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Lynne set up the Cambridge Mathematics project and team in 2015, as a partnership between the (then) Cambridge University Press, Cambridge Assessment and the University of Cambridge Faculties of Mathematics and Education. Over time Cambridge Maths has built on the initial research project to where it now undertakes case studies and implements its digital framework in a variety of local and international contexts. Her role has therefore developed from being the initial writer and designer of content and structure for the Cambridge Maths Framework to managing the team of writers, researchers, designers and administrators in the wide range of activity they now undertake.
Lynne has always been involved in mathematics education in one form or another. She started as a secondary teacher, morphed into a primary head teacher and spent many years leading initial teacher education at the Universities of Oxford and Edinburgh. For ten years she ran her own consultancy, supporting teachers, designers, researchers and policymakers in mathematics education, both in the UK and internationally. She moved to Cambridge to take up the role of Director of NRICH and subsequently that of Director of Underground Maths, before moving almost seamlessly to lead Cambridge Mathematics.
Lynne has been, and is, a member of many committees and national and international advisory boards, several of which she chairs. In addition to these she has recently taken on the role of Chair of Governors of the planned new Cambridge Maths School.
MA (Cantab); MA (OU); Dip Math Ed (MA); PGCE (Oxon); BSc (UCL)
2010 – 2013 and 2017 – 2019 Royal Society Advisory Committee on Mathematics Education
2013 – present The Institute of Mathematics and its Applications: Fellow
2014 – present The Mathematical Association: Past President
2015 – present International Society for Design and Development in Education: Fellow and Executive Chair
2017 – present Chartered College of Teaching: Member
2018 – present National Numeracy: Trustee
2019 – present Royal Society Mathematical Futures Programme Board
Taber, K., Sumida, M., & McClure, L. (Eds). (2017). Teaching gifted learners in STEM subjects: Developing talent in science, technology, engineering and mathematics. Routledge.
McClure, L. (2013). Raising the profile: Whole school activities for primary pupils. Mathematical Association.
Keith, L., & McClure, L. (Eds). (2010). Heinemann Active Maths Scheme. Heinemann.
Eyre, D. & McClure, L. (Eds). (2001). Curriculum provision for the gifted and talented in the primary school: English, maths, science and ICT. Fulton.
McClure, L. (2021). “How does this strike you?” Mathematics in Schools 50th Anniversary Edition. Mathematical Association.
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 [Paper presentation]. 43rd Annual Conference of the Mathematics Education Research Group of Australasia, Singapore.
Jameson, E., & McClure, L. (2018). Shared perspectives on research in curriculum reform: Designing the Cambridge Mathematics Framework. ICMI 2018 Proceedings, Japan.