Our people

Julia Bahnmueller

Lecturer in Mathematical Cognition

Julia Bahnmueller studied psychology at the University of Tuebingen, Germany, where she received her PhD in 2018. Her research interests are in the fields of behavioural and neural underpinnings of numerical processing and learning, as well as the development and training of numerical and mathematical competencies. She is particularly interested in how and when language might shape the way we process numbers. Julia is also a trained dyscalculia therapist allowing her to both put her theoretical knowledge into practice and to feed research and teaching with questions and input resulting from the work with children, learning therapists, instructors and parents.

See Julia's profile page

Jonathan Causton

Jonathan Causton

Centre Manager

Jonathan is responsible for the day to day operations of the Centre. Having graduated in Finance at Nottingham Trent University, by profession Jonathan is an accountant having spent his early career for 10 years in local and central government finance. For the last 10 years he has worked in higher education in the midlands, including The University of Nottingham. He has a wealth of experience having worked in university research support roles including pre and post award for international and UK grants, contracts, academic consultancy, REF policy, research and business development, project manager and operations manager roles. He has also worked in large university faculties in operations and management roles. Having also been vice-chair of governors at a Nottinghamshire primary school he also adds value to the Centre by bringing governance and primary school education experience.

See Jonathan's profile page

Ouhao Chen

Ouhao Chen

Lecturer in Mathematical Cognition

Ouhao is a Lecturer. His research aims to understand the cognitive processes involved in education, focusing on the role of working memory in learning and teaching mathematics. His work has been widely published in educational psychology journals. In 2017 he was the finalist of Dean’s Research Awards for the Best Higher Degree Research Publication, University of New South Wales, Australia.

Krzysztof Cipora

Lecturer in Mathematical Cognition

Krzysztof Cipora completed his PhD at Jagiellonian University, Cracow, Poland in 2016, and subsequently worked as a postdoc at the Department of Psychology, University of Tuebingen, Germany. His work focuses on the relationship between elementary number processing and mathematics skills, and on mathematics anxiety, its measurement and its relation to mathematics achievement. He has also investigated numerical cognition in the indigenous Amazon tribe Tsimane’. Apart from scientific outlets, he has also published several papers on numerical cognition aimed for teachers and the general public.

See Krzysztof's profile page

Mérari Ferreira

Research Associate

Mérari Ferreira is a developmental psychologist interested in prematurity, numerical cognition and educational neuroscience. She is originally from Brazil and moved to the UK to pursue her academic career. She is currently finalising her PhD at UCL, examining the numerical cognition of infants and school-aged children who were born very preterm. During her PhD, she employed different techniques such as neuropsychological assessments, eye-tracking, and event-related potentials.

See Mérari's profile page

Colin Foster

Colin Foster

Reader in Mathematics Education

Colin is a Reader in Mathematics Education and the Director of the Loughborough University Mathematics Education Network. His research interests focus on the learning and teaching of mathematics in ways that support students’ conceptual understanding. He is particularly interested in the design of classroom tasks that enable students to develop the necessary fluency in mathematical processes that will support them in solving mathematical problems. He is a Fellow of the International Society for Design and Development in Education and the Editor-in-Chief of the International Journal of Mathematical Education in Science and Technology.

See Colin's profile page.

Tom Francome

Tom Francome

Senior Enterprise Fellow

Tom’s role in the Centre is to work to integrate basic research, academic scholarship and practical experience. He completed his mathematics degree at the University of Birmingham where he stayed to complete teacher training in secondary mathematics. Tom taught mathematics in schools and worked for many years as a Head of Mathematics and Head of Faculty winning the TES Award for ‘Maths Team of the Year 2015’. In 2016 he contributed lesson materials for the EEF funded project on Best Practice in Mixed-Attainment Teaching. This work was awarded the 2016 BCF-BERA Routledge Curriculum Journal Prize. Tom was previously a lecturer in secondary mathematics education at the University of Birmingham. Tom is interested in all aspects of educational research but in particular equitable approaches to teaching mathematics and the development of expertise. Tom is currently conducting PhD research into the nature of practising in mathematics.

See Tom's profile page

Camilla Gilmore

Camilla Gilmore

Reader in Mathematical Cognition

Camilla Gilmore is Reader in Mathematical Cognition and co-director of the Centre. Her research is focused on understanding how mathematics skills develop with particular attention to early years development. This work aims to identify cognitive and environmental factors that influence mathematics learning and to understand why some children have difficulties learning mathematics. She holds a Dorothy Hodgkin Research Fellowship from the Royal Society and was awarded the 2020 Experimental Psychology Society Prize Lecture.

See Camilla's profile page.

