Lead tutors

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Clare Trott

BA (Hons), Cert Ed

Mathematics Education Centre, Loughborough University

Clare joined the Mathematics Education Centre at Loughborough University in 1999 as a Mathematics Support Tutor. In her current role, she specialises in the provision of one-to-one mathematics support for students with dyslexia and dyscalculia. The teaching involves developing specific techniques and materials for mathematics.

Clare has been instrumental in establishing the Dyscalculia and Dyslexia Interest Group (DDIG), which she continues to coordinate. She is also a member of ADSHE.

Since graduating in Mathematics and Psychology with a Certificate of Education, Clare has taught in secondary schools, including mainstream Mathematics and Special Needs with responsibility for Mathematics. She also worked in research at NFER, and at The Shell Centre for Mathematical Education at Nottingham University before coming to Loughborough University.

Clare's current research interests focus on mathematics and specific learning differences in higher education, particularly dyscalculia, the development of a first-line screener for dyscalculia and the difficulties faced by dyslexic students using a two-line scientific calculator.

Simon Drew

BSc (Hons), PGCE, MSc

Mathematics Education Centre, Loughborough University

Simon has been a research student at the Mathematics education Centre since 2010, studying for a PhD in dyscalculia within higher education. He is a qualified mathematics teacher, with a specific interest in alternative pedagogies and ethno-mathematics. He has significant experience of mathematics learning support in both secondary and tertiary education.

Simon’s area of expertise is dyscalculia, where he has been exploring the nature of this specific learning difference by interviewing dyscalculic higher education students. This research is important because up to now research has been focused on children, whereas dyscalculic adults are more able to articulate their feelings, experiences and mathematical understanding. It is hoped that by learning about the challenges dyscalculic students have faced to reach higher education, and how they have been overcome, that new interventions and strategies can be created to support dyscalculic students in the future.

Simon has presented his work at both the 8th British Dyslexia Association International Conference in Harrogate and the 4th All-European Dyslexia conference in Växjö, Sweden, as well as working with national learning support organisations such as ADSHE and PATOSS.