Mathematics Education Special Interest Group (SIG-ME)


The SIG-ME is a special interest research group within the Department of Education. The group connects diverse research and disciplines within mathematics education, with a shared focus on improving mathematics learning and mathematics teaching and evaluating and developing pedagogical practices. We are interested in advancing the theory and practice for mathematics learning across educational levels and learning settings and supporting the development of researchers.

Our special interest group is a forum to support those engaged in research, teacher education and curriculum development in mathematics education. It works collaboratively with other special interest groups within the Department of Education and the University. Our activities involve:

  • informal talks and group discussions for information sharing and constructive dialogue;
  • seminars to attract researchers in mathematics education;
  • supporting research activities for members, including developing research proposals, seeking research grants and submitting papers for journals and conferences.

Our research group is open to academics and research students with research interests in mathematics education from anywhere in the world and mathematics educators from the broader professional community. It is easy to join us. No membership fee or registration procedure is required. Just come to our events, physically or virtually, and follow our blog when you can.

Members of the group


Articles in peer-reviewed journals:

  • Dimitriadis, C., Georgeson, J., Paliokosta, P., & Van Herwegen, J. (2021). Twice-exceptional students of mathematics: What do the teachers know? Roeper Review, 43(2), 99-111.
  • Hammad, S., Dimitriadis, C., & Graham, T. (2021). Using concepts maps in a foundation mathematics course: what have we learnt? Eurasia Journal of Mathematics, Science and Technology Education, 17(2), 1305-8215.
  • Hammad, S., Graham, T., Dimitriadis, C., & Taylor, A. (2020) Effects of a Successful Mathematics Classroom Framework on Students' Mathematics Self-Efficacy, Motivation, and Achievement: A Case Study with Freshmen Students at a University Foundation Programme in Kuwait. International Journal of Mathematical Education in Science and Technology.
  • Dimitriadis, C., & Georgeson, J. (2018) Provision for mathematically able children in primary schools: A review of practice five years after England dropped the gifted and talented initiative. Educational Review, 70(3), 358-380.
  • Dimitriadis, C. (2016) Gifted programs cannot be successful without gifted research and theory. Journal for the Education of the Gifted, 39(3), 221-236.
  • Dimitriadis, C. (2016) Nurturing mathematical promise in a regular elementary classroom: Exploring the role of the teacher and classroom environment, Roeper Review, Vol. 38, No 2, 107-122.
  • Dimitriadis, C. (2012) Provision for mathematically gifted children in primary schools: An investigation of four different methods of organisational provision, Educational Review, Vol. 64, No. 2, 241-260.
  • Dimitriadis, C. (2012) How are schools in England addressing the needs of mathematically gifted children in primary classrooms? A review of practice. Gifted Child Quarterly, Vol. 56, No. 2, 59-76.
  • Dimitriadis, C. (2011) Developing mathematical ability in primary school through a 'pull-out' programme: A case study. Education 3-13, Vol. 39, No. 5, 467–482.


  • Dimitriadis, C. (2013). Developing mathematical giftedness within primary schools: A study of strategies for educating children who are gifted in mathematics. Saarbrucken: LAP LAMBERT Academic Publishing.

Chapters in books:

  • Dimitriadis, C. (In press). Students with special educational needs: The attainment gap. In E. J. Done (Ed.), International Perspectives on Exclusionary Pressures in Education. Palgrave Macmillan.

Current projects in progress:

  • Exploring mathematics anxiety and attitude towards mathematics and mathematics teaching among primary student teachers in the first year of their initial teacher training,
    Su Kler, Christos Dimitriadis, Ruth Wood, and Sali Hammad
  • How do we Teach Mathematics to Students in Higher Education during a Pandemic Situation? A Comparative Study between Kuwait and the UK,  
    Sali Hammad, Gordon Hunter, and Christos Dimitriadis


If you are interested in the work of this special interest group and would like to find out more, please contact Dr Christos Dimitriadis (e-mail

Faculty of Health, Science, Social Care and Education