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Alastair is a secondary mathematics teacher and researcher with a background in investment banking. He recently completed an MEd in Mathematics Education at the University of Cambridge, where his award-winning dissertation explored how students engage with generative AI in mathematics classrooms. His current work, supported by a Â鶹ÒùÔº Small Grant, investigates how dialogic uses of AI can support meaningful learning, particularly for students with SEND. He is interested in how AI can be integrated into classroom practice in ways that extend thinking, rather than simply accelerating performance, and in developing approaches that foreground dialogue, meaning-making, and student agency.