colinfoster

www.foster77.co.uk

Click here to return to the main page.

Academic articles (peer-reviewed)

Foster, C. (2017). Developing mathematical fluency: Comparing exercises and rich tasks. Educational Studies in Mathematics. 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. International Journal of Mathematical Education in Science and Technology, 46(5), 776–783. https://doi.org/10.1080/0020739X.2014.992989

Foster, C. (2015). Exploiting unexpected situations in the mathematics classroom. International Journal of Science and Mathematics Education, 13(5), 10651088. https://doi.org/10.1007/s10763-014-9515-3

Foster, C. (2015). The convergent–divergent model: An opportunity for teacher–learner development through principled task design. Educational Designer, 2(8).

Foster, C. (2014). Minimal interventions in the teaching of mathematics. European Journal of Science and Mathematics Education, 2(3), 147–154.

Foster, C. (2014). Confidence trick: The interpretation of confidence intervals. Canadian Journal of Science, Mathematics, and Technology Education, 14(1), 2334. https://doi.org/10.1080/14926156.2014.874615

Foster, C. (2013). Resisting reductionism in mathematics pedagogy. Curriculum Journal, 24(4), 563–585. https://doi.org/10.1080/09585176.2013.828630

Foster, C. (2013). Mathematical études: Embedding opportunities for developing procedural fluency within rich mathematical contexts. International Journal of Mathematical Education in Science and Technology, 44(5), 765–774. https://doi.org/10.1080/0020739X.2013.770089

Foster, C. (2012). Creationism as a misconception: Socio-cognitive conflict in the teaching of evolution. International Journal of Science Education, 34(14), 2171–2180. https://doi.org/10.1080/09500693.2012.692102

Foster, C. (2011). A slippery slope: Resolving cognitive conflict in mechanics. Teaching Mathematics and its Applications, 30(4), 216–221. https://doi.org/10.1093/teamat/hrr015

Foster, C. (2011). Peripheral mathematical knowledge. For the Learning of Mathematics, 31(3), 24–26.

Foster, C. (2011). Productive ambiguity in the learning of mathematics. For the Learning of Mathematics, 31(2), 3–7.

Book chapter (peer-reviewed)

Swan, M., & Foster, C. (2017). Formative assessment lessons. In D. R. Thompson, M. Burton, A. Cusi, & D. Wright (Eds), Classroom assessment in mathematics: Perspectives from around the globe (in press). Dordrecht, the Netherlands: Springer.

Book reviews (peer-reviewed)

Foster, C. (2017). [Review of the book Validity in educational and psychological assessment, by P. E. Newton & S. D. Shaw]. Research in Mathematics Education, 19(2), 108–111. https://doi.org/10.1080/14794802.2017.1318086

Foster, C. (2014). [Review of the book How to study for a mathematics degree, by L. Alcock]. Mathematical Gazette, 98(542), 377–378.

Foster, C. (2013). [Review of the book Teaching with tasks for effective mathematics learning, by P. Sullivan, D. Clarke & B. Clarke]. Research in Mathematics Education, 15(3), 309–313. https://doi.org/10.1080/14794802.2013.830357

Conference proceedings (peer-reviewed)

Swan, M., & Foster, C. (2016). Formative assessment lessons for concept development and problem solving. Proceedings of the 13th International Congress on Mathematical Education. University of Hamburg, Germany: ICME.

Kent, G., & Foster, C. (2016). Re-conceptualising conceptual understanding in mathematics. In K. Krainer, & N. Vondrová (Eds), Proceedings of the Ninth Congress of European Research in Mathematics Education (CERME9): Thematic Working Group 17 (pp. 2656–2661). Charles University, Prague, Czech Republic: CERME.

Wake, G., Foster, C., & Swan, M. (2016). Understanding issues in teaching mathematical modelling: lessons from lesson study. In K. Krainer, & N. Vondrová (Eds), Proceedings of the Ninth Congress of European Research in Mathematics Education (CERME9): Thematic Working Group 6 (pp. 937–943). Charles University, Prague, Czech Republic: CERME.

Foster, C., Wake, G., & Swan, M. (2014). Mathematical knowledge for teaching problem solving: Lessons from lesson study. In S. Oesterle, C. Nicol, P. Liljedahl, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 3, pp. 97–104. Vancouver, Canada: PME.

Wake, G., Foster, C., & Swan, M. (2014). Understanding issues in mathematical problem solving and modelling: Lessons from lesson study. In S. Oesterle, C. Nicol, P. Liljedahl, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36, Vol. 6, p. 259. Vancouver, Canada: PME.

