Our people

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.

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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.

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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.

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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.

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Dr Erasmus completed her Doctor of Philosophy in Educational Psychology at the University of Pretoria in 2013, and the Masters Degree in Guidance and Counselling (2003) at the University of Pretoria (cum laude), a Masters in Education (specializing in Guidance and Counselling from the University of South Africa (2007), as well as a Masters Degree in School Guidance and Counselling (2006, UniSA). She also completed an Honours Degree specializing in Educational Management at the University of South Africa (1990). She is registered as an Educational Psychologist with the Health Professions Council of South Africa. She has a private practice in Mafikeng (Child, Family Guidance and Development Centre) since 2007 and a Remedial Centre since 1992. She works extensively in the Mafikeng community and was the project leader for the Bullying project which won the prize of community project of the year in 2015. She is one of the founder members of the NEURADA Research project aimed at research relating to neurodevelopmental disorders (Autism, ADHD, Dyslexia and Dyscalculia). She is also involved in the WHO Caregiver Skills Training Project and works closely with Centre of Autism Research in Africa (CARA). She is the creator of Maths WHARTELS – an educational series of products including a board game, puppets, maths apparatus, storybook and Whartels application aimed at improving mahts achievement using Play.

Natalie is a Postdoctoral Research Associate in the Centre for Early Mathematics Learning.

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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.

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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.

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Camilla Gilmore is a Professor 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.

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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.

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Fiona is the Partnership Development Manager in the Centre for Early Mathematics Learning.

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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.

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Priti is the Centre Manager for the Centre for Early Mathematics Learning.

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Manisha is the Marketing Officer for the Centre for Mathematical Cognition. Manisha has a background in journalism, with 6 years experience in content creating and working with the media. She has worked for the School of Science for almost 10 years in various roles including student administration, internal communications and more recently undergraduate, postgraduate, research and enterprise marketing for the School. Manisha will play a key role in CMC marketing, utilising her experience and knowledge to raise the profile of the centre and its activities. 

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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.

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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.

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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.

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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.

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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.

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Hanna is a Postdoctoral Research Associate in the Centre for Early Mathematics Learning.

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Beth is a Postdoctoral Research Associate in the Centre for Early Mathematics Learning.

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Franz is a Postdoctoral Research Associate in the Centre for Early Mathematics Learning.

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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.

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