As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.
By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.
After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.