Colin Foster

Colin's public data

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Questions pupils ask: What counts as a random number?
Colin Foster
2019-09-17T10:47:56Z
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Doing it with understanding
Colin Foster
2019-08-15T09:00:43Z
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Armchair responses
Colin Foster
2019-05-23T13:18:28Z
CONFIDENTIAL FILE
Lesson study in mathematics initial teacher education in England
Fay Baldry
2019-05-08T10:22:43Z
CONFIDENTIAL FILE
Lesson study partnerships in initial teacher education
Fay Baldry
2019-05-08T08:51:45Z
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Questions pupils ask: Why can’t it be distance plus time?
Colin Foster
2019-04-11T09:48:50Z
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The fundamental problem with teaching problem solving
Colin Foster
2019-04-11T08:56:40Z
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Formative assessment lessons
Malcolm Swan
2019-04-11T08:45:31Z
CONFIDENTIAL FILE
Editorial [International Journal of Mathematical Education in Science and Technology]
Colin Foster
2019-04-11T08:36:18Z
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Two-dice horse race
Colin Foster
2019-02-07T17:15:43Z
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The definition of the scalar product: an analysis and critique of a classroom episode
Colin Foster
2019-02-07T17:03:41Z
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Professional learning through the collaborative design of problem-solving lessons
Geoff Wake
2019-02-07T16:55:26Z
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Developing mathematical fluency: comparing exercises and rich tasks
Colin Foster
2019-02-07T14:55:43Z
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Mathematics teacher professional journals: what topics appear and how has this changed over time?
Colin Foster
2018-10-30T16:24:46Z
CONFIDENTIAL FILE
Five decades of mathematics education research
Matthew Inglis
2018-03-01T14:41:13Z
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Teachers’ appraisals of adjectives relating to mathematics tasks
Colin Foster
2017-02-17T09:31:57Z