天堂视频

In collaboration with schools in the LUMEN network, we have developed a completely free, research-informed, full set of mathematics curriculum resources for Key Stage 3 (ages 11-14).

If you have used any part of the LUMEN Curriculum, please give us feedback on the

This short (2-3-minute) video describes the features of the LUMEN Curriculum.

This longer (15-minute) video describes the features of the LUMEN Curriculum in more detail.

Dr Colin Foster, Director of LUMEN, has written an article for The Conversation discussing how principles from cognitive science have been used in the design of the LUMEN Curriculum. 

Also read a Centre for Mathematical Cognition about the LUMEN Curriculum

Journal articles relating to the development of the LUMEN Curriculum:

Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum. Journal of Curriculum Studies, 53(5), 621–641. 

Foster, C. (2022). . For the Learning of Mathematics, 42(3), 21–27.

Foster, C., Barichello, L., Bustang, B., Najjuma, R., & Saralar-Aras, 陌 (2022). . For the Learning of Mathematics, 42(2), 9–14.

Foster, C., Burkhardt, H., & Schoenfeld, A. (2022). Crisis-ready educational design: The case of mathematics. The Curriculum Journal, 33(4), 519–535. 

Foster, C. (2023). Problem solving in the mathematics curriculum: From domain-general strategies to domain-specific tactics. The Curriculum Journal, 34(4), 594–612. 

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. 

Other articles relating to the development of the LUMEN Curriculum:

Francome, T. (2024). Length and area: Key characters in the curriculum story. Mathematics Teaching, 293, 41–46.

Foster, C., Francome, T., & Shore, C. (2024). . Mathematics in School, 53(3), 8–11.

Francome, T. (2024). . Teach Secondary, 13(4), 64–65.

Foster, C. (2023). Less is more: Improving by removing. Mathematical Gazette, 107(570), 386–398. 

Foster, C. (2023). . Mathematics Teaching, 289, 14–18.

Shore, C., Francome, T., & Foster, C. (2023). . Mathematics in School, 52(4), 32–34.

Foster, C. (2023). . Mathematics Teaching, 287, 7–14.

Foster, C., Francome, T., Hewitt, D., & Shore, C. (2022).  Mathematics in School, 51(5), 25–27.

Foster, C. (2022).  Mathematics in School, 51(5),12–14.

Foster, C. (2022). . Mathematics in School, 51(5), 8–11.

Foster, C., & Francome, T. (2022). . Mathematics in School, 51(4), 20–22.

Foster, C. (2022). . Mathematics in School, 51(4), 6–7.

Francome, T., & Foster, C. (2022).  Mathematics Teaching, 281, 19–21.

Foster, C. (2022). . Mathematics in School, 51(3), 2–7.

Foster, C. (2022). . Mathematics in School, 51(2), 20–22.

Foster, C. (2022). . Mathematics in School, 51(2), 16–17.

Foster, C. (2022). . Mathematics in School, 51(1), 24–25.

Foster, C. (2021). Questions pupils ask: What are 'like terms'? Mathematics in School, 50(4), 20–21.

Foster, C. (2021). . Mathematics in School, 50(4), 6–8.

Foster, C. (2021). . Mathematics in School, 50(1), 31–32.