Elizabeth’s research interests focus on mathematics classroom language. Her doctoral research involves using systemic functional linguistics to analyse classroom discourse on functions and graphs.

Elizabeth has taught mathematics at school and university level, including teaching undergraduate mathematics to prospective teachers. She was also a resource designer for the Underground Mathematics project.

Elizabeth has been involved in mathematics outreach for many years, including running Royal Institution Mathematics Masterclasses and volunteering for the United Kingdom Mathematics Trust.



Kimber, Elizabeth and Smith, Cathy (2023). Identifying static- and emergent- shape thinking in students’ language about graphs of functions. In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (Drijvers, P.; Csapodi, C.; Palmér, H.; Gosztonyi, K. and Kónya, E. eds.), Alfréd Rényi Institute of Mathematics and ERME pp. 1613–162

Kimber, Elizabeth and Smith, Cathy (2022). Extending discourse on gradient: Given and New. In: Proceedings of the British Society for Research into Learning Mathematics, 42(2), article no. 5.

Kimber, Elizabeth and Smith, Cathy (2022). Teachers’ talk and gestures in online teaching videos about graphs. In: Twelfth Congress of the European Society for Research in Mathematics Education, Feb 2022, Bozen-Bolzano, Italy (Online).

Kathotia, V. and Kimber, E. (2019) Diagrammatic representations for mathematical problem solving. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.

Neale, V. and Kimber, E. (2018) From visual to verbal – there’s more than one way to understand maths. The Conversation.

Bopardikar, A.Carlson, J.Kimber, E.Loper, S.Pareja Roblin, N. and Rostovtseva, T. (2018) Three design heuristics for enhancing the use of video to improve teaching practice. Educational Designer, 3 (10). pp. 1-26. ISSN 1759-1325