Foster, C. (2014). “Can’t you just tell us the rule?” Teaching procedures relationally. In S. Pope (Ed.), Proceedings of the 8th British Congress of Mathematics Education, Vol. 34, No. 2 (pp. 151158). University of Nottingham.

Wake, G., Foster, C., & Swan, M. (2014). Teacher knowledge for modelling and problem solving. In S. Pope (Ed.), Proceedings of the 8th British Congress of Mathematics Education, Vol. 34, No. 2 (pp. 335342). University of Nottingham.

Wake, G., Foster, C., & Swan, M. (2013). A theoretical lens on lesson study: Professional learning across boundaries. In A.M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 369–376). Kiel, Germany: PME.

Professional articles (peer-reviewed)

Foster, C. (2016). Proof without words: Integer right triangle hypotenuses without Pythagoras. The College Mathematics Journal, 47(2), 101. https://doi.org/10.4169/college.math.j.47.2.101

Foster, C., & Martin, D. (2016). Two-dice horse race. Teaching Statistics, 38(3), 98–101. https://doi.org/10.1111/test.12108 (Spreadsheet resource xlsm)

Foster, C. (2015). Expression polygons. Mathematics Teacher, 109(1), 62–65. (Resource sheet doc)

Foster, C. (2014). Equal volumes of revolution. Mathematical Gazette, 98(543), 504–507.

Foster, C. (2014). Getting goose bumps about teaching evolution. Primary Science, 131, 5–7.

Foster, C. (2013). Problems with generalising: Pythagoras in n dimensions. Australian Senior Mathematics Journal, 27(1), 8–11.

Foster, C. (2012). How to manipulate test scores. The College Mathematics Journal, 43(2), 121–122. https://doi.org/10.4169/college.math.j.43.2.121

Foster, C. (2012). Working without a safety net. The Australian Mathematics Teacher, 68(2), 25–29.

Foster, C. (2012). The probability distribution for a biased spinner. Teaching Statistics, 34(1), 41–43. https://doi.org/10.1111/j.1467-9639.2011.00481.x

Foster, C. (2012). Quadratic doublets. Mathematical Gazette, 96(536), 264–266.

Foster, C. (2012). Squares within squares. Mathematical Gazette, 96(536), 328–331.

Foster, C. (2012). Symmetrical cubics. Mathematical Gazette, 96(536), 109–112.

Foster, C. (2012). Orthogonal mappings. Mathematical Gazette, 96(536), 112–115.

Foster, C. (2012). Taking a short cut through Pascal’s triangle. Mathematical Gazette, 96(536), 142–145.

Foster, C. (2012). When is a parabola not a parabola? Mathematics Teacher, 105(7), 486–487.

Foster, C. (2011). Student-generated questions in mathematics teaching. Mathematics Teacher, 105(1), 26–31.

Foster, C. (2011). The significance of a square-root rule. The American Statistician, 65(4), 222. https://doi.org/10.1198/tas.2011.11160

Foster, C. (2011). A comment on Schnell and Mendoza. Mathematical Gazette, 95(533), 357.

Foster, C. (2010). A fortuitous value. Mathematical Gazette, 94(530), 335.

Foster, C. (2009). Isometric graphs. Mathematical Gazette, 93(527), 289–292.

Foster, C. (2009). Knowing your limitations. Teaching Statistics, 31(2), 59–60. https://doi.org/10.1111/j.1467-9639.2009.00349.x

Foster, C. (2008). Avoiding Pythagoras. Mathematical Gazette, 92(523), 110–111.

Other articles

Foster, C., & Inglis, M. (2017). How do you describe mathematics tasks? Mathematics Teaching, 257, XX–XX.

Foster, C. (2017). Questions pupils ask: What is the net for a parallelepiped? Mathematics in School,

Foster, C. (2017). Questions pupils ask: Is i irrational? Mathematics in School,

Foster, C. (2017). Questions pupils ask: What is the formula for factorial? Mathematics in School,

Foster, C., & Martin, D. (2017). Playing with dice. Mathematics in School, 46(5), 26–27.

Foster, C. (2017). Buying coffee. Symmetry Plus, 64, 19.

Foster, C. (2017). Questions pupils ask: Can I just move the decimal point? Mathematics in School, 46(4), 39.

Foster, C. (2017). Always up to? Mathematics in School, 46(4), 30–31.

