We have a small, high-calibre staff team – most of whom are teachers. We also work closely with an Advisory Group of mathematics and education experts.
Lynne is currently Director of the new Cambridge Mathematics project, part of the University of Cambridge.
Before this, Lynne has had a varied career in mathematics education, with experience ranging from headship of a small primary school to Principal Lecturer and course leader at Oxford Brookes and Edinburgh Universities.
Whilst living in Scotland she ran her own consultancy which took her all over the world. She is the author or editor of many books and articles, and is well known as a conference speaker and professional development lead.
Lynne chaired the teams which gave advice to ministers on the content of the new National Curriculum. She was a member of Advisory Committee on Mathematics Education (ACME) from 2009 to 2013 and remains on the Outer Circle.
Lynne is a Chartered Maths Teacher and an invited Fellow of the Institute of Mathematics and its Applications (IMA). She was delighted to be the President of the Mathematical Association in 2014/15, and takes up the position of Chair of the International Society for Design and Development in Education (ISDDE) in 2017.
Lynne’s previous role was Director of the prestigious NRICH project based in the University of Cambridge’s Centre for Mathematical Sciences. She retains links there as she remains principal investigator on the new Department for Education funded Underground Mathematics, an innovative A-level project (previously Cambridge Mathematics Education Project).
John is currently Professor Emeritus at the Open University and Senior Research Fellow at the University of Oxford.
During his 40 years at the Open University, John led the Centre for Mathematics Education in various capacities for fifteen years. During this time he produced the influential Routes-to Roots-of Algebra, and numerous collections of materials for teachers at every level.
During this time John also wrote ‘Thinking Mathematically’ with Leone Burton and Kaye Stacey, which was since been translated into five languages, and is still in use in many countries around the world today.
In 2006, John became a Senior Research fellow in Mathematics Education at the University of Oxford where he takes on various tutoring and supervisory roles. Since being retired from the Open University, as Professor Emeritus he continues to work with students, teachers and teacher educators in many countries around the world, creating applets to support his workshops and his mathematical thinking.
John’s research interests include promoting and supporting mathematical thinking, the nature and role of attention in learning and doing mathematics, and the nature and role of mental imagery in learning and doing mathematics.
Dr Amanda Simpson is an independent education consultant, specialising in mathematics improvement. Until September 2012, Amanda was Director for Primary at the National Centre for Excellence in the Teaching of Mathematics (NCETM).
Amanda has extensive experience of designing and developing support materials and professional development programmes for teachers of primary mathematics. Prior to joining the NCETM, Amanda was Senior Lecturer in primary mathematics education at a Midlands university and Deputy Head in a primary school. Amanda completed her PhD at Warwick University – her doctoral research focused on the cognitive processes involved in children’s development of mathematical concepts and the ways that teachers can support children to learn effectively and be successful.
Amanda’s work now focuses on evaluation and improvement of the quality of teaching on a national scale in the UK and overseas through the development of high quality support materials and CPD.
Before joining AQA, Andrew taught mathematics for 17 years and was Head of Faculty in large comprehensive schools in Cambridgeshire and Manchester.
His first role with AQA was in 2001 when he was appointed as Senior Subject Officer for GCSE Mathematics. He moved into the newly created Head of Mathematics role in 2011.
Andrew is responsible for the development, delivery and support of all of our mathematics qualifications from Entry level through to our GCSEs and A-levels.
Andrew led the development of AQA’s reformed GCSE in mathematics and his team is currently focussed on supporting teaching of the new GCSE and preparing for submission of reformed specifications in GCE mathematics and further mathematics.
Dr Debbie Morgan holds a national role as Director of Primary Mathematics at the National Centre for Excellence in teaching mathematics (NCETM). She has previous experience as a Primary teacher, Headteacher, Mathematics Advisor, Senior Lecturer in Mathematics Education and Director of a Mathematics Specialist Teacher Programme across six universities and nineteen local authorities.
Debbie’s current responsibilities include providing advice and expertise to the Department for Education regarding the implementation of the primary mathematics curriculum and leads on national initiatives, in particular the development of teaching for mastery. She recently completed her doctorate which focused on the development of primary teachers’ mathematics subject knowledge. She is a regular keynote speaker at conferences across the country.
Eddie Wilde is currently the manager of the mathematics and technical subjects team at OCR ((Oxford Cambridge and RSA Examinations) having joined the mathematics team in 2000. For many years prior to joining OCR, Eddie was a teacher and later an advisory teacher for maths in Yorkshire. During this he acquired significant experience as an examiner and as a CPD trainer for maths.
Eddie has 30 years of experience in curriculum development across a range of different qualifications including a number of re-developments of GCSE over recent years, including some with innovative assessment models.
Anne is currently Emeritus Professor of Mathematics Education at the University of Oxford. She has two mathematics degrees and a DPhil in Mathematics Education, and is a Fellow of the Institute for Mathematics and its Applications (IMA), for which she edits the journal Teaching Mathematics and its Applications.
She taught mathematics in challenging secondary schools for thirteen years before becoming a teacher educator and researcher at the University of Oxford, where she taught twenty cohorts of secondary mathematics PGCE students.
Anne has published numerous books and articles for teachers, as well as researching mathematics teaching and learning from primary to tertiary level. She has led seminars and run workshops for teachers, teacher educators and researchers in every continent.
While serving on the Advisory Committee on Mathematics Education (ACME), Anne advised on the new National Curriculum for mathematics and was also involved in the Mathematical Needs project.
Mike’s background is in business, education, the army and sport. From 2008 to 2010, he was Managing Director of the innovative maths education business Numicon, now run by Oxford University Press. He chaired the steering group from which National Numeracy arose and was appointed the charity’s founding Chief Executive.
Prior to this, Mike was an international sportsman and an officer in the Parachute Regiment. On leaving the Paras, he gained an MBA from Cranfield and spent two years working in the City.
He currently holds a Guinness World Record for fastest marathon carrying a 20lbs pack (2 hours 56 minutes).
Ems joined the team as NRICH Director in 2015, following her previous role leading one of the country’s largest Mathematics Specialist Teacher Programmes. Ems has taught mathematics across the key stages, from Early Years to A Level Further Mathematics, and has worked in a variety of settings including a hospital school. Her previous roles include supporting schools as a Leading Mathematics Teacher, local authority consultant and as a Chartered Mathematics Teacher. Ems has taught mathematics education on both BEd and PGCE teacher programmes and she is currently working on her PhD thesis which addresses how we can improve our support for pupils learning calculation skills.