Gill is postgraduate research tutor for the Sheffield Institute of Education. She is also course leader and tutor for the Doctorate in Education and the MA Mathematics Education. Her research focuses on mathematics teacher learning and on the doctoral experience.
Gill is postgraduate research tutor for the Sheffield Institute of Education. She is also course leader and tutor for the Doctorate in Education and the MA Mathematics Education. Her research focuses on mathematics teacher learning and on the doctoral experience, utilizing narrative approaches to explore social and political contexts.
Gill began her career as a secondary mathematics teacher in inner London, later supporting schools in developing mathematics teaching. Prior to moving to Sheffield Hallam University, Gill volunteered in Ethiopia for two years with Voluntary Services Overseas (VSO), leading professional development programmes for teachers and teacher educators and taught for four years on the MA in Education and on mathematics initial teacher education courses at Liverpool John Moores University.
Department of Teacher Education
Social Sciences and Humanities
Gill joined the Mathematics Education Centre at Sheffield Hallam University in September 2012 and has taught on a range of mathematics education modules at undergraduate and postgraduate level. Current teaching is focused on doctoral supervision and on the Doctorate in Education.
Longitudinal evaluation for the England-China maths education innovation research project (Shanghai teacher exchange) (2014-2018), Department for Education
Evaluation of the Further Mathematics Support Programme Phase 6 (2017-2018)
Project in Citizenship and Mathematics (PiCaM) (2017- 2020), Erasmus+
Investigating Happiness and the Doctoral Student Experience (2016-18)
A study of teacher led curriculum change: the case of SMILE Mathematics, 1972-1990, BA/Leverhulme
Mathematics in the Making (2013-2016), Comenius, European Union
Evaluation of the Further Mathematics Support Programme (2014-16), Mathematics in Education and Industry
'Developing Doctoralness; the student experience of feedback', Sheffield Hallam University
ADAMS, Gill (2018). A narrative study of the experience of feedback on a professional doctorate: ‘A kind of flowing conversation’. Studies in Continuing Education.
POVEY, Hilary, ADAMS, Gill and JACKSON, Colin (2018). Time for work: finding worth-while-ness in making mathematics. In: ERNEST, Paul, (ed.) Philosophy of Mathematics Education Today. Dordrecht, Springer. (In Press)
ADAMS, Gill and POVEY, Hilary (2018). “Now There’s Everything to Stop You”: Teacher autonomy then and now. In: JURDAK, Murad and VITHAL, Renuka, (eds.) Socio-political dimensions of mathematics education: Voices from margin to mainstream. ICME-13 Monographs . Springer, 209-230.
POVEY, Hilary and ADAMS, Gill (2018). Possibilities for mathematics education? : Aphoristic fragments from the past. The Mathematics Enthusiast, 15 (1-2), 159-177.
POVEY, Hilary, ADAMS, Gill and EVERLEY, Rosie (2017). “Its Influence Taints All”: Urban Math-ematics Teachers Resisting Performativity through Engagement with the Past. The Journal of Urban Mathematics Education, 10 (2), 52-65.
ADAMS, Gill (2017). Using a narrative approach to illuminate teacher professional learning in an era of accountability. Teaching and teacher education, 67, 161-170.
POVEY, Hilary and ADAMS, Gill (2017). Thinking forward : using stories from the recent past in mathematics education in England. In: CHRONAKI, Anna, (ed.) Mathematics Education : Proceedings of 9th International Conference of Mathematics Education and Society (MES) Conference, Volos, Greece, April 2017. Thessaly, Greece, International Conference of Mathematics Education and Society (MES), 803-811.
ADAMS, Gill and POVEY, Hilary (2016). Workshop report: Using data from a history of Smile to overcome 'historic loneliness'. In: BSRLM Day conference, Loughborough University, 11 June 2016.
POVEY, Hilary, ADAMS, Gill and JACKSON, Colin (2016). How making for a purpose in mathematics can provoke mathematical meaning making. Philosophy of Mathematics Education Journal, 31.
