Alison is a Professorial Research Fellow at UCL Knowledge Lab, within the IOE Faculty of Education and Society at University College London. She trained to teach secondary mathematics in England during the 1990s, which coincided with the development of a range of digital technologies in mathematics education. She piloted many of these in her classroom (spreadsheets, graphing calculators/softwares, and dynamic geometry softwares) before moving into academia to lead a number of award-winning curriculum design projects (RM MathsAlive!, Intel’s Mathematical Toolkit) and online teacher professional learning initiatives (EdUmatics). Alison’s 2010 PhD study introduced the Hiccup Theory of teacher learning, offering insights into the processes that underpin teachers’ classroom-based professional learning.
Alison is currently involved in projects that aim to bridge the many gaps between academic knowledge, technology developments and teachers’ classroom practices in mathematics education with the aim to improve the quality, and equitable access to digitally-enhanced mathematics education for all learners.
Alison is the author of over 50 publications, to include four books, the most recent of which is the 2nd edition of Mathematics Teaching in the Digital Era: International Research on Professional Learning and Practice. Alison led the thematic working group on “Teaching mathematics with technology and other resources” at the European Congress on Research in Mathematics Education between 2017 and 2021, which continues to be an inclusive forum for all researchers interested in this theme.
Alison gave an Invited Lecture at ICME 14 on the theme (Re)Assessing Mathematics: Retaining the Integrity of Mathematics as a Human Activity in the Digital Age. Her current research is focused on the leading edge of technological development in mathematics education (extended realities, artificially intelligent systems and teacher dashboards), with a firm eye on the trailing edge - how to continually support all teachers to learn about, and implement digital technologies in their professional practices in discerning ways.
Alison is currently involved in projects that aim to bridge the many gaps between academic knowledge, technology developments and teachers’ classroom practices in mathematics education with the aim to improve the quality, and equitable access to digitally-enhanced mathematics education for all learners.
Alison is the author of over 50 publications, to include four books, the most recent of which is the 2nd edition of Mathematics Teaching in the Digital Era: International Research on Professional Learning and Practice. Alison led the thematic working group on “Teaching mathematics with technology and other resources” at the European Congress on Research in Mathematics Education between 2017 and 2021, which continues to be an inclusive forum for all researchers interested in this theme.
Alison gave an Invited Lecture at ICME 14 on the theme (Re)Assessing Mathematics: Retaining the Integrity of Mathematics as a Human Activity in the Digital Age. Her current research is focused on the leading edge of technological development in mathematics education (extended realities, artificially intelligent systems and teacher dashboards), with a firm eye on the trailing edge - how to continually support all teachers to learn about, and implement digital technologies in their professional practices in discerning ways.