Foster, C. (2017). A fitting challenge. Teach Secondary, 6(6), 48–49. (Full lesson plan)

Foster, C. (2017). Making quadratics. Teach Secondary, 6(5), 31. (Full lesson plan [pdf] and resource sheet pdf)

Foster, C. (2017). Mathematical etudes. NRICH article available at: https://nrich.maths.org/13206

Foster, C. (2017). Pink paint. Teach Secondary, 6(4), 32. (Full lesson plan [pdf])

Foster, C. (2017). Reaching the 100th square. Mathematics in School, 46(3), 32–34.

Foster, C. (2017). Counting zeroes. Symmetry Plus, 63, 18.

Foster, C. (2017). Hit ten! Teach Secondary, 6(3), 37. (Full lesson plan [pdf] and resource sheet pdf)

Foster, C. (2017). Newspaper pages. Teach Secondary, 6(2), 36–38.

Foster, C. (2017). Inferring sample size. Mathematics in School, 46(2), 32–33.

Foster, C. (2017). Surprise, surprise! Teach Secondary, 6(1), 42–44.

Foster, C. (2017). Carrying your provisions. Mathematics in School, 46(1), 30.

Foster, C. (2016). Mind your head! Teach Secondary, 5(8), 30–32.

Foster, C. (2016). Family negotiations. Mathematics in School, 45(5), 10–11.

Foster, C. (2016). Sports centre. Teach Secondary, 5(7), 29–31. (Resource sheets: bar charts pdf; main task sheets: pdf)

Foster, C. (2016). Clock watching. Symmetry Plus, 61, 7.

Foster, C. (2016). Rolls of the dice. Teach Secondary, 5(6), 43–45. (Spreadsheet resource xlsx)

Foster, C. (2016). Making products. Teach Secondary, 5(5), 31–33.

Foster, C. (2016). Abdul and Bella. Symmetry Plus, 60, 4.

Foster, C. (2016). Hopping along. Teach Secondary, 5(4), 31–33. (Resource sheet pdf)

Foster, C. (2016). Questions pupils ask: Why isn’t 1 a prime number? Mathematics in School, 45(3), 12–13.

Foster, C. (2016). Confidence and ‘negative’ marking. Mathematics Teaching, 251, 11–13.

Foster, C. (2016). All square. Teach Secondary, 5(3), 33–35.

Foster, C. (2016). Thirty factors. Mathematics in School, 45(2),25–27.

Foster, C. (2016). The simple life. Teach Secondary, 5(2), 31–33. (Resource sheet pdf; NRICH version: https://nrich.maths.org/13207)

Foster, C. (2016). Sums of pairs. Symmetry Plus, 59, 14–16.

Foster, C. (2016). Painting a wall. Teach Secondary, 5(1), 29–31. (Resource sheet pdf, docx)

Foster, C. (2015). Plus-minus graphs. Scottish Mathematical Council Journal, 44, 52–53.

Foster, C. (2015). Where does the third come from? Scottish Mathematical Council Journal, 44, 59–62.

Foster, C. (2015). Clock watching. Teach Secondary, 4(8), 31–32. (Spreadsheet resource xls)

Foster, C. (2015). Questions pupils ask: Where does the third come from? Mathematics in School, 44(5), 13–16. (Resource sheet pdf)

Foster, C. (2015). Symmetry combinations. Teach Secondary, 4(7), 43–45. (Resource sheet pdf)

Foster, C. (2015). Observing other subjects. Mathematics Teaching, 248, 21.

Foster, C. (2015). The meaning of the mean. Teach Secondary, 4(6), 37–39. (Resource sheet pdf)

Foster, C., Ollerton, M., & Watson, A. (2015). Knowing and not knowing how a task for use in a mathematics classroom might develop. Mathematics Teaching, 247, 5–8.

Foster, C. (2015). The shortest way. Teach Secondary, 4(5), 33–35. (Resource sheet pdf)

Foster, C. (2015). Shaping up. Teach Secondary, 4(4), 33–35. (Resource sheet pdf)

Foster, C. (2015). Crossing lines. Teach Secondary, 4(3), 31–33.

Foster, C. (2015). Prime suspects. Teach Secondary, 4(2), 41–43. (Resource sheet pdf and completed sheet pdf)

Foster, C. (2015). Repeated rotations. Teach Secondary, 4(1), 35–37. (Resource sheet pdf and Geogebra files ggb, ggb)

Foster, C. (2015). Questions pupils ask: Doubly positive. Mathematics in School, 44(2), 34–35.

