Colin Foster (0000-0003-1648-7485)

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I am a Reader in Mathematics Education in the Department of Mathematics Education at Loughborough University, UK. My research interests in mathematics education focus on the learning and teaching of mathematics in ways that support students’ conceptual understanding.

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Loughborough University: Loughborough, Leicestershire, GB

2019-01-01 to present | Reader in Mathematics Education (Department of Mathematics Education)

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Colin Foster

https://orcid.org/0000-0003-1648-7485

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Biography

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Employment (4)

Loughborough University: Loughborough, Leicestershire, GB

University of Leicester: Leicester, Leicestershire, GB

University of Nottingham: Nottingham, Nottinghamshire, GB

University of Nottingham: Nottingham, Nottinghamshire, GB

Education and qualifications (1)

University of Cambridge: Cambridge, Cambridgeshire, GB

Professional activities (4)

International Society for Design and Development in Education: Nottingham, GB

Higher Education Academy: London, GB

Research in Mathematics Education: London, GB

International Journal of Mathematical Education in Science and Technology: Oxford, Oxfordshire, GB

Funding (1)

Exploring socially distributed professional knowledge for coherent curriculum design

Works (50 of 78)

Challenges faced by Ukrainian students learning mathematics in UK schools

Submission of articles

Changes in students’ confidence calibration across a sequence of low-stakes confidence assessments

Challenges in applying principles from cognitive science to the design of a school mathematics curriculum

Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry”

Low-Attaining Secondary School Mathematics Students’ Perspectives on Recommended Teaching Strategies

Adapting lesson study for early-years practitioners

A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics

Methodological pragmatism in educational research: from qualitative-quantitative to exploratory-confirmatory distinctions

The peer-review process

Problem solving in the mathematics curriculum: From domain‐general strategies to domain‐specific tactics

A quotient effect size for educational interventions

Editorial

Comparing Examination Standards without Graded Candidate Scripts

Crisis‐ready educational design: The case of mathematics

Implementing Confidence Assessment in Low-Stakes, Formative Mathematics Assessments

Low attainment in mathematics: An analysis of 60 years of policy discourse in England

School students’ confidence when answering diagnostic questions online

The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson

Editorial

A collaboratively-derived research agenda for e-assessment in university mathematics

Analysis of the final comments provided by a knowledgeable other in lesson study

Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum

A comparative synthesis of UK mathematics education research: what are we talking about and do we align with international discourse?

Editorial

Mathematics Teacher Professional Journals: What Topics Appear and How Has This Changed over Time?

Questions pupils ask: What counts as a random number?

The fundamental problem with teaching problem solving

Questions pupils ask: Why can’t it be distance plus time?

Editorial

Doing it with understanding

Evidence for Review of Mathematics Teaching: Improving Mathematics in Key Stages Two and Three

Five Decades of Mathematics Education Research

Formative assessment lessons

Developing mathematical fluency: comparing exercises and rich tasks

Questions Pupils Ask

Teachers’ appraisals of adjectives relating to mathematics tasks

Validity in educational and psychological assessment

Proof Without Words: Integer Right Triangle Hypotenuses Without Pythagoras

The definition of the scalar product: an analysis and critique of a classroom episode

Two-dice horse race

Confidence and competence with mathematical procedures

Expression Polygons

Professional learning through the collaborative design of problem-solving lessons

The convergent–divergent model: An opportunity for teacher–learner development through principled task design

Closed but provocative questions: curves enclosing unit area

98.31 Equal volumes of revolution

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).

EXPLOITING UNEXPECTED SITUATIONS IN THE MATHEMATICS CLASSROOM

Confidence Trick: The Interpretation of Confidence Intervals

Peer review (98 reviews for 21 publications/grants)