Following 26 years teaching and providing learning support, Amanda Keen is now a specialist dyscalculia tutor and assessor. She has a specific interest in maths anxiety.

Qualifications: BSc. (Hons) Psychology (University of Portsmouth), P.G.C.E. Primary Education (Oxford Brookes University), PGCert SpLD (Dyslexia) with Merit (Edge Hill University), • PGCert Dyscalculia with Distinction (Edge Hill University)

Amanda Keen has been teaching since 1995, spending 17 years working within the primary sector. After qualifying as a dyslexia specialist, she worked as a Learning Support teacher for students across Key Stages 1 to 4 in both independent and special schools. In 2018, she retrained as a specialist dyscalculia teacher and assessor. She now tutors internationally via remote learning platforms and is an assessor for dyscalculia in both children and adults. She has a keen interest in maths anxiety and led two Maths Hub work groups focused on research into this area.

Butterworth's Publications include The Mathematical Brain (1999), Dyscalculia: from science to education (2019), Can fish count: What animals reveal about our uniquely mathematical minds (2022).

Qualifications: MA (Oxon), MA (Cantab), PhD (London), FBA

Butterworth is in the Institute of Cognitive Neuroscience at University College London, where he is currently working on the neuroscience, genetics and evolution of mathematical abilities and disabilities. He was elected Fellow of the British Psychological Society (1993), and of the British Academy (2002). He showed that dyscalculia is due to a deficit in an inherited number sense mechanism. This is the basis for the Dyscalculia Screener (2003), still the only standardised assessment tool for dyscalculia. He has also developed digital games specifically for dyscalculic learners, including NumberBeads, which has been evaluated in UK, Argentina, Italy and Singapore.

Bridget is an Early Years teacher with an interest in dyslexia and dyscalculia.

Qualifications: BSc(hons) QTS PGCE

Bridget has written maths story books to help young children with number formation and understanding number value, along with doubling, number bonds and time telling. She loves thinking of different ways to present maths. Her most recent books were written with her son, Will - who also illustrated them. Together they put together "Gary and Maths" and "Gary and Science" which look at how dyscalculia and dyslexia affect working memory and short term memory, both in the classroom and at home.

Cat and Rob are the founders of The Dyscalculia Network C.I.C.

Qualifications: B'Ed / Level 5

Together, Rob and Cat run the Dyscalculia Network. They provide training, support and help to parents, educators, employers and adults with dyscalculia. They are part of the BDA Dyscalculia Committee and are on the CRestED council. Rob is a member of BPS, as a Certified Educational Assessor. He holds an OCR Level 5 Diploma in Teaching Learners with SPLDs, and is co-author of The Maths Difficulties and Dyscalculia Assessment. Cat is the co-author, with Prof. Steve Chinn, of a series of Dyscalculia workbooks, ‘Succeed with Dyscalculia’. Cat Eadle holds a B’Ed from Oxford University and is a dyscalculia specialist teacher.

Emily began her journey spreading awareness about her dyslexia, dyscalculia and dyspraxia journey back in 2018. She has shared her story on BBC Radio 5 Live, YouTube, Podcasts.

Qualifications: BA Hons Musical Theatre

"Emily is part of The Dyscalculia Network Advisory Board since 2022, as well she is a board member for the British Dyslexia Association: Dyscalculia Advisory Board: she is the only dyscalculic and youngest board member. Emily began her journey spreading awareness about her dyslexia, dyscalculia and dyspraxia journey back in 2018. She has shared her story on BBC Radio 5 Live, YouTube, Podcasts, Facebook, Twitter , The i Paper Newspaper and Webinars. Emily studied Musical Theatre at the University of Winchester. Emily’s goal is to change the education system to be more understanding and inclusive to dyslexia, dyspraxia and dyscalculia.

Judy is an educational consultant specialising in Maths and learners with dyscalculia and dyslexia. Judy delivers key notes, workshops and training in Dyscalculia and Maths Mastery across the world.

Qualifications: BSc PGCSpE FHEA AMBDA

Judy is an educational consultant specialising in Maths and learners with dyscalculia and dyslexia. Judy delivers key notes, workshops and training in Dyscalculia and Maths Mastery across the world, including New Zealand, Australia and Dubai. She has been involved in curriculum development for many years including • Co-founder and lead author for Everybody Counts • Senior Trainer for Maths-No Problem. • Series editor for Maths No Problem, UK and NZ editions • Senior Lecturer in Inclusion at Edgehill University • Trainer and author for the British Dyslexia Association • Co-founder of the Dyscalculia Association alongside Prof. Steve Chinn

Karen is a maths tutor working with children who have dyscalculia and other maths difficulties. She aims to always to make maths understandable, engaging and fun!

Qualifications: B.Ed (hons), Level 5 Dyscalculia, Level 2 Understanding Autism

Karen has worked in a variety of roles in primary education where she developed a passion for teaching maths. Her experience working as a teacher, lead maths teacher, TA and now as a tutor, has allowed her to build an understanding of how and why children struggle with maths, and to develop effective ways of supporting them. She’s been a tutor with the Dyscalculia Network since its formation and often shares games that she creates with them.

Marijke is a Level 7 Dyscalculia Specialist Teacher and Dyscalculia Assessor with a proven record of helping children and adults progress, providing personalised and positive learning and assessment experiences.

Qualifications: MA Sc., PGCE with QTS Science, PGCE with QTS Maths, MA Maths Education, SLE in Mathematics, NPQSL, ATD, AMBDAd, APC

Marijke is a Belgian cancer immunologist and UK qualified secondary maths teacher with nearly 20 years of experience teaching primary, secondary and A-level maths. She is a former Head of Maths, a Specialist Leader in Mathematics Education (SLE), holds NPQSL, a Master's degree in mathematics education and is a member of the National Association of Mathematics Advisers. She is a Level 7 dyscalculia specialist teacher (ATD) and assessor (AMBDAd/APC) and has a Postgraduate Diploma in Dyscalculia Research and Practice. She supports children and adults with ASC, Hearing Impairment, Visual Impairment, Dyslexia, Dyspraxia, Dyscalculia, ADHD and Maths Anxiety.

Pete is a specialist teacher and assessor with an interest in maths learning difficulties. Pete's primary focus is FE and the workplace.

Qualifications: AMBDAD, AMBDA

Pete is a specialist teacher and assessor with an interest in maths learning difficulties. Pete's primary focus is FE and the workplace. Pete is Chair of the BDA Dyscalculia Committee and a member of the advisry board of the Dyscalculia Network. Much of Pete's work focuses on supporting neurodiversity in the workplace, with a focus on maths in particular. Pete also contributes to a number of data science projects globally in the area of cognitive psychology and neurodevlopmental disorders.

Sarah believes that the principals of multi-sensory maths remediation need to be applied to specialist maths assessment, so that we can find out what a student really understands.

Qualifications: BA. PGCE. SpLD Dip. AMBDA. MCCT.

Sarah Wedderburn founded Unicornmaths in 2003 based on the principle ‘Make numbers real and make them fun’. She believes that effective maths remediation needs to encourage students to touch and move concrete resources so that they develop full understanding and strong visual images before moving on to abstract reasoning. Sarah is the author of the Diagnostic Assessment of Numeracy Skills (DANS), a qualitative maths assessment that uses activities and games to discover what a student really knows, rather than what they can present on paper. The DANS Map clearly shows which numerical concepts are fully understood, and which need reinforcing.