With more than two decades of experience in mathematics education, Elizabeth Knowles is a DPhil researcher at the University of Oxford whose work focuses on improving educational experiences and outcomes for learners. Her current research explores the experiences of students with ADHD in UK mathematics classrooms, examining how teaching practices, classroom structures, and school environments shape participation and learning in mathematics.
Elizabeth completed her Master’s in Teaching and Learning at the University of Oxford, graduating with Distinction. Her master’s dissertation investigated the challenge of motivating middle prior attainers in secondary mathematics classrooms, reflecting a long-standing interest in student engagement, inclusion, and achievement.
Alongside her research, Elizabeth teaches Mathematics at Cherwell School in Oxford, where she frequently leads on curriculum development and teaching innovation. She has played a central role in implementing mastery-based approaches, designing assessment systems, and developing interventions to support diverse learners. Her teaching experience spans the full secondary age range, from students with significant SEND needs through to Further Mathematics at Key Stage 5.
Elizabeth is also actively involved in teacher education and professional development as an Instructional Coach for the Early Career Teacher program, and as a visiting tutor and deputy senior link within school-based initial teacher training for the School of Teaching and Learning. Her research and professional practice are united by a commitment to evidence-informed teaching, educational equity, and improving mathematics learning for all students.
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