Jeremy Hodgen is Professor of Mathematics Education at the UCL Institute of Education, having previously worked at the University of Nottingham and King’s College London.  His work is focused on improving the teaching and learning of mathematics and he is interested in carrying out research of direct relevance to schools, teachers and policy-makers. He has published widely on mathematics education, teacher education, assessment, international comparisons and standards over time. His work on participation in post-16 mathematics was highly influential in framing the current policy agenda on studying mathematics to 18 in England.

His current research projects include studies of how best to group students, low attainment in mathematics at Key Stage 3, effective ways of teaching mathematics and the evaluation of several large-scale randomised controlled trials. His publications for teachers include “Mathematics inside the Black Box”, a research-informed practice guide to using formative assessment in class. He has advised the UK government on aspects of education the reform of the National Curriculum in mathematics and improving the take-up of mathematics post-16. 

He is currently Chair of the British Society for the Learning of Mathematics (BSRLM). He was until recently a member of the Royal Society’s Advisory Committee on Mathematics Education in the UK. Previous to his academic career, he taught mathematics in both primary and secondary schools.