[Maths-Education] LUMEN Curriculum Launched Today!

[Colin Foster]

We are very pleased to announce that the LUMEN Curriculum – a complete, editable free set of research-informed mathematics teaching materials for ages 11-14 – is launched today! Please go to https://www.lboro.ac.uk/services/lumen/curriculum/ to view the resources.

You can also watch a 3-minute video there that gives a bit of information about what the LUMEN Curriculum is and how it can be used.

There is also a link to an article for The Conversation discussing how principles from cognitive science have been used in the design of the LUMEN Curriculum, along with our academic papers and other articles to view on the same page.

The development of the LUMEN Curriculum has been funded by Research England through the Centre for Mathematical Cognition at Loughborough University.

With best wishes,

Colin.

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

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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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