Browse by ORCID

Journal article

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.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. 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.

Website content

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

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.