Fay taught mathematics for over 15 years in a number of 11-18 secondary schools undertaking a variety of roles including Head of Department and whole school responsibilities. In 2011 she joined the University of Warwick where she taught on the Secondary Mathematics PGCE course and the MSc in Mathematics Education course amongst others.
Fay joined the School of Education at the University of Leicester as a lecturer in September 2013. Her roles include Programme Leader for the Master of Education (M.Ed) degree and Co-Leader for the Secondary PGCE course.
Baldry, F., Jacqueline Mann, Horsman, R., Koiwa, D. & Foster, C. (2022). The Use of Carefully-Planned Board-Work to Support the Productive Discussion of Multiple Student Responses in a Japanese Problem-Solving Lesson. Journal of Mathematics Teacher Education
Baldry, F. & Foster, C. (2020). Lesson Study Partnerships in Initial Teacher Education. In: Wood, P., Larssen, D., Helgevold, N. & Cajkler, W. (eds.) Lesson Study in Initial Teacher Education: Principles and Practices. Bingley, UK: Emerald Group Publishing, 147-160.
Foster, C. & Baldry, F. (2020). Blink, and It's Gone! Mathematics Teaching, (270), 12-13.
Baldry, F., Ingram, J. & Pitt, A. (2019). Numeracy and Mathematics. In: Abbott, I. D., Huddleston, P. & Middlewood, D. (eds.) Preparing to Teach in Secondary Schools: A Student Teacher's Guide to Professional Issues in Secondary Education Fourth Edition. Maidenhead: OUP, 229-239.
Baldry, F. & Foster, C. (2019). Lesson Study in Mathematics Initial Teacher Education in England. In: Huang, R., Takahashi, A. & Pedro Da Pont, J. (eds.) Theory and Practice of Lesson Study in Mathematics: An International Perspective. Nature Switzerland: Springer, 577-594.
Baldry, F. (2019). A Comparison of the Treatment of Mathematical 'Errors' Arising from Teacher-Initiated and Student-Initiated Interactions. In: Jankvist, U. T., Van Den Heuvel-Panhuizen, M. & Veldhuis, M., (eds.) Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht, Netherlands, 6-11 February. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, 3588-3595.
Larssen, D. L. S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., Wood, P., Baldry, F., Jakobsen, A., Bugge, H. E., Næsheim-Bjørkvik, G. & Norton, J. (2018). A Literature Review of Lesson Study in Initial Teacher Education: Perspectives About Learning and Observation. International Journal for Lesson and Learning Studies, 7, 8-22.
Baldry, F. (2018). The Complexities of Enacting Multiple Representations When Teaching Fractions. In: Bergqvist, E., Österholm, M., Granberg, C. & Sumpter, L., (eds.) Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (PME42), Umeå, Sweden. July 3-7, 17.
Baldry, F. (2016). Teachers' Orchestration of Mathematics In: Csíkos, C., Rausch, A. & Szitányi, J., (eds.) 40th Conference of the International Group for the Psychology of Mathematics Education (PME40), Szeged, Hungary 3-7 August, 118-119.
Ingram, J., Pitt, A. & Baldry, F. (2015). Handling Errors as They Arise in Whole-Class Interactions. Research in Mathematics Education, 17, 183-197.