2016

Foley, C. (2016) Girls’ perceptions of mathematics: an interpretive study of girls’ mathematical identities. EdD thesis, University of Reading.

2014

Tennant, G. and Foley, C. (2014) Inclusive approaches to teaching and learning mathematics. In: Hyde, R. and Edwards, J.-A. (eds.) Mentoring Mathematics Teachers: Supporting and inspiring pre-service and newly qualified teachers. Routledge, Abingdon, pp. 77-92. ISBN 9780415819909