# Publications for Thomas Francome

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## Journal Articles

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**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.