Colin Foster
Biographic Data
| ID | 5093772 |
|---|---|
| NAME | Colin Foster |
| GIVEN NAMES | Colin |
| FAMILY NAME | Foster |
| SIGNATURE | FOSTER C |
| AFFILIATIONS | Loughborough University |
| ORCID | 0000-0003-1648-7485 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teaching Low-Attaining Secondary School Mathematics Students
This paper reports on the findings from 12 in-depth, semi-structured interviews with mathematics teachers experienced in teaching low-attaining students in Years 9–10 (ages 13–15) in England, conducted as part of a wider project. The interviews covered the teachers’ reported practices when teaching low-attaining students, with particular regard to their use of representations, manipulatives, derived facts and estimation. We also asked teachers ab…
Challenges faced by Ukrainian students learning mathematics in UK schools
Previous research on how UK schools can meet the needs of refugee students has not focused on Ukrainian refugee students’ learning of mathematics. This group faces specific challenges, simultaneously studying different mathematics curricula, face-to-face in the UK and by distance in Ukraine. We examine the experiences of Ukrainian refugees in UK secondary schools, focusing particularly on their mathematics learning. We interviewed students aged 1…
The Effectiveness of a Cover-Copy-Compare App for Developing Secondary School Students’ Mathematical Procedural Fluency with Straight-Line Graphs
Cover-copy-compare (CCC) is a simple, self-managed process that enables students to develop fluency in important facts and procedures through modelling, practice and corrective feedback. CCC has been studied at primary-school-level mathematics, but not with the complex, multi-step kinds of procedures used at secondary school (age 11 and above). This paper reports on a randomised controlled trial involving 224 students (ages 14–16) comparing a nov…
British education research and its quality
We analysed the full text of all journal articles returned to the education subpanel of the 2021 Research Excellence Framework (REF2021). Using a latent Dirichlet allocation topic model, we identified 35 topics that collectively summarise the journal articles that research units, typically schools of education, selected for submission. We found that the topics which units wrote about in their submitted articles collectively explained a large prop…
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum
The curriculum resources used for teaching secondary mathematics vary considerably from school to school. Some schools base their teaching largely on a single published scheme, while others design their own schemes of learning, curating their resources from a range of (often free) online sources. Both approaches seem problematic from the perspective of experiencing the mathematics curriculum as a coherent story, and neither seems likely to take b…
Confidence Trick
British education research and its quality
We analysed the full text of all journal articles returned to the education subpanel of the 2021 Research Excellence Framework (REF2021). Using a latent Dirichlet allocation topic model, we identified 35 topics that collectively summarise the journal articles that research units, typically schools of education, selected for submission. We found that the topics which units wrote about in their submitted articles collectively explained a large prop…
Confidence Trick
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum
The curriculum resources used for teaching secondary mathematics vary considerably from school to school. Some schools base their teaching largely on a single published scheme, while others design their own schemes of learning, curating their resources from a range of (often free) online sources. Both approaches seem problematic from the perspective of experiencing the mathematics curriculum as a coherent story, and neither seems likely to take b…
British education research and its quality
We analysed the full text of all journal articles returned to the education subpanel of the 2021 Research Excellence Framework (REF2021). Using a latent Dirichlet allocation topic model, we identified 35 topics that collectively summarise the journal articles that research units, typically schools of education, selected for submission. We found that the topics which units wrote about in their submitted articles collectively explained a large prop…
Challenges faced by Ukrainian students learning mathematics in UK schools
Previous research on how UK schools can meet the needs of refugee students has not focused on Ukrainian refugee students’ learning of mathematics. This group faces specific challenges, simultaneously studying different mathematics curricula, face-to-face in the UK and by distance in Ukraine. We examine the experiences of Ukrainian refugees in UK secondary schools, focusing particularly on their mathematics learning. We interviewed students aged 1…
The Effectiveness of a Cover-Copy-Compare App for Developing Secondary School Students’ Mathematical Procedural Fluency with Straight-Line Graphs
Cover-copy-compare (CCC) is a simple, self-managed process that enables students to develop fluency in important facts and procedures through modelling, practice and corrective feedback. CCC has been studied at primary-school-level mathematics, but not with the complex, multi-step kinds of procedures used at secondary school (age 11 and above). This paper reports on a randomised controlled trial involving 224 students (ages 14–16) comparing a nov…
Teaching Low-Attaining Secondary School Mathematics Students
This paper reports on the findings from 12 in-depth, semi-structured interviews with mathematics teachers experienced in teaching low-attaining students in Years 9–10 (ages 13–15) in England, conducted as part of a wider project. The interviews covered the teachers’ reported practices when teaching low-attaining students, with particular regard to their use of representations, manipulatives, derived facts and estimation. We also asked teachers ab…
Mathematics Education and Teaching Techniques (4 works) · Pedagogy (4 works) · Psychology (4 works) · Computer Science (3 works) · Mathematics (3 works) · Mathematics education (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Epistemology (2 works) · Fluency (2 works) · Science education (2 works)