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

Loughborough University Research Publications


Publications for Colin Foster

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Journal Articles

Jones, I, Foster, C, Hunter, J (2022) Comparing examination standards without graded candidate scripts, European Journal of Mathematics and Science Education, 3(2), pp.79-90, ISSN: 2694-2003. DOI: 10.12973/ejmse.3.2.79.

Foster, C (2022) Compass constructions are not methods, Scottish Mathematical Council Journal, 52, pp.54-58, ISSN: 2515-1347.

Foster, C (2022) Converting recurring decimals to fractions, Scottish Mathematical Council Journal, 52, pp.68-70, ISSN: 2515-1347.

Foster, C (2022) Unconvincing proofs: the harmonic series, Scottish Mathematical Council Journal, 52, pp.76-78, ISSN: 2515-1347.

Foster, C (2022) Completing the square [Maths problem], Teach Secondary, 11(8), pp.13-13, ISSN: 2049-2782.

Foster, C (2022) Originality is overrated, Teach Secondary, 11(8), pp.30-31, ISSN: 2049-2782.

Foster, C (2022) Using coherent representations of number in the school mathematics curriculum, For the Learning of Mathematics: an international journal of mathematics education, 42(3), pp.21-27, ISSN: 0228-0671.

Foster, C (2022) Starting with completing the square, Mathematics in School, 51(5), pp.2-5, 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 (2022) The directionality of the equals sign, Mathematics in School, 51(5), pp.6-7, ISSN: 0305-7259.

Foster, C (2022) Connecting things up coherently, Mathematics in School, 51(5), pp.8-11, ISSN: 0305-7259.

Foster, C (2022) Are words sometimes better than formulae?, Mathematics in School, 51(5), pp.12-14, ISSN: 0305-7259.

Foster, C (2022) Thinking hard about easy content: Odd and even functions, Mathematics in School, 51(5), pp.28-29, ISSN: 0305-7259.

Foster, C (2022) The floor and ceiling functions, Mathematics in School, 51(5), pp.30-31, ISSN: 0305-7259.

Foster, C (2022) Making sense of proof by contradiction, Mathematics in School, 51(5), pp.32-35, ISSN: 0305-7259.

Foster, C (2022) Factor puzzles, Symmetry Plus, 79, pp.4-5, ISSN: 1464-7060.

Foster, C (2022) Adding surds [maths problem], Teach Secondary, 11(7), pp.13-13, ISSN: 2049-2782.

Foster, C (2022) Is it wrong to want to be liked?, Teach Secondary, 11(7), pp.48-49, ISSN: 2049-2782.

Kinnear, G, Jones, I, Sangwin, C, Alarfaj, M, Davies, B, Fearn, S, Foster, C, Heck, A, Henderson, K, Hunt, T, Iannone, P, Kontorovich, I, Larson, N, Lowe, T, Meyer, JC, O'Shea, A, Rowlett, P, Sikurajapathi, I, Wong, T (2022) A collaboratively-derived research agenda for e-assessment in undergraduate mathematics, International Journal of Research in Undergraduate Mathematics Education, ISSN: 2198-9745. DOI: 10.1007/s40753-022-00189-6.

Foster, C (2022) A clear account of events, Teach Secondary, 11(6), pp.13-13, ISSN: 2049-2782.

Foster, C (2022) Home truths, Teach Secondary, 11(6), pp.32-33, ISSN: 2049-2782.

Foster, C and Francome, T (2022) Diagrams not drawn accurately, Mathematics in School, 51(4), pp.20-22, ISSN: 0305-7259.

Foster, C (2022) Crossing out, Mathematics in School, 51(4), pp.6-7, ISSN: 0305-7259.

Foster, C (2022) The trouble with groupwork, Teach Secondary, 11(5), pp.70-71, ISSN: 2049-2782.

Foster, C, Barichello, L, Bustang, B, Najjuma, R, Saralar-Aras, İ (2022) Decolonizing educational design for school mathematics, For the Learning of Mathematics: an international journal of mathematics education, 42(2), pp.9-14, ISSN: 0228-0671.

Foster, C (2022) Dividing fractions, Teach Secondary, 11(5), pp.13-13, ISSN: 2049-2782.

Foster, C (2022) The usual suspects?, Teach Secondary, 11(4), pp.62-63, ISSN: 2049-2782.

