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GEAR, R., 2022. Teaching for mastery and textbook tensions. Mathematics Teaching (280), pp. 25-26. ISSN 0025-5785

GEAR, R., 2022. A curriculum masterclass: inspired by lessons we have learned from mathematics. Impact (14), pp. 59-61. ISSN 2514-6955

GEAR, R., 2022. A declarative knowledge dilemma: the trials and tribulations that come with teaching, or sometimes not: those all-important number facts... Nottingham: Nottingham Institute of Education.

GEAR, R.C. and SOOD, K.K., 2021. School middle leaders and change management: do they need to be more on the “balcony” than the dance floor? Education Sciences, 11 (11): 753. ISSN 2227-7102

GEAR, R., 2021. More to an MA than meets the eye: a story of academic partnerships. Nottingham Institute of Education.

GEAR, R. and SOOD, K., 2021. The impact of pupil voice and the social nature of learning on mathematical thinking and problem solving: stories from a Year 5 primary classroom. ASPE Bulletin (28), pp. 1-4.

GEAR, R., 2021. The reality of Rosenshine. Nottingham: Nottingham Institute of Education.

GEAR, R., 2019. Creating connections or causing confusion? Nottingham: Nottingham Institute of Education.