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Julie Alderton


University Lecturer in Mathematics Education

E-mail Address


+ 44 (0)1223 767576


  • EdD (University of Roehampton)
  • MA Mathematics Education (Institute of Education, London)
  • PGCE Primary (Goldsmiths College, University of London)
  • BSc Mathematics (Leicester Polytechnic)

Membership of Professional Bodies/Associations

  • Executive Committee of the British Society for Research into Learning Mathematics (Secretary 2018 - )
  • The Mathematics Association
  • Member of the Joint Committee of the Association of Teachers of Mathematics and the Mathematics Association
  • The Association of Mathematics Education Teachers

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I am a University Lecturer in mathematics education. My  research interests include inclusion and assessment in primary mathematics education, student teachers' experiences of and responses to initial teacher education and gender and mathematics. I am currently developing work that draws on sociological perspectives to understand teachers’ and learners’ practices, identities and subjectivities in these areas. I started my career as a computer analyst/programmer before becoming a primary teacher in London. I moved into higher education as a teacher educator at the University of Roehampton prior to my current position at Cambridge. My main teaching commitments are the primary PGCE and the Masters in Mathematics Education and Primary Education as well as doctoral supervision.

Academic Area/Links

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Research Topics

  • Mathematics Teaching and Learning
  • Initial Teacher Education
  • Gender and Mathematics
  • Teacher and student identities and subjectivities
  • Inclusive practices in mathematics education
  • Assessment practices and policy

Current Research Project(s)

  • Changes in statutory assessment and its effect on professional practice
  • Student primary teachers’ perspectives on mathematical reasoning

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  • Postgraduate
    • PGCE Primary Mathematics (Primary mathematics lead)
    • MPhil/MEd Mathematics Education (Route co-ordinator)
    • MEd Primary Education
    • Doctoral supervision.

I welcome applications from prospective doctoral students who are interested in focusing on mathematics education particularly from a post-structural theoretical perspective or studies outside of mathematics education in the areas of inclusion or gender from this perspective.

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Principal and Recent Publications

Journal Articles

Pratt, N. and Alderton, J. (2019). Producing assessment truths: a Foucauldian analysis of teachers’ reorganisation of assessment levels in English primary schools, British Journal of Sociology of Education, 40:5, 581-597. DOI 10.1080/01425692.2018.1561245

Alderton, J. and Gifford, S. (2018). Teaching mathematics to lower attainers: dilemmas and discourses, Research in Mathematics Education, 20:1, 53-69. DOI: 10.1080/14794802.2017.1422010 - Winner of the Janet Duffin Award for best article of the year in Research in Mathematics Education.

Alderton, J. (2017). Kelly’s story: Transformative identity work in primary mathematics teacher education, Gender and Education. Online publication.

Alderton, J. (2008). Exploring Self-Study to Improve My Practice as a Mathematics Teacher Educator, Studying Teacher Education, 4:2, 95 - 104.

Conference proceedings and papers

Alderton, J. and Pratt, N. (2018). Accountability and assessment: Gaps and grids. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, pp. 11-18. Umeå, Sweden: PME.

Rowland, T., Ineson, G., Alderton,J., Donaldson, G., Voutsina, C, & Wilson. K. (2018). Primary pre-service teachers: reasoning and generalization. In Golding, J., Bretscher, N., Crisan, C., Geraniou, E., Hodgen J. and C. Morgan (Eds). (2018) Research Proceedings of the 9th British Congress on Mathematics Education (3-6 April 2018, University of Warwick, UK). Download here.

Alderton, J., Donaldson, G., Ineson, G., Rowland T., Voutsina, C. and Wilson, K. (2017).
Pre-service primary teachers’ approaches to mathematical generalisation. In Curtis, F. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 37 (3) November.

Pratt, N. and  Alderton, J. (2017). ‘It’s different, it’s difficult, it’s unknown’: letting go of levels in Dooley, T. & Gueudet, G.. (Eds.) (2017). Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). Dublin, Ireland: DCU Institute of Education and ERME. 

Alderton, J. (2016). Teaching Children with Mathematics Difficulties: A Pedagogy of Desensitivity. Presented at the 13th International Congress on Mathematics (ICME-13), Hamburg, July 2016.


Burnard, P., Dragovic, T., Flutter, J., and  Alderton, J. (2016). (Eds). Transformative Doctoral Research Practices for Professionals. Amsterdam: SensePublishers.


Alderton, J. (2013).Pedagogical Discourses and Subjectivities in Primary Mathematics Initial Teacher Education. (Unpublished EdD thesis). Roehampton University.