I conduct research in mathematics education, with a focus on psychological studies of mathematical thinking and learning in undergraduate students and mathematicians.

Matthew Inglis, Keith Weber and Pablo Mejía-Ramos and I have a long-running collaboration on students’ understandings of proof. This has lately included work on heterogeneity in mathematicians’ judgements of proof validity, and experimental and eye-movement studies on mathematical reading processes and ways to improve proof comprehension.

Ben Davies, Ian Jones and I are currently investigating ways of assessing proof comprehension, using both standard instruments and comparative judgement.

Nina Attridge and I are currently conducting a study on the relationship between undergraduate students’ conditional reasoning skills and their use of reasons and counterexamples to refute mathematical statements.

Paul Hernandez-Martinez, David Sirl and I are using social network analysis to study undergraduate students’ out-of-lecture study habits and their possible relationships with academic performance.

#### Research awards

2012 Selden Prize for Research in Undergraduate Mathematics Education, Mathematical Association of America.

2016 Most Helpful Mentor, Loughborough University School of Science.