[Maths-Education] Open-ended 0.6fte post in the Mathematics Learning Support Centre in the Department of Mathematics Education at Loughborough University

[Colin Foster]

Dear Colleagues

We are currently advertising an open-ended 0.6fte post from September 2025 in the Mathematics Learning Support Centre here at Loughborough University UK https://www.lboro.ac.uk/departments/mlsc/ with a closing date of 15 June.

For more information, please visit https://vacancies.lboro.ac.uk/jobdesc/REQ250421.PDF, and please get in touch with me if you have any questions.

With best wishes,

Colin.

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

www.foster77.co.uk/<https://www.foster77.co.uk/>
blog.foster77.co.uk<https://blog.foster77.co.uk/>
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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/
Director of the Loughborough University Mathematics Learning Support Centre: https://www.lboro.ac.uk/departments/mlsc/
President of the Mathematical Association (2022-23): https://www.m-a.org.uk/

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, 35(1), 489–513. https://doi.org/10.1002/curj.249
Inglis, M., Foster, C., Lortie-Forgues, H., & Stokoe, E. (2024). British education research and its quality: An analysis of Research Excellence Framework submissions. British Educational Research Journal, 50(5), 2495–2518. http://doi.org/10.1002/berj.4040
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

Please note that I send emails at various times, but I never expect you to reply outside of your normal working hours.