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home about research interests publications presentations contact dr i am an associate professor of education and director of research in the school of education at the university of leicester , england. my interests in mathematics education focus on the design of rich mathematical tasks and ways in which teachers can use and adapt them in the classroom to support students' conceptual understanding of mathematics. i have particular interests in problem solving and in the development of mathematical fluency. the four areas highlighted below may be of interest to teachers and researchers. tweets by colinfoster77 www.mathematicaletudes.com mathematical etudes are creative, imaginative and thought-provoking ways to help learners of mathematics develop their fluency in important mathematical procedures. they are an alternative to traditional, tedious exercises. click here to take a look. www.mathematicalbeginnings.com this website contains a free collection of over 40 starting points ( beginnings ) for mathematical activity. they could be used with learners aged around 11 upwards as a part of normal mathematics lessons or as something 'a little different'. some prompts are provided to help learners find mathematics to work on and some brief teacher's notes are also offered, indicating possible mathematics that could emerge. click here to take a look. http://www.foster77.co.uk/instantmathsideas.htm this popular series of three books of lesson ideas, published by nelson thornes, is now available free. the three volumes address number and algebra , shape and space , and data handling and ict . click here to take a look. articles and books i have written nearly 200 articles, both academic papers and articles for teacher professional journals, as well as 13 books. many of these contain lesson plans and teaching resources. click here and here to take a look. dr ma(cantab), phd, pgce, cmathteach, sfhea i am an associate professor in the school of education at the university of leicester . previously, i was at the university of nottingham, and before that i taught mathematics in secondary schools for 12 years. my first degree and phd are from magdalene college, cambridge, and i obtained my pgce from the university of cambridge faculty of education. i have been designing mathematical tasks and writing books and articles for mathematics teachers for over 15 years. during 2005-2008 i co-edited the journal mathematics teaching , published by the association of teachers of mathematics. alongside my research, i teach pre-service teachers on the pgce secondary mathematics course at the university of leicester, supervise masters and phd students and lead professional development for mathematics teachers. i write regularly for the magazine teach secondary and for mathematics teacher professional journals. i was a member of the department for education expert group for the mathematics national curriculum and i devise questions for university of cambridge international examinations. i am a chartered mathematics teacher, a fellow of the international society for design and development in education, a senior fellow of the higher education academy and a member of the international group for the psychology of mathematics education, the national council of teachers of mathematics and the association of mathematics education teachers. before mathematics education, i worked in chemistry. click here for my thesis and a related paper. if you are interested in studying for a phd in an area that matches my research interests, then please email me with your ideas. my erdős number is 4 . memberships british society for research into learning mathematics (bsrlm) international group for the psychology of mathematics education (igpme) association of teachers of mathematics (atm) mathematical association (ma) association of mathematics education teachers (amet) national council of teachers of mathematics (nctm) fellowships fellow of the international society for design and development in education (isdde) fellow of the cambridge philosophical society senior fellow of the higher education academy research my research interests in mathematics education focus on the learning and teaching of mathematical problem solving and the design of rich tasks and their use in the mathematics classroom. i am particularly interested in the development of mathematical fluency and in the use of confidence assessment in school mathematics. i am currently collaborating with jeremy hodgen , margaret brown , robert coe and steve higgins on the investigating mathematical attainment and progress project, funded by the nuffield foundation . this aims to provide evidence to inform policy and practice directed at narrowing the achievement gap in mathematics. i am studying the development of mathematical fluency in secondary mathematics students in the mathematical etudes project , collaborating with matthew inglis on several corpus linguistic studies, and with ian jones on a comparative judgment study of a-level mathematics examination papers. i recently collaborated with jeremy hodgen and rachel marks on a review of mathematics teaching, improving mathematics in key stages two and three , for the education endowment foundation . i teach pre-service teachers on the university of leicester pgce course and supervise phd students in mathematics education. i recently appeared as a guest on the mr barton maths podcast : click here to listen. current research students alzahrani, mohammed (phd): english language teachers’ perceptions of integration of ict within teaching the modular curriculum in saudi arabian secondary schools. barichello, leo (phd): use of mathematical tasks to enhance the visual ability of low achieving students. bustang (phd): design-based research on probability: finding the convergence of proportional and probabilistic reasoning. calleja, james (phd): supporting teachers in learning to teach mathematics through inquiry: a case study of cpd in malta. guimarães, rita santos (phd): a teacher learning initiative to engage disadvantaged students. former research students mccance, lorna (2014). how do students’ solutions to a problem-solving task change after attempting to understand an algebra-focused sample solution? unpublished ma dissertation. nottingham: university of nottingham. peake, eleanor (2014). when and how do year 2 pupils use the bar model to solve mathematical word problems? unpublished ma dissertation. nottingham: university of nottingham. roberts, katherine (2013). which aspects of mathematical problem-solving lessons do pupils value and why? unpublished ma dissertation. nottingham: university of nottingham. selected publications ( more ) foster, c. (2018). developing mathematical fluency: comparing exercises and rich tasks . educational studies in mathematics, 97 (2), 121–141. https://doi.org/10.1007/s10649-017-9788-x inglis, m., & foster, c. (in press). five decades of mathematics education research. journal for research in mathematics education . foster, c., & inglis, m. (2017). teachers’ appraisals of adjectives relating to mathematics tasks . educational studies in mathematics , 95 (3), 283–301. https://doi.org/10.1007/s10649-017-9750-y foster, c. (2016). confidence and competence with mathematical procedures . educational studies in mathematics , 91 (2), 271–288. https://doi.org/10.1007/s10649-015-9660-9 wake, g., swan, m., & foster, c. (2016). professional learning through the collaborative design of problem-solving lessons . journal of mathematics teacher education, 19 (2), 243–260. https://doi.org/10.1007/s10857-015-9332-9 foster, c., & de villiers, m. (2016). 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), 750–761. https://doi.org/10.1080/0020739x.2015.1117148 foster, c. (2015). closed but provocative questions: curves enclosing unit area . i

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