Foster, C (2022) Pythagoras's Theorem, Teach Secondary, 11(4), pp.13-13, ISSN: 2049-2782.

Foster, C (2022) Choosing the best proofs, Mathematics in School, 51(3), pp.2-7, ISSN: 0305-7259.

Francome, T and Foster, C (2022) Plenary - or just ponder?, Mathematics Teaching, 281, pp.19-21, ISSN: 0025-5785.

Foster, C (2022) Factors and multiples, Teach Secondary, 11(3), pp.13-13, ISSN: 2049-2782.

Foster, C (2022) Must feedback always be constructive?, Teach Secondary, 11(3), pp.40-41, ISSN: 2049-2782.

Foster, C, Burkhardt, H, Schoenfeld, A (2022) Crisis-ready educational design: The case of mathematics, The Curriculum Journal, 33(4), pp.519-535, ISSN: 0958-5176. DOI: 10.1002/curj.159.

Foster, C (2022) Getting multiplication the right way round, Mathematics in School, 51(2), pp.16-17, ISSN: 0305-7259.

Foster, C (2022) Methods that are just mental clutter, Mathematics in School, 51(2), pp.20-22, ISSN: 0305-7259.

Foster, C (2022) Exterior angles, Teach Secondary, 11(2), pp.13-13, ISSN: 2049-2782.

Foster, C (2022) Listening is slow, reading is fast, Teach Secondary, 11(1), pp.72-73.

Baldry, F, Mann, J, Horsman, R, Koiwa, D, Foster, C (2022) The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson, Journal of Mathematics Teacher Education, ISSN: 1386-4416. DOI: 10.1007/s10857-021-09511-6.

Foster, C (2022) Identity crisis, Scottish Mathematical Council Journal, 51, pp.36-37, ISSN: 2515-1347.

Foster, C (2022) What is an angle?, Teach Secondary, 11(1), pp.13-13, ISSN: 2049-2782.

Foster, C (2022) Giving everything a twist, Mathematics in School, 51(1), pp.24-25, ISSN: 0305-7259.

Foster, C (2021) Making sense of proof by contradiction, Scottish Mathematical Council Journal, 51, pp.74-77, ISSN: 2515-1347.

Foster, C (2021) Multiplying makes things bigger, Teach Secondary, 10(8), pp.13-13, ISSN: 2049-2782.

Foster, C (2021) Assuming the worst is often for the best, Teach Secondary, 10(7), pp.23-23.

Foster, C (2021) Multiplying makes things bigger, Teach Secondary, 10(8), pp.13-13, ISSN: 2049-2782.

Foster, C (2021) Symmetry, Teach Secondary, 10(7), pp.13-13, ISSN: 2049-2782.

Foster, C (2021) First things first?, Teach Secondary, 10(6), pp.82-83, ISSN: 2049-2782.

Foster, C, Woodhead, S, Barton, C, Clark-Wilson, A (2021) School students’ confidence when answering diagnostic questions online, Educational Studies in Mathematics, 109(3), pp.491-521, ISSN: 0013-1954. DOI: 10.1007/s10649-021-10084-7.

Foster, C (2021) Implementing confidence assessment in low-stakes, formative mathematics assessments, International Journal of Science and Mathematics Education, 20(7), pp.1411-1429, ISSN: 1571-0068. DOI: 10.1007/s10763-021-10207-9.

Foster, C (2021) Problem solving and prior knowledge, Mathematics in School, 50(4), pp.6-8, ISSN: 0305-7259.

Foster, C (2021) Questions pupils ask: What are 'like terms'?, Mathematics in School, 50(4), pp.20-21, ISSN: 0305-7259.

Foster, C (2021) Area and perimeter, Teach Secondary, 10(6), pp.13-13, ISSN: 2049-2782.

Hodgen, J, Foster, C, Brown, M (2021) Low attainment in mathematics: An analysis of 60 years of policy discourse in England, The Curriculum Journal, 33(1), pp.5-24, ISSN: 0958-5176. DOI: 10.1002/curj.128.

Foster, C (2021) "But I'm no good..", Teach Secondary, 10(5), pp.58-59, ISSN: 2049-2782.

Foster, C (2021) Understanding indices, Teach Secondary, 10(5), pp.11-11, ISSN: 2049-2782.

Foster, C (2021) Adding fractions, Teach Secondary, 10(4), pp.11-11, ISSN: 2049-2782.

