Professor of Mathematics Education, UCL Institute of Education.
His work has had a very strong record of impact on policy and practice in schools and he has worked with the Education Endowment Foundation to produce their guidance report, 'Improving Mathematics in Key Stages Two and Three', based on his systematic review of international evidence.
His studies of post-16 mathematics have framed the current debate around mathematics in post-compulsory education in England. He was an editor of the journal 'Research in Mathematics Education' from 2011 until 2016.
Jeremy is currently a member of the Royal Society's Advisory Committee on Mathematics Education.