[Maths-Education] Postdoctoral Research Associate post available within the ESRC Centre for Early Mathematics Learning at Loughborough University, UK

[Colin Foster]

Dear Colleagues

We are currently advertising for a fixed-term Postdoctoral Research Associate to work within the ESRC Centre for Early Mathematics Learning https://ceml.ac.uk/ here at Loughborough University, UK, focused on researching the translation of research into practice.

Further details are here https://vacancies.lboro.ac.uk/jobdesc/REQ250995.PDF and please visit https://vacancies.lboro.ac.uk/ to apply.

The closing date is 3 December 2025.

With many thanks,

Colin.


Colin Foster

Professor of Mathematics Education

Department of Mathematics Education

Schofield Building

Loughborough University

Loughborough LE11 3TU



www.foster77.co.uk/<https://www.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



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