Foster, C (2021) Quotative and partitive models of division, Mathematics in School, 50(3), pp.24-25, ISSN: 0305-7259.

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.

Foster, C (2021) What's in a name?, Teach Secondary, 10(3), pp.11-11, ISSN: 2049-2782.

Foster, C (2021) Percentage change, Teach Secondary, 10(2), pp.11-11, ISSN: 2049-2782.

Calleja, J, Foster, C, Hodgen, J (2021) Integrating ‘just-in-time’ learning in the design of mathematics professional development, Mathematics Teacher Education and Development, 23(2), pp.79-101, ISSN: 1442-3901.

Foster, C (2021) On hating formula triangles, Mathematics in School, 50, pp.31-32, ISSN: 0305-7259.

Foster, C (2021) In a spin, Teach Secondary, 10(1), pp.11-11, ISSN: 2049-2782.

Foster, C (2020) Tailoring the examples to the method, Scottish Mathematical Council Journal, 50, pp.34-35, ISSN: 2515-1347.

Foster, C (2020) Half of the sum of the others, Scottish Mathematical Council Journal, 50, pp.47-47, ISSN: 2515-1347.

Foster, C (2020) Differentiating inverse trigonometric functions, Mathematics in School, 49(5), pp.10-12, ISSN: 0305-7259.

Foster, C (2020) Number snakes, Teach Secondary, 9(8), pp.70-71, ISSN: 2049-2782.

Foster, C (2020) Combining square numbers, Teach Secondary, 9(7), pp.94-95, ISSN: 2049-2782.

Foster, C (2020) A slice of the pie, Teach Secondary, 9(6), pp.102-103, ISSN: 2049-2782.

Foster, C and Ollerton, M (2020) Mathematical white lies, Mathematics Teaching, 272, pp.24-25, ISSN: 0025-5785.

Seino, T and Foster, C (2020) Analysis of the final comments provided by a knowledgeable other in lesson study, Journal of Mathematics Teacher Education, 24(5), pp.507-528, ISSN: 1386-4416. DOI: 10.1007/s10857-020-09468-y.

Marks, R, Foster, C, Barclay, N, Barnes, A, Treacy, P (2020) A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?, Research in Mathematics Education, 23(1), pp.39-62, ISSN: 1479-4802. DOI: 10.1080/14794802.2020.1725612.

Foster, C (2020) Trusting in patterns, Mathematics in School, 49(3), pp.17-19, ISSN: 0305-7259.

Foster, C (2020) Revisiting 'Four 4s', Mathematics in School, 49(3), pp.22-23, ISSN: 0305-7259.

Foster, C (2020) Counting out, Teach Secondary, 9(3), pp.70-71, ISSN: 2049-2782.

Foster, C (2020) Twice as hot?, Mathematics in School, 49(2), pp.28-29, ISSN: 0305-7259.

Foster, C (2020) The tethered goat, Teach Secondary, 9(2), pp.90-91, ISSN: 2049-2782.

Foster, C and Baldry, F (2020) Blink, and it's gone!, Mathematics Teaching, 270, pp.12-13, ISSN: 0025-5785.

Foster, C (2020) Statistical puzzler, Teach Secondary, 9(1), pp.84-85, ISSN: 2049-2782.

Foster, C (2020) Stop planning lessons!, Teach Secondary, 9(1), pp.80-81, ISSN: 2049-2782.

Seino, T and Foster, C (2019) Why the details matter: Learning from Japanese Kyouzai kenkyuu, Mathematics in School, 48(5), pp.2-8, ISSN: 0305-7259.

Foster, C (2019) Alternative vouchers, Teach Secondary, 8(8), pp.90-91, ISSN: 2049-2782.

Foster, C (2019) Sine language, Teach Secondary, 8(7), pp.92-93, ISSN: 2049-2782.

Foster, C (2019) What's your style, sir?, Teach Secondary, 8(7), pp.22-23, ISSN: 2049-2782.

Foster, C (2019) Questions pupils ask: What counts as a random number?, Mathematics in School, 48(4), pp.30-31, ISSN: 0305-7259.

Foster, C (2019) Spider on a cuboid, Teach Secondary, 8(6), pp.116-117, ISSN: 2049-2782.

Foster, C (2019) Doing it with understanding, Mathematics Teaching, 267, pp.8-10, ISSN: 0025-5785.

