My research has increasingly been focused on initial and continuing teacher development for widely-valued, but ambitious, policy change – in this country, but also in a variety of second and third world jurisdictions: what is needed to teach mathematics effectively - what knowledge, skills and affect, and how can that best be acquired in different contexts? I am interested in the answers to those questions particularly in relation to mathematics education, but am also interested in how answers to such questions differ across disciplines: what is it that makes disciplines, their learning and teaching, unique - and what can we learn from approaches in other disciplines?

At present I lead a group of research projects studying teacher classroom enactment of recent changes in mathematics curricula 5-18 in England, asking what it is that teachers draw on, how is that shaped by the available resources, assessment, and teacher professional development,
and what impact do those have on student learning? Those projects span year 1 to A-level Further Mathematics, complementing recent research on the development of A-level teaching.
My research shows the necessity for appropriate teacher affect if deep teacher change is to happen, and outcomes have been incorporated into a number of ITE and CPD courses
in schools and HEIs in this country, but also in Jordan, Kenya, Nigeria and South Africa.

With teachers and teacher educators in sub-Saharan Africa I am researching effective, affordable and sustainable ways of harnessing technology for teacher development - and working with them and with policymakers to identify approaches that have been successful in similarly resource-challenged contexts in supporting teachers to discriminate among what is available in a mathematically-informed way.