join the Observatory for Mathematical Education as a Senior Operations Officer.