MT Editorial Board

Alistair Bissell

1a. New Bissell Photo

Alistair is the KS5 coordinator for Mathematics at Bodmin College. He loves working on mathematical problems and started teaching mathematics in 2006. He has worked in a variety of mixed comprehensive secondary schools as teacher, second in department and, temporarily, as head of department. He is particularly interested in what mathematics is, what it means for students to ‘work mathematically’ and how to encourage students to do this.


Emma Butcher

1. Butcher pic

Emma is a nursery teacher at Redcliffe Nursery School and Children’s Centre in Bristol. She has held the role of specialist leader of Early Years' mathematics for 3 years. Emma hopes to engage people in writing for the journal from an Early Years' perspective, raising the profile and importance of young children’s mathematics. 




Alf Coles

Alf pic (1)

Alf taught for two years in Africa before taking up a place on a PGCE course in the UK in 1993, when he was introduced to the ATM. Alf taught for 2 years in London and 13 years in Bristol, spending 7 years as a Head of Maths and 2 years as an Assistant Headteacher. He is currently a Senior Lecturer in Education in Bristol and teaches on PGCE and Master’s courses, as well as PhD supervision and engaging in his own research.




 Tony Cotton


Tony (Editor) first joined the ATM in 1981 as a Newly Qualified Teacher and has been a regular contributor to MT. He has taught in secondary schools, spent time as an advisory teacher for anti-racist and multicultural education then worked for 3 different commercial publishers before moving into teacher education. He worked in teacher education in Nottingham and Leeds before leaving the University sector to work fulltime as a writer and freelance educational consultant.


Caroline Ormesher

Caroline Photo

Caroline was a primary teacher for 20 years before joining the primary PGCE mathematics team at Bath Spa University in 2012. Her interest in primary mathematics education began on entering the classroom and soon became her main area of focus: this development never ceases to surprise her having been a person who found (and finds) mathematics challenging as a learner. Her research interests include investigating the development of primary mathematics specialists and how teachers talk about the teaching and learning of mathematics.