[Maths-Education] Loughborough University Mathematics and Statistics Support Tutor

[Colin Foster]

Dear Colleagues

We’re currently advertising for a Mathematics and Statistics Support Tutor for our Mathematics Learning Support Centre (https://www.lboro.ac.uk/departments/mlsc/). This is a full-time, permanent post in a fantastic department with lots of support, commitment to high-quality teaching, and active research in mathematics education and mathematical cognition. Please pass on the details to anyone you think could be interested: https://www.jobs.ac.uk/job/DHB281/mathematics-and-statistics-support-tutor The closing date is 30 April 2024.

With many thanks,

Colin.

Dr Colin Foster
Reader in Mathematics Education
Department of Mathematics Education
Schofield Building
Loughborough University
Loughborough LE11 3TU

www.foster77.co.uk<http://www.foster77.co.uk>
blog.foster77.co.uk<about:blankblog.foster77.co.uk>
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President of the Mathematical Association (2022-23): https://www.m-a.org.uk/
Editor-in-Chief of the International Journal of Mathematical Education in Science and Technology: http://www.tandfonline.com/tmes
Director of the Loughborough University Mathematics Education Network (LUMEN): https://www.lboro.ac.uk/lumen/

Recent publications
Foster, C., Woollacott, B., Francome, T., Shore, C., Peters, C., & Morley, H. (2024). Challenges in applying principles from cognitive science to the design of a school mathematics curriculum. The Curriculum Journal. Advance online publication. https://doi.org/10.1002/curj.249
Foster, C. (2024). Methodological pragmatism in educational research: From qualitative-quantitative to exploratory-confirmatory distinctions. International Journal of Research and Method in Education, 47(1), 4–19. https://doi.org/10.1080/1743727X.2023.2210063
Foster, C. (2023). Problem solving in the mathematics curriculum: From domain-general strategies to domain-specific tactics. The Curriculum Journal, 34(4), 594–612. https://doi.org/10.1002/curj.213
Foster, C. (2023). A quotient effect size for educational interventions. International Journal of Research and Method in Education, 46(5), 528–537. https://doi.org/10.1080/1743727X.2023.2182877
Foster, C. (2022). Using coherent representations of number in the school mathematics curriculum<https://www.foster77.co.uk/Foster,%20Using%20coherent%20representations%20of%20number%20in%20the%20school%20mathematics%20curriculum.pdf>. For the Learning of Mathematics, 42(3), 21–27.
Foster, C., Barichello, L., Bustang, B., Najjuma, R., & Saralar-Aras, İ (2022). Decolonizing educational design for school mathematics<https://www.foster77.co.uk/Foster%20et%20al.%20Decolonizing%20educational%20design%20for%20school%20mathematics.pdf>. For the Learning of Mathematics, 42(2), 9–14.
Foster, C., Woodhead, S., Barton, C., & Clark-Wilson, A. (2022). School students’ confidence when answering diagnostic questions online. Educational Studies in Mathematics, 109, 491–521. https://doi.org/10.1007/s10649-021-10084-7

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