Foster, C. (2015). Fitting shapes inside shapes: Closed but provocative questions. Mathematics in School, 44(2), 12–14.

Foster, C. (2014). The power of puzzles. Teach Secondary, 3(8), 34–35. (Resource sheet pdf)

Foster, C. (2014). What’s the deal? Teach Secondary, 3(7), 34–35. (Resource sheet pdf)

Foster, C. (2014). Teaching to the test – a parable. Mathematics Teaching, 242, 33.

Foster, C. (2014). Sweet solutions. Teach Secondary, 3(6), 46–47.

Griffiths, J., & Foster, C. (2014). “Bath mat” versus “bar mat”. Mathematics Teaching, 241, 18–21.

Foster, C. (2014). Sum fractions. Teach Secondary, 3(5), 48–49. (NRICH version: https://nrich.maths.org/13205)

Foster, C. (2014). Angle chasing. Teach Secondary, 3(4), 40–41. (Resource sheets pdf)

Foster, C. (2014). Mathematical fluency without drill and practice. Mathematics Teaching, 240, 5–7.

Foster, C. (2014). Being inclusive. Mathematics in School, 43(3), 12–13.

Foster, C. (2014). Going with the flow. Teach Secondary, 3(3), 43–45. (Resource sheet pdf)

Foster, C. (2014). Questions pupils ask: Why isn’t pi a whole number? Mathematics in School, 43(2), 37–38.

Foster, C. (2014). Simultaneous inequalities. Mathematics in School, 43(2), 34–35.

Foster, C. (2014). Arithmagons. Teach Secondary, 3(2), 57–59.

Foster, C. (2014). Being mean about the mean. Mathematics in School, 43(1), 32–33.

Foster, C. (2013). Staying on the page. Teach Secondary, 3(1), 57–59. (Resource sheet pdf)

Foster, C. (2013). Cancelling out. Teach Secondary, 2(8), 47–49. (Resource sheet pdf, doc)

Foster, C. (2013). Coining queries. Teach Secondary, 2(7), 25–27.

Foster, C. (2013). Plenty of lolly. Teach Secondary, 2(6), 49–51.

Foster, C. (2013). Growing shapes. Teach Secondary, 2(5), 30–32.

Foster, C. (2013). Rich pickings. Teach Secondary, 2(4), 32–34.

Foster, C. (2013). Non-linear inequalities. Mathematics in School, 42(3), 31–33.

Foster, C. (2013). Precise perimeters. Teach Secondary, 2(3), 30–32.

Foster, C. (2013). A 3-sided story. Teach Secondary, 2(2), 32–34.

Foster, C. (2013). Unequal reasoning. Mathematics in School, 42(1), 19–21.

Foster, C. (2013). Treat creationism as a misconception. Science Education Review, 11(3), 54–55.

Back, J., Foster, C., Tomalin, J., Mason, J., Swan, M., & Watson, A. (2013). Tasks and their place in mathematics teaching and learning – part 2. Mathematics Teaching, 232, 6–8.

Foster, C. (2013). Connected quadratics. Teach Secondary, 2(1), 46–48.

Foster, C. (2012). Connected expressions. Mathematics in School, 41(5), 32–33.

Foster, C. (2012). Straight to the point. Learning and Teaching Mathematics, 13, 6–10.

Foster, C. (2012). Shape up. Teach Secondary, 1(5), 24–26.

Back, J., Foster, C., Tomalin, J., Mason, J., Swan, M., & Watson, A. (2012). Tasks and their place in mathematics teaching and learning – part 1. Mathematics Teaching, 231, 33–37.

Foster, C. (2012). The what factor? Teach Secondary, 1(4), 56–58.

Foster, C. (2012). Triangular roots. Mathematical Spectrum, 45(1), 8–9.

Foster, C. (2012). What’s the point? Teach Secondary, 1(3), 39–41.

Foster, C. (2012). Questions pupils ask: a straight question. Mathematics in School, 41(4), 31–34.

Foster, C. (2012). Parking problem. Mathematics Teaching, 229, 47–48.

Foster, C. (2012). Changing the subject. Teach Secondary, 1(2), 33–35.

Foster, C. (2012). HCF and LCM – Beyond procedures. Mathematics in School, 41(3), 30–32.

Foster, C. (2012). Trigonometry without right angles. Mathematical Spectrum, 44(3), 98–101.

