I am facilitator accredited by the Ministry of Education (ACC 724) and director of Mathematics Development. I have a wealth of experience and knowledge having specialised in mathematics education for 20 years in both the UK and New Zealand and have been involved in teacher professional development in mathematics and statistics since 2007. My work has included lecturing pre-service teachers, providing regional mathematics meetings for mathematics lead teachers, designing needs-based professional development for schools and supporting ALIM and MST teachers with inquiry-based teaching designed to accelerate learning for targeted students. I have well-established credibility within my field and have presented at both national and international mathematics conferences, including MERGA, NZAMT, PMA and MAV. To compliment my role as a mathematics consultant, my work is also grounded in recent experience, having taught part-time as a Mathematics Support Teacher (MST) from 2013-2017. I am committed to furthering my own knowledge and staying current with research. I completed an M.Ed in 2016 and a PhD in Mathematics Education in 2021. I am also an active voluntary member of the Auckland Primary Mathematics Association (PMA), have organised regional Mathex competitions and volunteered for the AMA Mathex competitions and Maths Craft Festival.With Maths Development, I aim to work collaboratively with schools and individuals to ensure that professional development is tailored to meeting their specific needs and requirements. Support may include (but is not limited to) working with the mathematics team and/or management teams to establish needs-based support; facilitating teacher meetings; delivering workshops and Teacher-Only days; providing individual in-class support through modeling, coaching, feedback and goal-setting. I also provide a series of six full-day workshops, Making Maths Count, for teachers getting started.

Part of a team of writers contracted to write 5 modules of PLD resources for the Tokelau curriculum.

Ministry funded professional learning and development (PLD) to support high-quality teaching and learning of mathematics and statistics and promote effective use of existing high-quality resources.The PLD targets teachers and kaiako of learners in years 4-8 and supports them to further develop the mathematical and pedagogical content knowledge for consistent and effective use of existing high-quality resources, including those on nzmaths.

Recipient of a PhD output award (from the University of Auckland) to conduct research into the development of young learner's discourses about odd and even numbers and the development of their proving routines for the sums of odds and evens.PhD Thesis: How Primary School Students’ Arguments Develop: Taking Initial Steps in a Deductive DiscourseSummary of Publications:Knox, J. (2017). Proving that proof has a place in the primary classroom. New Zealand NZCER SET (3). http://www.nzcer.org.nz/node/60416Knox. J. (2020) Why should we argue about the process if the outcome is the same? When communicational breaches remain unresolved. In Y. H. Leong, B. Kaur, B. H. Choy, J. B. W. Yeo, & L. F. Wong (Eds.), Excellence in Mathematics Education: Foundations and Pathways (Proceedings of the 43rd annual conference of the Mathematics Education Research Group of Australasia) pp. 251-258. Singapore: MERGA. (Submitted)Removing the childproofing from proof. YESS10 (submitted)

Developing mathematics curriculum resource material for the Solomon Islands at Cognition Education Ltd.

I worked part-time as a mathematics support teacher (MST) from 2013-2017. This direct teaching contact has enabled me to try out pedagogical ideas and different types of mathematical tasks first-hand. 100% of the students I have worked with have shown accelerated growth in their learning. 80% of these students have moved from either ‘well-below’ to ‘below’, or from ‘below’ to ‘at’ the national standard. This personally rewarding role supporting students who struggle with maths has enabled me to maintain recent experience in the classroom. This has given me credibility as an effective educator as someone who can provide first-hand accounts of how changes in policy and pedagogy can improve student outcomes.

Delivering AUT's Mathematics 3 paper to pre-service teachers and supporting students to develop sound mathematics content knowledge and understanding.