Number of items: **29**.

## Article

Inglis, Matthew and Foster, Colin
(2018)
*Five decades of mathematics education research.*
Journal for Research in Mathematics Education, 49
(4).
pp. 462-500.
ISSN 1945-2306

Foster, Colin, Hodgen, Jeremy and Küchemann, Dietmar
(2018)
*Defining a rhombus.*
Mathematics Teaching, 260
.
p. 31.
ISSN 0025-5785

Foster, Colin and Inglis, Matthew
(2018)
*How do you describe mathematics tasks?*
Mathematics Teaching, 260
.
pp. 18-20.
ISSN 0025-5785

Foster, Colin
(2017)
*Developing mathematical fluency: comparing exercises and rich tasks.*
Educational Studies in Mathematics
.
pp. 1-21.
ISSN 1573-0816

Foster, Colin
(2017)
*Book review. Validity in educational and psychological assessment, by Paul E. Newton & Stuart D. Shaw.*
Research in Mathematics Education, 19
(2).
pp. 108-111.
ISSN 1754-0178

Foster, Colin and Inglis, Matthew
(2017)
*Teachers’ appraisals of adjectives relating to mathematics tasks.*
Educational Studies in Mathematics, 95
(3).
pp. 283-301.
ISSN 1573-0816

Foster, Colin and Martin, David
(2016)
*Two-dice horse race.*
Teaching Statistics, 38
(3).
pp. 98-101.
ISSN 1467-9639

Foster, Colin
(2016)
*Confidence and ‘negative’ marking.*
MathematicsTeaching, 251
.
pp. 11-13.
ISSN 0025-5785

Foster, Colin
(2016)
*Proof without words: integer right triangle hypotenuses without Pythagoras.*
College Mathematics Journal, 47
(2).
p. 101.
ISSN 1931-1346

Foster, Colin
(2016)
*Confidence and competence with mathematical procedures.*
Educational Studies in Mathematics, 91
(2).
pp. 271-288.
ISSN 1573-0816

Foster, Colin and de Villiers, Michael
(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 1464-5211

Wake, Geoffrey, Swan, Malcolm and Foster, Colin
(2015)
*Professional learning through the collaborative design of problem-solving lessons.*
Journal of Mathematics Teacher Education
.
pp. 1-18.
ISSN 1386-4416

Foster, Colin
(2015)
*The Convergent–Divergent Model: an opportunity for teacher–learner development through principled task
design.*
Educational Designer, 2
(8).
pp. 1-25.
ISSN 1759-1325

Foster, Colin
(2015)
*Expression polygons.*
Mathematics Teacher, 109
(1).
pp. 62-65.
ISSN 0025-5769

Foster, Colin
(2014)
*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

Foster, Colin
(2014)
*Confidence trick: the interpretation of confidence intervals.*
Canadian Journal of Science, Mathematics, and Technology Education, 4
(1).
pp. 23-34.
ISSN 1492-6156

Foster, Colin
(2014)
*Exploiting unexpected situations in the mathematics classroom.*
International Journal of Science and Mathematics Education
.
ISSN 1571-0068

Foster, Colin
(2014)
*Getting goose bumps about teaching evolution.*
Primary Science
(131).
pp. 5-7.
ISSN 0269-2465

Foster, Colin
(2014)
*Minimal interventions in the teaching of mathematics.*
European Journal of Science and Mathematics Education, 2
(3).
pp. 147-154.
ISSN 2301-251X

Foster, Colin
(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

Foster, Colin
(2013)
*Resisting reductionism in mathematics pedagogy.*
The Curriculum Journal, 24
(4).
pp. 563-585.
ISSN 0958-5176

Foster, Colin
(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

## Conference or Workshop Item

Swan, Malcolm and Foster, Colin
(2018)
*Formative assessment lessons for concept development and problem solving.*
In: 13th International Congress on Mathematical Education, 24 - 31 July 2016, Hamburg, Germany.

Kent, Geoff and Foster, Colin
(2015)
*Re-conceptualising conceptual understanding in mathematics.*
In: Ninth Congress of European Research in Mathematics Education (CERME 9), 4-8 February 2015, Prague, Czech Republic.

Wake, Geoffrey, Foster, Colin and Swan, Malcolm
(2014)
*Understanding issues in mathematical problem solving and modeling: lessons from lesson study.*
In: 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 15 - 20 July 2014, Vancouver, Canada.

Foster, Colin, Wake, Geoff and Swan, Malcolm
(2014)
*Mathematical knowledge for teaching probem solving: lessons from lesson study.*
In: 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 15-20 July 2014, Vancouver, Canada.

Wake, Geoffrey, Foster, Colin and Swan, Malcolm
(2014)
*Teacher knowledge for modelling and problem solving.*
In: 8th British Congress of Mathematics Education, 14 - 17 April 2014, Nottingham, U.K..

Foster, Colin
(2014)
*‘Can’t you just tell us the rule?’: teaching procedures relationally.*
In: 8th British Congress of Mathematics Education, 14 - 17 April 2014, University of Nottingham.

## Book

Foster, Colin
(2017)
*Questions pupils ask.*
Mathematical Association, Leicester.
ISBN 9780906588918

This list was generated on **Tue Feb 27 02:54:22 2024 UTC**.