Foster, C. (2012). Odd and even fractions. Mathematical Spectrum, 44(2), 69–72.

Foster, C. (2012). A day at the c-side: Introducing Pythagoras’ theorem. Teach Secondary, 1(1), 30–33.

Foster, C. (2012). Plus–minus graphs. Mathematics in School, 41(2), 32–33.

Foster, C. (2011). Sandbox: Rooting for you. Math Horizons, 19(2), 30.

Foster, C. (2011). A picture is worth a thousand exercises. Mathematics Teaching, 224, 10–11. (Extra material)

Foster, C. (2011). Straight dice. Symmetry Plus, 45(2), 9–10.

Foster, C. (2011). Small is beautiful after all. Mathematics Teaching, 222, 38–39.

Foster, C. (2011). Marking time. Mathematics Teaching, 222, 3–6.

Foster, C. (2011). Clock problem: 469. The New York State Mathematics Teachers’ Journal, 61(2), 92.

Foster, C. (2011). Table settings. Symmetry Plus, 44(1), 6–7.

Foster, C. (2011). Questions pupils ask: odd questions pupils ask. Mathematics in School, 40(1), 34–35.

Foster, C. (2010). A formula for a square root. Mathematics Teaching, 220, 6.

Foster, C. (2009, March 12). Consistency – it’s a foolish obsession. SecEd, p. 6.

Foster, C. (2009). Reflections on editing MT 2005–2008. Mathematics Teaching, 212, 3.

Foster, C. (2008). Connected codes. Journal of Recreational Mathematics, 37(2), 119–121.

Foster, C. (2008, November 28). String along. Times Educational Supplement – Magazine, p. 30.

Foster, C. (2008, November 21). Dead good. Times Educational Supplement – Magazine, p. 30.

Foster, C. (2008, November 7). Add some fun. Times Educational Supplement – Magazine, p. 31.

Foster, C. (2008). Questions pupils ask: how many detentions will I get? Mathematics in School, 37(5), 26–27.

Foster, C. (2008, October 31). Anyone for consistency? Times Educational Supplement – Magazine, p. 62.

Foster, C. (2008, October 24). Who is missing? Times Educational Supplement – Magazine, p. 36.

Foster, C. (2008, September 26). Exam boards should stick to examining. Times Educational Supplement, p. 45.

Foster, C. (2008, September 5). Ready to shake on it. Times Educational Supplement, p. 34.

Foster, C. (2008, August 8). Element of surprise keeps learning alive. Times Educational Supplement, p. 21.

Foster, C. (2008, July 18). Touching story. Times Educational Supplement – Magazine, p. 30.

Foster, C. (2008). Making twelve. Journal of Recreational Mathematics, 37(1), 74.

Foster, C. (2008, June 6). Name your price. Times Educational Supplement – Magazine, p. 34.

Foster, C. (2008, May 23). If the answer is instant, the question is pointless. Times Educational Supplement, p. 33.

Foster, C. (2008). Higher priorities. Mathematics in School, 37(3), 17.

Foster, C. (2008). Leaping around. Mathematics Teaching, 208, 48.

Foster, C. (2008, March 13). All my own work? SecEd, p. 7.

Foster, C. (2008, March 7). You’re having a graph. Times Educational Supplement – Magazine, pp. 58–59.

Foster, C. (2008, January 25). In the area. Times Educational Supplement – Magazine, p. 52.

Foster, C. (2008, January 18). Beware the rise of helicopter teachers. Times Educational Supplement, p. 29.

Foster, C. (2007). Twenty–one forever! Journal of Recreational Mathematics, 36(3), 194–195.

Foster, C. (2007, December 14). Counting cubes. Times Educational Supplement – Magazine, p. 45.

Foster, C. (2007, November 8). Getting your bearings. SecEd, p. 12.

Foster, C. (2007). Questions pupils ask: impossibility. Mathematics in School, 36(5), 13.

Foster, C. (2007, November 16). Solving the X factor. Times Educational Supplement – Magazine, pp. 48–49.

Foster, C. (2007, October 12). Stage fright does not equal lack of involvement. Times Educational Supplement, p. 29.

Foster, C. (2007, September 28). Pencils make a point. Times Educational Supplement – Magazine, pp. 48–49.

Foster, C. (2007, September 21). Start making money. Times Educational Supplement – Magazine, p. 52.

Foster, C. (2007). The Warwick dials. Symmetry Plus, 34(3), 4.

