From M.J.Inglis at lboro.ac.uk Wed Mar 16 09:27:08 2022 From: M.J.Inglis at lboro.ac.uk (Matthew Inglis) Date: Wed, 16 Mar 2022 09:27:08 +0000 Subject: [Maths-Education] Re: Professor Matthew Inglis: Inaugural Lecture In-Reply-To: References: Message-ID: Hi all Apologies to everyone who was planning to come to or watch this, but the Loughborough component of the upcoming UCU industrial action is scheduled for next week. I'll be participating in this, so this inaugural lecture won't be taking place. Sorry about that, I was looking forward to seeing people. All the best Matthew > On 9 Feb 2022, at 09:09, Colin Foster wrote: > > ** THIS MESSAGE ORIGINATED OUTSIDE LOUGHBOROUGH UNIVERSITY ** > > ** Be wary of links or attachments, especially if the email is unsolicited or you don't recognise the sender's email address. ** > > Professor Matthew Inglis will be giving his Inaugural Lecture on 'How we should research mathematics learning?' at 5:00 pm ? 6:00 pm on 23 March 2022 at Loughborough University (Brockington Extension, U.0.20) and also on MS Teams. (Refreshments are available from 4:30 pm if attending in person.) > > Please register here: https://www.lboro.ac.uk/news-events/events/professor-matthew-inglis-inaugural-lecture/ > > With best wishes, > > Colin. > > Dr Colin Foster > Reader in Mathematics Education > Mathematics Education Centre > Schofield Building > Loughborough University > Loughborough LE11 3TU > > www.foster77.co.uk > blog.foster77.co.uk > @colinfoster77 > > Editor-in-Chief of the International Journal of Mathematical Education in Science and Technology: http://www.tandfonline.com/tmes > > Recent publications > Baldry, F., Mann, J., Horsman, R., Koiwa, D., & Foster, C. (2022). The use of carefully-planned board-work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson. Journal of Mathematics Teacher Education. Advance online publication. https://doi.org/101007/s10857-021-09511-6 > Hodgen, J., Foster, C., & Brown, M. (2022). Low attainment in mathematics: An analysis of 60 years of policy discourse in England. Curriculum Journal, 33(1), 5?24. https://doi.org/10.1002/curj.128 > Foster, C., Woodhead, S., Barton, C., & Clark-Wilson, A. (2021). School students? confidence when answering diagnostic questions online. Educational Studies in Mathematics. Advance online publication. https://doi.org/10.1007/s10649-021-10084-7 > https://doi.org/10.1007/s10763-021-10207-9 > Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum. Journal of Curriculum Studies, 53(5), 621?641. https://doiorg/10.1080/00220272.2021.1902569 > Foster, C. (2021). Implementing confidence assessment in low-stakes, formative mathematics assessments. International Journal of Science and Mathematics Education. Advance online publication. https://doi.org/10.1007/s10763-021-10207-9 > > Podcasts > BAGs to Learn Podcast by Ben Gordon (2021, December 2). Episode 4 ? Colin Foster ? Problem Solving in the mathematics curriculum [Audio podcast]. https://anchor.fm/ben-gordon83/episodes/Episode-4---Colin-Foster---Problem-Solving-in-the-mathematics-curriculum-e1b5ic3 > Mr Barton Maths Podcast (2021, June 21). Writing a maths curriculum with Colin Foster [Audio podcast]. http://www.mrbartonmaths.com/blog/research-in-action-16-writing-a-maths-curriculum-with-colin-foster/ > > Please note that I send emails at various times, but I never expect you to reply outside of your normal working hours. > > > > > REPLY goes to sender only > REPLY ALL goes to list members > > > > This message and any attachment are intended solely for the addressee > and may contain confidential information. If you have received this > message in error, please contact the sender and delete the email and > attachment. > > Any views or opinions expressed by the author of this email do not > necessarily reflect the views of the University of Nottingham. Email > communications with the University of Nottingham may be monitored > where permitted by law. > > > >