Foster, C (2019) Spotting sequences, Teach Secondary, 8(5), pp.94-95, ISSN: 2049-2782.

Foster, C (2019) Trapezia acts, Teach Secondary, 8(4), pp.82-83, ISSN: 2049-2782.

Foster, C (2019) Box plots, Teach Secondary, 8(3), pp.102-103, ISSN: 2049-2782.

Foster, C (2019) Missing the point, Teach Secondary, 8(2), pp.86-87, ISSN: 2049-2782.

Foster, C (2019) The fundamental problem with teaching problem solving, Mathematics Teaching, (265), pp.8-10, ISSN: 0025-5785.

Foster, C (2019) Editorial [International Journal of Mathematical Education in Science and Technology], International Journal of Mathematical Education in Science and Technology, 50(1), pp.1-2, ISSN: 0020-739X. DOI: 10.1080/0020739X.2019.1573786.

Foster, C (2019) Armchair responses, Mathematics in School, 48(3), pp.26-27, ISSN: 0305-7259.

Foster, C (2019) Knowing the unknowns, Teach Secondary, 8(1), pp.86-87, ISSN: 2049-2782.

Foster, C and Inglis, M (2018) Mathematics teacher professional journals: what topics appear and how has this changed over time?, International Journal of Science and Mathematics Education, 17(8), ISSN: 1571-0068. DOI: 10.1007/s10763-018-9937-4.

Inglis, M and Foster, C (2018) Five Decades of Mathematics Education Research, Journal for Research in Mathematics Education, 49(4), pp.462-500, ISSN: 0021-8251. DOI: 10.5951/jresematheduc.49.4.0462.

Foster, C (2018) Questions pupils ask: Why can’t it be distance plus time?, Mathematics in School, 48, pp.15-17, ISSN: 0305-7259.

Foster, C (2017) Validity in educational and psychological assessment, Research in Mathematics Education, 19(2), pp.108-111, ISSN: 1479-4802. DOI: 10.1080/14794802.2017.1318086.

Foster, C and Inglis, M (2017) Teachers’ appraisals of adjectives relating to mathematics tasks, Educational Studies in Mathematics, 95(3), pp.283-301, ISSN: 0013-1954. DOI: 10.1007/s10649-017-9750-y.

Foster, C (2017) Developing mathematical fluency: comparing exercises and rich tasks, Educational Studies in Mathematics, 97(2), pp.121-141, ISSN: 0013-1954. DOI: 10.1007/s10649-017-9788-x.

Foster, C and Martin, D (2016) Two-dice horse race, Teaching Statistics, 38(3), pp.98-101, ISSN: 0141-982X. DOI: 10.1111/test.12108.

Foster, C (2016) Proof Without Words: Integer Right Triangle Hypotenuses Without Pythagoras, The College Mathematics Journal, 47(2), pp.101-101, ISSN: 0746-8342. DOI: 10.4169/college.math.j.47.2.101.

Foster, C (2016) Confidence and competence with mathematical procedures, Educational Studies in Mathematics, 91(2), pp.271-288, ISSN: 0013-1954. DOI: 10.1007/s10649-015-9660-9.

Foster, C (2015) EXPLOITING UNEXPECTED SITUATIONS IN THE MATHEMATICS CLASSROOM, International Journal of Science and Mathematics Education, 13(5), pp.1065-1088, ISSN: 1571-0068. DOI: 10.1007/s10763-014-9515-3.

Foster, C (2015) Expression Polygons, The Mathematics Teacher, 109(1), pp.62-65, ISSN: 0025-5769. DOI: 10.5951/mathteacher.109.1.0062.

Foster, C (2015) Closed but provocative questions: curves enclosing unit area, International Journal of Mathematical Education in Science and Technology, 46(5), pp.776-783, ISSN: 0020-739X. DOI: 10.1080/0020739x.2014.992989.

Wake, G, Swan, M, Foster, C (2015) Professional learning through the collaborative design of problem-solving lessons, Journal of Mathematics Teacher Education, 19(2-3), pp.243-260, ISSN: 1386-4416. DOI: 10.1007/s10857-015-9332-9.

Foster, C and De Villiers, M (2015) The definition of the scalar product: an analysis and critique of a classroom episode, International Journal of Mathematical Education in Science and Technology, 47(5), pp.750-761, ISSN: 0020-739X. DOI: 10.1080/0020739X.2015.1117148.

