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Tabitha leads on the organisation and strategic development of Cambridge Mathematics Professional Learning for practitioners. She also contributes to research and writing on the Cambridge Mathematics Framework, leading on the development of content relating to concepts in a variety of areas including number, algebra and mathematical structure.
As a former mathematics teacher, Tabitha contributed to mathematics enrichment activities for both teachers and students for many years. She also led her school’s involvement in classroom-based research associated with the pedagogical approach ‘complex instruction’ (the REALMS project) and collaborated on the stemNRICH project. Leaving the classroom in 2014, Tabitha contributed to the development of Underground Mathematics, where she designed rich resources and professional learning opportunities to support the teaching and learning of A level mathematics. During this time, she was also a member of the NRICH secondary mathematics team, involved in designing classroom tasks, mapping tasks to the English National Curriculum, and delivering enrichment activities for students and professional learning for practitioners.
2018 – present International Society for Design and Development in Education (ISDDE): Fellow
2020 – present British Society for Research into Learning Mathematics (BSRLM): Member
Rycroft-Smith, L. & Gould, T. (2022). “And then you just arrive at zero again”: Ways that representations of the number line in board games may support or impede a sense of number. In R. Marks (Ed.), Proceedings of the British Society for Research into Learning Mathematics, 42(1).
Baker, A., Brown, P., Gilbey, J., Gould, T., & Kimber, E. (2017). Underground Mathematics: Supporting teachers to develop students’ mathematical thinking and problem solving. IMA and CETL-MSOR 2017: Mathematics Education beyond 16: Pathways and Transitions.
Steel, T., Thomas, C., Dawes, M., Watson, S. (2015) GCSE Mathematics for AQA/Edexcel/OCR Higher/Foundation Problem-solving Book. Cambridge University Press.