Journal Articles
Foster, C, Francome, T,
Shore, C (2024)
Trigonometry without SOHCAHTOA,
Mathematics in School, 53(3), pp.8-11, ISSN: 0305-7259.
Foster, C, Woollacott, B, Francome, T,
Shore, C, Peters, C, Morley, H (2024)
Challenges in applying principles from cognitive science to the design of a school mathematics curriculum,
The Curriculum Journal, 35(3), pp.489-513, ISSN: 0958-5176. DOI:
10.1002/curj.249.
Foster, C, Francome, T,
Shore, C, Hewitt, D, Sangwin, C (2024)
Priority of operations: Necessary or arbitrary?,
For the Learning of Mathematics, 44(2), ISSN: 0228-0671.
Shore, C, Francome, T, Foster, C (2023)
The sheer delight of shearing,
Mathematics in School, 52(4), pp.32-34, ISSN: 0305-7259.
Foster, C, Francome, T, Hewitt, D,
Shore, C (2022)
What is a fraction?,
Mathematics in School, 51(5), pp.25-27, ISSN: 0305-7259.
Shore, C (2022)
Variation, technology and Newton Raphson,
Mathematics Teaching, 280, pp.44-47, ISSN: 0025-5785.
Foster, C, Francome, T, Hewitt, D,
Shore, C (2021)
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum,
Journal of Curriculum Studies, 53(5), pp.621-641, ISSN: 0022-0272. DOI:
10.1080/00220272.2021.1902569.