Matthew Inglis

Matthew Inglis

Professor of Mathematical Cognition

Matthew Inglis is a Professor of Mathematical Cognition and co-director of the Centre. His research aims to understand the cognitive processes involved in numerical thinking, logical reasoning, and mathematical practice. His work has been widely published across both psychology and education journals. From 2010 to 2015 he held a Royal Society Worshipful Company of Actuaries Research Fellowship, in 2014 he was awarded the Selden Prize by the Mathematical Association of America, and in 2017 he was named the Times Higher Education Outstanding Research Supervisor of the Year.

See Matthew's profile page.

Tim Jay

Tim Jay

Professor of Psychology of Education

Tim Jay has fifteen years’ experience researching the psychology of mathematics education. His main focus is on using design research methods to translate insights from psychology and neuroscience to create new findings and impact in formal and informal education contexts. He also has an interest and experience in leading large-scale evaluations of education interventions. He has carried out projects with over £1.5m of funding from ESRC, the Leverhulme Trust, Nuffield Foundation, Welcome Trust, Royal Society, Education Endowment Foundation and UK Government Department of Education. Tim joined the Centre from Sheffield Hallam University, where he spent five years as Reader and then Professor of Psychology of Education. Before Sheffield Hallam, Tim spent six years as Lecturer and Senior Lecturer of Psychology of Education at the University of Bristol. Tim has also trained and worked as a secondary school mathematics teacher and completed his PhD in Learning Sciences at the University of Nottingham

Hugo Lortie-Forgues

Hugo Lortie-Forgues

Senior Lecturer in Mathematical Cognition

Before joining the Centre, Hugues (Hugo) conducted research at the University of York, at the University of Quebec Montreal (Canada), and at Carnegie Mellon University (US). His primary research focuses on mathematics education, in particular how children and adults learn arithmetic involving fractions and decimals. Another major goal of his research is to improve how educational interventions are evaluated and how their impact is communicated to non-specialists.

See Hugo's profile page.

Priti Meredith

Priti Meredith

Centre Development Manager

Priti brings 15 years’ experience of research support and development in HEIs to the Centre for Mathematical Cognition. She has worked at universities across England, including at the UCL Institute of Education. As Centre Development Manager, Priti plays a key role in securing the long-term sustainability of the centre and supports a pipeline of activity relating to external funding. Working in conjunction with academic colleagues, she also develops collaborations with funding bodies and other key stakeholders.

Korbinian Moeller

Korbinian Moeller

Professor of Mathematical Cognition

Korbinian Moeller is a Professor of Mathematical Cognition. His research interests focus on the cognitive and neuronal underpinnings of mathematical abilities with a focus on their development and acquisition (e.g., through game-based approaches). His work has been broadly published in psychological, neuroscientific, and educational journals. With his team he developed the award-winning game Crabs & Turtles fostering children’s computational thinking. Prior to joining Loughborough, Korbinian worked at the Leibniz-Institut für Wissensmedien, Tübingen, and was a professor at the University of Tübingen.

Kinga Morsanyi

Senior Lecturer in Mathematical Cognition

Kinga Morsanyi is a Senior Lecturer. Her research concerns the development of mathematical abilities and mathematics anxiety, and the contribution of reasoning and metacognitive processes to mathematics performance. She is also interested in how affective states influence mathematical abilities and people’s reasoning skills and decisions, and how mathematics and reasoning skills can be improved by training. She also has an interest in atypical development (in particular, dyscalculia and autism). Prior to joining the Centre, Kinga worked at Queens’ University Belfast.

Aatif Patel

Technical Tutor

Aatif is the technical tutor for the Centre. His role concerns the provision of support and the development of technical resources for research. He has experience from similar roles and also includes voluntary support in local and national initiatives on mental health, sport and interprofessional education. He has been recognised for supporting research and improving partnerships.

Jayne Pickering

Jayne Pickering

Research Associate

Jayne Pickering is a Research Associate. She completed her undergraduate and master’s degrees at the Universities of Sheffield and Liverpool (English Literature and Philosophy BA, Psychology BSc, Psychological Research Methods and Statistics MSc). In early 2016 she joined Loughborough to work as a research assistant where her research projects focused on maths anxiety and ‘Spontaneous Focusing on Numerosity’ (SFON). Her PhD looked at the effects of pain on attention, memory and numerical cognition. Now her postdoctoral work looks at the link between mathematics anxiety, gender and personality factors.

See Jayne's profile page.

Francesco Sella

Lecturer in Mathematical Cognition

Francesco’s research focuses on understanding the cognitive mechanisms involved in the acquisition of numerical skills in typically and atypically developing individuals. He is also interested in the design of cognitive and educational interventions to improve mathematical learning. His research has explored several topics related to mathematical cognition, mainly published in psychology and neuroscience journals.