Foster, C (2014) 98.31 Equal volumes of revolution, The Mathematical Gazette, 98(543), pp.504-507, ISSN: 0025-5572. DOI: 10.1017/s0025557200008287.

Foster, C (2014) Reviews - How to study for a mathematics degree, by Lara Alcock, pp. 288, £12.99, ISBN 978-0-19-966132-9, Oxford University Press (2013)., The Mathematical Gazette, 98(542), pp.377-378, ISSN: 0025-5572. DOI: 10.1017/s0025557200001625.

Foster, C (2014) Confidence Trick: The Interpretation of Confidence Intervals, Canadian Journal of Science, Mathematics and Technology Education, 14(1), pp.23-34, ISSN: 1492-6156. DOI: 10.1080/14926156.2014.874615.

Foster, C (2013) Resisting reductionism in mathematics pedagogy, The Curriculum Journal, 24(4), pp.563-585, ISSN: 0958-5176. DOI: 10.1080/09585176.2013.828630.

Foster, C (2013) Teaching with tasks for effective mathematics learning, Research in Mathematics Education, 15(3), pp.309-313, ISSN: 1479-4802. DOI: 10.1080/14794802.2013.830357.

Foster, C (2013) Mathematical études: embedding opportunities for developing procedural fluency within rich mathematical contexts, International Journal of Mathematical Education in Science and Technology, 44(5), pp.765-774, ISSN: 0020-739X. DOI: 10.1080/0020739x.2013.770089.

Foster, C (2012) Creationism as a Misconception: Socio-cognitive conflict in the teaching of evolution, International Journal of Science Education, 34(14), pp.2171-2180, ISSN: 0950-0693. DOI: 10.1080/09500693.2012.692102.

Foster, C (2012) 96.47 Squares within squares, The Mathematical Gazette, 96(536), pp.328-331, ISSN: 0025-5572. DOI: 10.1017/s002555720000468x.

Foster, C (2012) 96.30 Quadratic doublets, The Mathematical Gazette, 96(536), pp.264-266, ISSN: 0025-5572. DOI: 10.1017/s0025557200004514.

Foster, C (2012) The probability distribution for a biased spinner, Teaching Statistics, 34(1), pp.41-43, ISSN: 0141-982X. DOI: 10.1111/j.1467-9639.2011.00481.x.

Foster, C (2012) 96.08 Orthogonal mappings, The Mathematical Gazette, 96(535), pp.112-115, ISSN: 0025-5572. DOI: 10.1017/s0025557200004083.

Foster, C (2012) 96.07 Symmetrical cubics, The Mathematical Gazette, 96(535), pp.109-112, ISSN: 0025-5572. DOI: 10.1017/s0025557200004071.

Foster, C (2012) 96.19 Taking a short cut through Pascal's triangle, The Mathematical Gazette, 96(535), pp.142-145, ISSN: 0025-5572. DOI: 10.1017/s0025557200004198.

Colin Foster, (2012) Teaching Tip: How to Manipulate Test Scores, The College Mathematics Journal, 43(2), pp.121-121, ISSN: 0746-8342. DOI: 10.4169/college.math.j.43.2.121.

Foster, C (2011) A slippery slope: resolving cognitive conflict in mechanics, Teaching Mathematics and its Applications, 30(4), pp.216-221, ISSN: 0268-3679. DOI: 10.1093/teamat/hrr015.

Foster, C (2011) The Significance of a Square-Root Rule, The American Statistician, 65(4), pp.222-222, ISSN: 0003-1305. DOI: 10.1198/tas.2011.11160.

Foster, C (2011) Student-Generated Questions in Mathematics Teaching, The Mathematics Teacher, 105(1), pp.26-31, ISSN: 0025-5769. DOI: 10.5951/mathteacher.105.1.0026.

Foster, C (2011) A comment on Schnell and Mendoza, The Mathematical Gazette, 95(533), pp.357-357, ISSN: 0025-5572. DOI: 10.1017/s0025557200003284.

Foster, C (2011) Productive ambiguity in the learning of mathematics, For the Learning of Mathematics, 31(2), pp.3-7, ISSN: 0228-0671.

Foster, C (2010) Correspondence, The Mathematical Gazette, 94(530), pp.335-335, ISSN: 0025-5572. DOI: 10.1017/s0025557200006719.

