Journal Articles
Francome, T (2024)
Illuminating Maths,
Teach Secondary, 13(4), pp.64-65.
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.
Foster, C and
Francome, T (2022)
Diagrams not drawn accurately,
Mathematics in School, 51(4), pp.20-22, ISSN: 0305-7259.
Francome, T (2022)
Looking backwards and looking forwards,
Mathematics Teaching, 282, pp.28-36, ISSN: 0025-5785.
Francome, T and Foster, C (2022)
Plenary - or just ponder?,
Mathematics Teaching, 281, pp.19-21, 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.
Francome, T (2021)
One example is never enough: Generating a lot from a little using Excel Part 2,
Mathematics Teaching, 275, pp.35-39, ISSN: 0025-5785.
Francome, T (2021) transforming the way you teach quadrilateral properties,
Mathematics in School, 50(3), pp.12-14, ISSN: 0305-7259.
Francome, T (2021)
Transforming how you teach quadrilateral properties,
Mathematics in School, 50(3), pp.12-14, ISSN: 0305-7259.
Francome, T (2020)
Random chants: generating a lot from a little using Excel,
Mathematics Teaching, 274, pp.28-30, ISSN: 0025-5785.
Francome, T (2020)
Mixed-ability maths groups influence pupils’ mindsets, teachers’ mindsets and teachers’ beliefs and practices,
Researching Education, 1(2), DOI:
10.5281/zenodo.4283371.
Francome, T (2020)
Practising purposefully: Adding to your exercises by taking away,
Mathematics Teaching, 271, pp.6-8, ISSN: 0025-5785.
Francome, T and Hewitt, D (2018)
“My math lessons are all about learning from your mistakes”: how mixed-attainment mathematics grouping affects the way students experience mathematics,
Educational Review, ISSN: 0013-1911. DOI:
10.1080/00131911.2018.1513908.
