I am an Assistant Professor at the Centre for Research in Mathematics Education in the School of Education at the University of Nottingham. My research interests in mathematics education focus on the learning and teaching of mathematical problem solving and the design of rich tasks and their use in the mathematics classroom. I am particularly interested in the development of mathematical fluency.
I have been designing mathematical tasks and writing books and articles for mathematics teachers for over 10 years. During 2005-2008 I co-edited the journal Mathematics Teaching, published by the Association of Teachers of Mathematics. Alongside my research, I write regularly for the magazine Teach Secondary and for mathematics teacher professional journals. I devise questions for the AS/A Level Thinking Skills (9694) examination, administered by University of Cambridge International Examinations, and I was a member of the DfE Expert Group for the mathematics national curriculum. I am a Chartered Mathematics Teacher, a Fellow of the International Society for Design and Development in Education, a Senior Fellow of the Higher Education Academy and a member of the International Group for the Psychology of Mathematics Education, the National Council of Teachers of Mathematics and the Association of Mathematics Education Teachers.
I teach pre-service teachers on the PGCE mathematics course and supervise masters and PhD students. I am a Senior Fellow of the Higher Education Academy.
If you are interested in studying for a PhD in an area close to my research interests, then please email me with your ideas.
I am currently collaborating with Jeremy Hodgen, Margaret Brown, Robert Coe and Steve Higgins on the Investigating Mathematical Attainment and Progress project, funded by the Nuffield Foundation.… read more
FOSTER, C., 2016. Confidence and competence with mathematical procedures Educational Studies in Mathematics. 91(2), 271-288 FOSTER, C. and INGLIS, M., 2017. Teachers’ appraisals of adjectives relating to mathematics tasks Educational Studies in Mathematics. 95(3), 283–301 WAKE, G., SWAN, M. and FOSTER, C., 2015. Professional learning through the collaborative design of problem-solving lessons Journal of Mathematics Teacher Education. 19(2), 243-260
FOSTER, C. and DE VILLIERS, M., 2016. The definition of the scalar product: an analysis and critique of a classroom episode International Journal of Mathematical Education in Science and Technology. 47(5), 750-761
Colin is a member of the Centre for Research in Mathematics Education. His research supervision areas include:
· The learning and teaching of mathematical problem solving
· The design and use of rich tasks in the mathematics classroom
· The development of mathematical fluency
· The school mathematics curriculum
· Initial teacher education and teacher development
Research proposals: please email Colin if you would like to discuss the appropriateness of your research topic. See also: School of Education research supervision areas.