Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Research Publications


Publications for Thomas Francome

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Journal Articles

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, 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.



Chapters

Francome, T (2022) Images for teaching statistics. In Southall, E (ed) Unknown Parent Title, The Mathematical Association, pp.25-31, ISBN: 9781911616092.



Other

Francome, T (Accepted for publication) Moving forwards with practice,  This section was written for the module by Tom Francome, a mathematics teacher and researcher. He specialises in studying different ways that teachers organise the parts of lessons where learners practise mathematical skills and has worked with Dave Hewitt on practising to develop the mathematician as well as the mathematics. .



Getting in touch

Research Office
Loughborough University
Loughborough
Leicestershire
LE11 3TU
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