See Francesco's profile page

Chris Shore

Senior Enterprise Fellow

Chris Shore has been teaching Mathematics for 25 years. He is currently Director of Maths across the Lionheart Academy Trust, a Specialist Leader of Education (SLE) and helps lead the East Midlands South Maths Hub, one of the network of 37 Department for Education funded Maths Hubs in England. In his classroom practice, he always aims to develop deep conceptual understanding along with procedural fluency.

Emine Şimşek

Emine Şimşek

Research Associate

Emine completed her undergraduate studies in Turkey and her master’s degree at UCL. Her thesis focused on early algebra, the introduction of abstract idea of letters (x,y,z) in Year 6 curriculum materials. Her PhD at Loughborough University looked at the factors influencing students’ understanding of mathematical equivalence. She managed a large-scale cross-cultural project within her PhD and has expertise in multilevel structural equation modelling. Her postdoctoral work focuses on use of latent growth modelling to discover the different roles of executive function skills in multiple components of mathematics learning and performance.

See Emine's profile page.

Kelly Trezise

Kelly Trezise

Research Fellow

Kelly is a Centre for Mathematical Cognition Research Fellow. Her research aims to understand how cognition and emotion interact in learning and educational contexts, and mathematical thinking and learning. Her work incorporates real-life classrooms, cognitive developmental psychology, educational technology and advanced analytical methodology. She has worked at the University of Chicago, USA and the University of Melbourne, Australia, and her work has been presented at conferences across Australia, Europe and North America. In 2016 she received a Nomination for the Chancellor’s Prize for Excellence in the PhD Thesis.

See Kelly's profile page

Jayne Trickett

Jayne Trickett

Research Associate

Jayne Trickett is a Research Associate within the Centre. Her research aims to investigate the processes that underlie mathematical performance and numerical skills in typical and atypical populations. She has a particular interest in children who were born preterm.

See Jayne's profile page

Iro Xenidou-Dervou

Iro Xenidou-Dervou

Senior Lecturer in Mathematical Cognition

Iro is a Senior Lecturer in Mathematical Cognition. She completed her undergraduate studies at the Aristotle University of Thessaloniki in Greece (BSc in Psychology), her masters at Leiden University in the Netherlands (Research MSc in Developmental Psychology) and her PhD in Psychology and Education (with Cum Laude distinction) at the Vrije Universiteit of Amsterdam in the Netherlands. Her research aims at understanding individual differences in children’s mathematics achievement and the cognitive processes involved in mathematics learning. She has been junior assistant coordinator of the EARLI Special Interest Group on Neuroscience and Education, and her work has been published in both psychology and education journals.

See Iro's profile page.

Caroline Appleton

I am looking into how mappings between symbolic and non-symbolic number representations form in early childhood, using a training study to examine the order in which these mappings form.

See Caroline's profile page.

Emily Britton-Drewry

Optimising Learning of Multiplication and Division Facts in Schoolchildren.

See Emily's profile page.

Bustang Bustang

Bustang Bustang

In My PhD studies, I am investigating how lower secondary school students in Indonesia solve probability comparison tasks, and how can we support them to improve their understanding and their probabilistic reasoning.

See Bustang's profile page.

Charli Campbell

My research will investigate the extent to which general and quantitative reasoning skills are developed in Core Maths and AS/A level mathematics.

See Charli's profile page.

Hannah Davey

Hannah Davey

I am interested in the factors that affect progress in mathematics in 11-13 year olds, especially whether executive function skills can predict progress in mathematics.

See Hannah's profile page.

Jo Eaves

Jo Eaves

My research is investigating the domain-specific and domain-general predictors of maths achievement using experimental techniques.

See Jo's profile page.

Chrissy Roberts

Chrissy Roberts

I am interested in number transcoding (the ability to map between number words, quantities and digits) in young children.

See Chrissy's profile page.

Serena Rossi

My research interests are related to the field of numerical cognition, working memory and emotional aspects related to academic achievement, including specific test forms of anxiety in school age children.

See Serena's profile page.

Tuya Sa

My research area is to investigate the nature of aesthetic dimension in both mathematicians and students' mathematical experience, to develop an in-depth and consistent theoretical framework of the impact of aesthetic in seeking mathematical understanding.

See Tuya's profile page.

Jacob Strauss

Developing fluency in mathematical procedures.

See Jacob's profile page.

Irina Surducan

Irina Surducan

PhD research student.

See Irina's profile page.

Anna Treby

Anna Treby

PhD research student.

See Anna's profile page.

Theresa Wege

Theresa Wege

I’m a first year PhD student and postgraduate teaching assistant at the Mathematics Education Centre.

See Theresa's profile page.

Hanna Weiers

Hanna Weiers

I will be looking into how different sources of semantic information (ordinal vs cardinal) support the development of numerical meaning.

See Hanna's profile page.

Beth Woollacott

Beth Woollacott

My research is currently investigating the effect of textbook design on reading practice, and how improving both design and reading strategy can benefit mathematical reading as a whole.

See Beth's profile page.