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Darren leads on the development and strategy for the release of products developed from the Cambridge Mathematics Framework and also leads individual projects related to task and curriculum mapping. He contributes to research and writing on the Cambridge Mathematics Framework, creating content in a broad range of mathematical areas and leading the development of content related to statistics and data science.
Darren is a writer, researcher, speaker and designer in mathematics education. He taught Mathematics at secondary level from 2004 to 2014 before leaving the classroom to join OCR as a subject specialist in maths, supporting teachers and working on the design of Core maths and the reform of both GCSE and A-level Mathematics qualifications in the UK. He joined Cambridge Mathematics in 2015.
Experienced in the support and professional development of teachers, Darren has been working in this area with a focus on statistics education. He delivers talks and training for teachers of statistics at all levels of schooling from primary to post-16.
Darren has a master's degree in mathematics education from the University of Cambridge and is currently studying for a PhD. His research focuses on the impact of assessment on statistics teaching, examining how assessment reform might be leveraged to promote improvements in statistics education.
2016 – 2017 Royal Statistical Society (RSS): Member
2016 – present International Association for Statistical Education: Member
2017 – present International Society for Design and Development in Education (ISDDE): Member
2017 – present Royal Statistical Society (RSS): Member and statistics ambassador
2021 – present Teaching Statistics Trust: Trustee
2022 – present RSS Education Policy Advisory Group: Member
2018 Teaching Statistics (co-author with Will Hornby), Cambridge University Press.
Jameson, E., Macey, D. & McClure, L. (2022, February). Implementing research in the practice of curriculum designers: Barriers and an example approach [Paper presentation]. 12th Congress of the European Society for Research in Mathematics Education, Bozen-Bolzano, Italy.
Macey, D. (2022). Substance or structure: How do teachers’ concept images of distribution compare to those of expert statisticians. Proceedings of the IASE 2021 Satellite Conference.
Jameson, E., Whitney-Smith, R., Macey, D., Morony, W., Benson-Lidholm, A.-M., McClure, L., & Leigh-Lancaster, D. (2021). Curriculum development and use of a digital framework for collaborative design to inform discourse – a case study. In Y. H. Leong, B. Kaur, B. H. Choy, J. B. W. Yeo, & S. L. Chin (Eds.), Proceedings of the 43rd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 235–242). The Mathematics Education Research Group of Australasia.
Macey, D., & Rycroft-Smith, L. (2021). White and black: The personal politics of research methodologies. In R. Marks (Ed.), Proceedings of the British Society for Research into Learning Mathematics 41(3). BSRLM.
Rycroft-Smith, L., & Macey, D. (2021). Deep questions of evidence and agency: How might we find ways to resolve tensions between teacher agency and the use of research evidence in mathematics education professional development? In R. Marks (Ed.), Proceedings of the British Society for Research into Learning Mathematics, 41(2).
Jameson, E., Horsman, R., Macey, D., Gould, T., Rycroft-Smith, L., McClure, L. (2018, May 29). Evaluating the design of a shared knowledge representation: An update on the Cambridge Mathematics Framework [Paper presentation]. The 14th Annual Conference of the International Society for Design and Development in Education, Galway, Ireland.
Macey, D., Jameson, E., Horsman, R., Kathotia, V., McClure, L., & Rycroft-Smith, L. (2018). Towards a research-based framework for statistics education. In M. A. Sorto (Ed.), Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics. International Statistical Institute.