# 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*.

## Datasets

**Foster, C**(2021) Data and code for "Implementing confidence assessment in low-stakes, formative mathematics assessments", IJSME (2021), DOI: 10.6084/m9.figshare.15027966.v1.

**Foster, C**, Marks, R, Barclay, N, Barnes, A, Treacy, P (2020) Topic Model and Thematic Coding for Proceedings of the British Society for Research into Learning Mathematics from 2003 to 2018, DOI: 10.6084/m9.figshare.8282744.v1.

**Foster, C**(2018) Enlargements data.xlsx, DOI: 10.6084/m9.figshare.5828211.v1. Inglis, M and

**Foster, C**(2017) Five Decades of Mathematics Education Research, DOI: 10.6084/m9.figshare.4877429. Inglis, M and

**Foster, C**(2017) Five Decades of Mathematics Education Research, DOI: 10.6084/m9.figshare.4877429.v2.

## 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.