Caroline joined Bath Spa University as a senior lecturer in 2012, having previously worked as a class teacher in a number of primary schools. Her area of interest is primary mathematics and she led the PGCE primary mathematics team from 2013 to 2020. She also leads the PGCE primary mathematics specialist route, teaches on the Teach First programme, is a supervisor for Master’s students and an Academic Tutor for Bath Spa Teachers.
Caroline’s doctoral research was a narrative study of the experiences of early career primary mathematics specialists. She is interested in using and developing narrative inquiry methodologies as a mathematics teacher educator researcher and in developing slow methodologies that support learning through research / teaching collaborations.
- BSc - University of London
- PGCE - St Mary's College
- MEd, Mathematics Education - University of Bristol
- PhD - University of Bristol
- Fellow - Higher Education Academy
Caroline in interested in supervising PhD and Master's students in the following areas:
- Mathematics education
- Narrative inquiry
- Slow methodologies
- Association of Teachers of Mathematics (ATM)
- British Society for Research into Learning Mathematics (BSRLM)
Other external roles
- Oxford Brookes University (2015 – 2019)
- Co-opted Governor - St Werburgh’s Primary School (2013 - 2019)
- Chair of Governors - St Werburgh’s Primary School (2018 - 2019)
Areas of expertise
- Primary Mathematics
- Narrative inquiry
- Mathematics teacher educator researchers
Research and academic outputs
Investigations into interpreting and constructing lesson observations of PGCE primary mathematics specialists’ lessons
Ormesher, C (2016) 'Investigations into interpreting and constructing lesson observations of PGCE primary mathematics specialists’ lessons.' Proceedings of the British Society for Research into Learning Mathematics, 35 (3). pp. 84-89.
Ormesher, C (2015) 'We need to talk about mathematics: analysing conversations of PGCE primary mathematics specialists.' Proceedings of the British Society for Research into Learning Mathematics, 34 (3). pp. 49-54.
Attending to experience: a narrative study of early career teachers of primary mathematics, and an early career researcher, in a process of becoming/continuing
Ormesher, C (2020) Attending to experience: a narrative study of early career teachers of primary mathematics, and an early career researcher, in a process of becoming/continuing. PhD thesis, University of Bristol.