Foster, C., & Williams, H. (2007). Mathematics is a spectator sport. Mathematics Teaching, 204, 40–41.

Foster, C. (2007). Line multiplication. Mathematics Teaching, 203, 29.

Foster, C. (2007, May 24). Make maths sparkle. SecEd, p. 12.

Foster, C. (2007, May 18). Pushing the limits. Times Educational Supplement – Magazine, p. 50.

Foster, C. (2007). A degree of confusion. Symmetry Plus, 33(2), 7.

Foster, C. (2007). Triangles and parabolas – The hard part! Symmetry Plus, 33(2), 3.

Foster, C. (2007, May 11). Economies of scale. Times Educational Supplement – Magazine, p. 54.

Foster, C. (2007, May 11). There’s a positive side to negative marking. Times Educational Supplement, p. 27.

Foster, C. (2007). Mathematical behaviour. Mathematics Teaching, 202, 12–13.

Foster, C. (2007). As easy as 1, 2, 3, ...? Mathematics Today, 43(2), 76.

Foster, C. (2007, March 2). Petrol–pump learning won't fuel thinking skills. Times Educational Supplement, p. 27.

Foster, C. (2007). Right–angled triangles and parabolas. Symmetry Plus, 32(1), 10–11.

Foster, C. (2007). Stop interrupting! Equals, 13(1), 10–11.

Foster, C. (2007). Questions pupils ask: introducing ... Maths–man! Mathematics in School, 36(1), 15.

Foster, C. (2007, January 5). Model lessons put spontaneity in a straitjacket. Times Educational Supplement, p. 27.

Foster, C. (2006, November 24). To infinity and beyond. Times Educational Supplement Magazine, p. 54.

Foster, C. (2006). A different pictorial way of looking at simultaneous equations. Mathematics in School, 35(5), 20–21.

Foster, C. (2006, November 17). Targets miss the point. Times Educational Supplement, p. 27.

Foster, C. (2006). Emily’s discovery. Mathematics Teaching, 199, 30–31.

Foster, C. (2006). Anamorphic art. Mathematics Teaching, 199, 24–25.

Foster, C. (2006). Questions pupils ask: asking questions. Mathematics in School, 35(4), 24.

Foster, C. (2006, September 14). Pointless compasses? SecEd, p. 13.

Foster, C. (2006). ’Wordsworth’ puzzle. Mathematics Teaching, 196, 48.

Foster, C. (2006). Tessellations in Word. Mathematics Teaching, 196, 24–25.

Foster, C. (2006). ’2006’ puzzle. Mathematics Teaching, 195, 48.

Foster, C. (2006). My accidental parabola. Mathematics Teaching, 195, 33.

Foster, C. (2006, January 20). How do we get them going? Times Educational Supplement: Friday.

Foster, C. (2006). Preparing the lesson or preparing the teacher? Report: Association of Teachers and Lecturers, January, 11.

Foster, C. (2006). Webwatch. Mathematics Teaching, 194, 47.

Foster, C. (2006). Getting confused. Mathematics Teaching, 194, 18.

Foster, C. (2005). Reflections. Mathematics Teaching, 192, 2.

Foster, C. (2005). What we did in our Easter holiday! Mathematics Today, 41(3), 71–72.

Foster, C., Galligan, L., Mackrell, K., Mason, J., Melville, A., Piggott, J., & Watson, A. (2005). Freedom and constraint. Mathematics Teaching, 191, 37–39.

Foster, C. (2005). Another look at revision. Mathematics Teaching, 191, 6–7.

Foster, C. (2005). Slippery slopes. Mathematics in School, 34(3), 33–34.

Foster, C. (2005). Golden opportunities for creativity. Mathematics Teaching, 190, 26–27.

Foster, C. (2004). Differences over differences methods: Pros and cons of different ways of finding the nth term of a sequence of numbers. Mathematics in School, 33(5), 24–25.

Foster, C. (2004). Trapezium artist: Some thoughts on the formula for the area of a trapezium. Mathematics in School, 33(5), 6–7.

Foster, C. (2004). Y8 area lesson. Mathematics Teaching, 188, 31.

Foster, C. (2004). The nth term. Mathematics Teaching, 188, 30–31.

Foster, C. (2003, March 14). Mean difference. Times Educational Supplement: Teacher, p. 5.

 

With thanks to the Association of Teachers of Mathematics and the Mathematical Association for permission to post the pdf versions of my articles above.

Books

For details of my books, click here.

Click here to return to the main page.

 

© Colin Foster 2017