Publications and Resources

Articles, Chapters and Books I have authored.

• Francome, T. (2026). Supporting problem solving by labelling tactics, Mathematics Teaching, 299, ??–??.
• Francome, T., & Foster, C. (2025). When can things be added together? Mathematics Teaching, 298, 22–24.
• Shore, C., Foster, C., & Francome, T. (2026). Empty number lines for solving linear equations. Mathematics in School, 55(1), 10–17.
• Francome, T., (2025). The triangle: half a rectangle or half a parallelogram? Mathematics in School, 54(4), pp.2-4, https://www.foster77.co.uk/Francome,%20Mathematics%20in%20School,%20The%20triangle%20Half%20a%20rectangle%20or%20half%20a%20parallelogram.pdf
• Francome, T., (2025) Fractions: For the Classroom, Mathematics Teaching, 297, pp.25-28 https://atm.org.uk/write/MediaUploads/Journals/MT297/08.pdf
• Francome, T., (2025) Everyone can think mathematically, Mathematics Teaching, 296, pp.5-12, ISSN: 0025-5785.
• Francome, T., (2025) Not one right answer, Mathematics in School, 54(3), pp.14-16, ISSN: 0305-7259.
• Foster, C., Francome, T., & Shore, C. (2024). Trigonometry without SOHCAHTOA. Mathematics in School, 53(3), 8–11.
• Francome, T. (2024). Length and area: Key characters in the curriculum story. Mathematics Teaching, 293, 41–46.
• 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., Francome, T., Shore, C., Hewitt, D., & Sangwin, C. (2024). Priority of operations: Necessary or arbitrary? For the Learning of Mathematics, 44(2), 24–26.
• Francome, T. (2024). Illuminating maths. Teach Secondary, 13(4), 64–65.
• Loughborough University Mathematics Education Network (LUMEN) Mathematics Curriculum (Years 7-9) – 21/03/2024 The LUMEN Curriculum contains 24 Content Units. We have designated 8 Units to each Year (7, 8 and 9), corresponding to ages 11-12, 12-13 and 13-14. So, for example, Unit 7.3 is the third Unit in Year 7. However, we have avoided labelling with ‘Year’ in case schools wish to use them at different points. And, since they are editable, you can obviously relabel them however you wish.
  https://hdl.handle.net/2134/25447198 https://ndownloader.figshare.com/files/46047771
• Foster, C., Francome, T., & Shore, C. (2024). Trigonometry without SOHCAHTOA. Mathematics in School, 53(3), 8–11.
• Francome, T. (2023). The nature of mathematics practice offered to students and the impact of practice-through-progress (Doctoral dissertation, Loughborough University). https://repository.lboro.ac.uk/articles/thesis/The_nature_of_mathematics_practice_offered_to_students_and_the_impact_of_practice-through-progress/25012133?file=44081570
• Shore, C., Francome, T., & Foster, C. (2023). The sheer delight of shearing. Mathematics in School, 52(4), 32–34.
• Foster, C. & Francome, T. (2023). Teaching Dilemma 1: If they probably won’t know, should I ask anyway? Loughborough University Mathematics Education Network.
• Foster, C., Francome, T., Hewitt, D., & Shore, C. (2022). What is a fraction? Mathematics in School,
• Foster, C. & Francome, T. (2022). Diagrams not drawn accurately. Mathematics in School, 51(4), pp. 20-22 https://www.foster77.co.uk/Foster%20&%20Francome,%20Mathematics%20in%20School,%20Diagrams%20not%20drawn%20accurately.pdf
• Francome, T. (2022). Looking backwards and looking forwards, Mathematics Teaching, 282, pp. 28-36
• Francome, T. & Foster, C. (2022). Plenary – or just ponder? Mathematics Teaching, 281, pp. 19-21
• Francome, T. (2022) Images for teaching statistics, (Book section), In E. Southall (Ed.), If I could tell you one thing (pp. 22–31). Mathematical Association.
• Francome, T. (2022) Moving forwards with practice, Open University, Pre-publication version agreed with Open University authors for the module ME321 Learning and Doing Algebra (2022).