WILLIAMS, Louise, NIXON, Sarah, HENNESSY, Claire, MAHON, Elizabeth and ADAMS, Gill (2016). Inspiring to inspire: developing teaching in Higher Education. Cogent Education, 3, 1-12.
POVEY, Hilary, ADAMS, Gill and EVERLEY, Rosie (2016). "Its influence taints all": mathematics teachers resisting performativity through engagement with the past. In: 13th International Congress on Mathematical Education, Hamburg, 24-31 July 2016. (Unpublished)
POVEY, Hilary, ADAMS, Gill and JACKSON, Colin (2016). “It was all led by them”: opening up opportunities for making mathematics through a children’s exhibition. Proceedings of the British Society for Research into Learning Mathematics, 36 (1), 82-87.
BOYLAN, Mark, DEMACK, Sean, WILLIS, Benjamin, STEVENS, Anna, ADAMS, Gill and VERRIER, Diarmuid (2015). Multiplicative reasoning professional development programme : evaluation. Project Report. London, Department for Education.
ADAMS, Gill (2014). 'It doesn't have to be like this': Women mathematics teachers' experience of professional learning. Proceedings of the British Society for Research into Learning Mathematics, 34 (1), 1-6.
HENNESSY, Claire, ADAMS, Gill, MAHON, Elizabeth, NIXON, Sarah, PRATT, Andrea and WILLIAMS, Louise (2014). Discovering inspiring teaching: immersive models of staff development. Quality Assurance in Education, 22 (3), 240-254.
STARCZEWSKA, Ania, HODKINSON, Alan and ADAMS, Gill (2013). Poland, Special education in. In: REYNOLDS, Cecil R., VANNETS, Kimberly J. and FLETCHER-JANZEN, Elaine, (eds.) Encyclopedia of special education : reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. John Wiley & Sons, Inc..
ADAMS, Gill (2013). Women teachers' experiences of learning mathematics. Research in Mathematics Education, 15 (1), 87-88.
ADAMS, Gill (2012). Pushing the boundaries : Women teachers’ experiences of learning mathematics. Proceedings of the British Society for Research into Learning Mathematics, 32 (2), 5-10.
STARCZEWSKA, Ania, HODKINSON, Alan and ADAMS, Gill (2011). Conceptions of inclusion and inclusive education: a critical examination of the perspectives and practices of teachers in Poland. Journal of Research in Special Educational Needs, 12 (3), 162-169.
ADAMS, Gill (2013). ‘Is anyone listening? Women mathematics teachers’ experiences of professional learning’, unpublished EdD thesis, Open University
ADAMS, Gill, INGLIS, MA, How do I get started with research?: Confronting the challenge of becoming research active.[online]. TEAN Conference 20th May 2011. Manchester Conference Centre. http://www.cumbria.ac.uk/Courses/SubjectAreas/Education/Research/TEAN/TeacherEducatorsStorehouse/TEANConference2011.aspx
ADAMS, Gill (2010). Supporting M level learning: exploring tensions CETL Journal Innovations in Practice, 2 (3) available from: http://www.ljmu.ac.uk/ECL/ECL_docs/CETL_Journal_Vol_2_Num_3.pdf
Fellow of the Higher Education Academy, 2010
Publications Officer and member of British Society for Research into Learning Mathematics
External Examiner: Liverpool Hope University PG Certificate in Mathematics Education from 2017
External Examiner: University of Brighton PGCE (Mathematics) 2014-2016
Faculty ethics committee representative
I welcome informal contacts from prospective doctoral students interested in teacher professional learning (particularly in mathematics) and socio-historical studies of the mathematics curriculum.
I am supervising the following doctoral students:
Herine Otieno, Improving students’ relationship with mathematics through self-regulated learning in Kenya secondary schools. PhD, Commonwealth scholarship
Ben Kirk, The impact of the primary PE specialist on the delivery of high quality physical education: A case study evaluation, EdD.
Rachel Stone, Critical reflection in higher education teaching, EdD.
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