Foster, C (2009) Knowing Your Limitations, Teaching Statistics, 31(2), pp.59-60, ISSN: 0141-982X. DOI: 10.1111/j.1467-9639.2009.00349.x.

Foster, C (2008) 92.16 Avoiding Pythagoras, The Mathematical Gazette, 92(523), pp.110-111, ISSN: 0025-5572. DOI: 10.1017/s0025557200182683.

Foster, C (2008) All my own work?, SecEd, 2008(3), ISSN: 1479-7704. DOI: 10.12968/sece.2008.3.1120.

Foster, C (2007) Make maths sparkle, SecEd, 2007(5), ISSN: 1479-7704. DOI: 10.12968/sece.2007.5.902.

Foster, C (2006) Pointless compasses?, SecEd, 2006(9), ISSN: 1479-7704. DOI: 10.12968/sece.2006.9.705.

Archibald, SC, Barden, DJ, Bazin, JFY, Fleming, I, Foster, CF, Mandal, AK, Mandal, AK, Parker, D, Takaki, K, Ware, AC, et al, EA (2004) Stereocontrol in Organic Synthesis Using Silicon-Containing Compounds. Studies Directed Towards the Synthesis of Ebelactone A, ChemInform, 35(39), ISSN: 0931-7597. DOI: 10.1002/chin.200439257.



Conferences

Barmby, P, Jones, I, Foster, C, Milinkovic, J (2020) Using a comparative judgement approach to assess the problem-solving skills of primary school pupils. In 29th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Port Elizabeth, South Africa.

Wake, G, Foster, C, Nishimura, K (2019) Lesson study: A case of expansive learning. In Borko, H and Potari, D (ed) The Twenty-Fifth ICMI Study. Teachers of Mathematics Working and Learning in Collaborative Groups; The Twenty-Fifth ICMI Study. Teachers of Mathematics Working and Learning in Collaborative Groups, University of Lisbon, Lisbon, Portugal, pp.205-212.



Chapters

Foster, C (2022) Checking for understanding. In Southall, E (ed) If I Could Tell You One Thing, Mathematical Assocation, pp.3-9.

Baldry, F and Foster, C (2019) Lesson study partnerships in initial teacher education. In Lesson Study in Initial Teacher Education: Principles and Practices, Emerald Publishing Limited, pp.147-160, ISBN: 9781787567986.

Baldry, F and Foster, C (2019) Lesson study in mathematics initial teacher education in England. In Theory and Practice of Lesson Study in Mathematics: An International Perspective, Springer International Publishing © Springer Nature, pp.577-594, ISBN: 9783030040314. DOI: 10.1007/978-3-030-04031-4.

Swan, M and Foster, C (2018) Formative assessment lessons. In Classroom assessment in mathematics: Perspectives from around the globe, © Springer, pp.11-24, DOI: 10.1007/978-3-319-73748-5_2.



Reports

Foster, C (2022) Mathematics curriculum resourcing in England: What might the future hold?, pp.198-202.

Hodgen, J, Barclay, N, Foster, C, Gilmore, C, Marks, R, Simms, V (2020) Early years and key stage 1 mathematics teaching: Evidence review, Education Endowment Foundation.

Wake, G, Foster, C, Hatakenaka, S (2020) Developing a sustainable and scalable model for the professional learning of mathematics teachers: Final report of the LeMaPS (Lessons for Mathematical Problem Solving) Project.

Hodgen, J, Coe, R, Foster, C, Brown, M, Higgins, S, Küchemann, D (2020) Low attainment in mathematics: an investigation focusing on Year 9 students in England.

Hodgen, J, Coe, R, Foster, C, Brown, M, Higgins, S, Küchemann, D (2020) Low attainment in mathematics: an investigation focusing on Year 9 students in England. Technical report.

Foundation, EE, Hodgen, J, Barclay, N, Foster, C, Gilmore, C, Marks, R, Sims, V (2020) Improving mathematics in the early years and Key Stage 1: guidance report.

Hodgen, J, Foster, C, Marks, R, Brown, M (2018) Evidence for review of mathematics teaching: Improving mathematics in key stages two and three.



Other

Foster, C (2022) Editorial. DOI: 10.1080/0020739x.2022.2030990.

Foster, C (2021) Editorial. DOI: 10.1080/0020739x.2021.1861701.

Foster, C (2020) Editorial. DOI: 10.1080/0020739X.2020.1700609.



Getting in touch

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