• Francome, T. (2021) ‘transforming the way you teach quadrilateral properties’, Mathematics in School. Vol. 50 – No.3, pp. 12-14, https://hdl.handle.net/2134/19341782.v1
• Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). Designing a fully-resourced, research-informed school mathematics curriculum, Centre for Mathematical Cognition Blog, https://blog.lboro.ac.uk/cmc/2021/05/18/designing-a-fully-resourced-research-informed-school-mathematics-curriculum/
• Francome, T., (2021). Can empty protractors help pupils to measure angles?, Centre for Mathematical Cognition Blog, https://blog.lboro.ac.uk/cmc/2021/04/13/can-empty-protractors-help-pupils-to-measure-angles/
• Francome, T., (2021). Mixed-ability Maths Groups Influence Pupils’ Mindsets, Teachers’ Mindsets and Teachers’ Beliefs and Practices, Centre for Mathematical Cognition Blog, https://blog.lboro.ac.uk/cmc/2021/03/16/mixed-ability-maths-groups-influence-pupils-mindsets-teachers-mindsets-and-teachers-beliefs-and-practices/
• Francome, T. (2021) Exploring angles with the Empty Protractor, Tarquin books
• [This accompanies a teaching tool I designed for teaching angle: https://www.tarquingroup.com/tarquin-empty-protractors-single-protractor.html]
• Available:https://repository.lboro.ac.uk/articles/book/The_empty_protractor/27889974
• Foster, C., Francome, T., Hewitt, D. and Shore, C., 2021 ‘Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum’. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2021.1902569
• Institutional Repository URL: https://hdl.handle.net/2134/14178458
• Francome, T. (2021) ‘One example is never enough: Generating a lot from a little using Excel – Part 2’, Mathematics Teaching, 275, pp. 35-39.
• Francome, T. (2020) Mixed-ability Maths Groups Influence Pupils’ Mindsets, Teachers’ Mindsets and Teachers’ Beliefs and Practices, Researching Education, 1(2). https://doi.org/10.5281/zenodo.4283371
• Francome, T. (2020) ‘Random Chants: Generating a lot from a little using Excel, Mathematics Teaching, 274, pp. 28-30.
• Francome, T. (2020) ‘Practising purposefully: Adding to your exercises by taking away’, Mathematics Teaching, 271, pp. 6-8.
• Francome & Hewitt (2018) “My math lessons are all about learning from your mistakes”: how mixed-attainment mathematics grouping affects the way students experience mathematics, Educational Review, 72:4, 475-494, https://doi.org/10.1080/00131911.2018.1513908
• Francome, T., ‘What can I offer? – awareness of awareness of awareness?’ (2018) In D. Brown, A. Coles and J. Ingram (Eds), On teaching and learning mathematics with awareness, Derby: Association of Teachers of Mathematics, pp. 49-51.
• Francome, T., ‘Mechanisms – What am I about to ask?’ (2018) In D. Brown, A. Coles and J. Ingram (Eds), On teaching and learning mathematics with awareness, Derby: Association of Teachers of Mathematics, pp. 95-96.
• Francome, T. and Hewitt, D. (2017) Practising Mathematics: developing the mathematician as well as the mathematics. Derby: Association of Teachers of Mathematics.
• Taylor, B., Francome, T. and Hodgen, J. (2017) ‘Best practice in mixed attainment grouping’, Mathematics Teaching, (258), pp. 35-39.
• Francome, T. (2017) ‘Random Thoughts’, Mathematics Teaching, 255, pp. 32-33.
• Francome, T., (2016) ‘The Empty Protractor’, Mathematics Teaching, 253, pp.32-33
• Watson, A. with Ball, D., Flashman, M., Francome, T., Gibson, M., Hoggard, S. and Robinson, J. (2016) ‘Variation: analysing and designing tasks’, Mathematics Teaching, 252, pp.13-17
• Brown, L., Coles, A. Hewitt, D., Benson, I., Francome, L., Francome, T., Haworth, A., Mason, J., Messum, P., Orr, L., & Stansfield, J. (2016) Mathematical Imagery, Derby: Association of teachers of Mathematics
• Francome, T. (2016) ‘Everyone can be a mathematician’, Mathematics Teaching, 250, pp.14-18
• Francome, T. (2014) Experiences of teaching and Learning Mathematics in Setted and Mixed Settings, Mres Thesis. University of Birmingham. Available at: http://etheses.bham.ac.uk/5601/
• Francome, T. (2012) ‘Reconstruction’, Mathematics Teaching, 229, pp.7-31