Colin Foster

Has grant

Reader in Mathematics Education

Loughborough University

United Kingdom

Research Interests

Explore related searches

Professors in United Kingdom Professors in Mathematics Mathematics professors in United Kingdom

Contact this professor

Get a free first email built on one of their papers, ready for you to edit and send yourself.

About

Colin Foster is a Reader in Mathematics Education at Loughborough University, United Kingdom. His research interests encompass the effectiveness of educational tools in mathematics, the challenges faced by diverse student populations in learning mathematics, and the application of cognitive science principles to curriculum design. Recent articles authored by Dr. Foster include studies on procedural fluency, student confidence calibration, and the structuring of inquiry-based mathematics lessons.

Recent Grants

Grant: Close

Exploring socially distributed professional knowledge for coherent curriculum design

Open Date: 2019-01-31

Close Date: 2020-04-29

Articles (18)

Year:

2025

Year:

2025

Year:

2025

Year:

2024

Year:

2024

Year:

2024

Year:

2024

Year:

2024

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2023

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Collaborators (10)

John Meyer

Lecturer

University of Birmingham

UNITED KINGDOM

View details

Jeremy Hodgen

University College London

UNITED KINGDOM

View details

George Kinnear

Lecturer in Technology Enhanced Mathematics Education

University of Edinburgh

UNITED KINGDOM

View details

UNITED STATES

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Colin Foster

Research Interests

Explore related searches

Contact this professor

About

Recent Grants

Articles (18)

The Effectiveness of a Cover-Copy-Compare App for Developing Secondary School Students’ Mathematical Procedural Fluency with Straight-Line Graphs

Challenges faced by Ukrainian students learning mathematics in UK schools

Submission of articles

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

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

Adapting lesson study for early-years practitioners

The peer-review process

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

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

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

A quotient effect size for educational interventions

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

Editorial

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

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

Collaborators (10)

John Meyer

Jeremy Hodgen

George Kinnear

Ben Davies

Ian Jones

André Heck

Sam Fearn

Tim Jay

Christopher Sangwin

Alan Schoenfeld

Make your next move.