The NCETM Maths Podcast: Recent Episodes
NCETM
A regular podcast from the National Centre for Excellence in the Teaching of Mathematics (NCETM), exploring areas of interest and debate in the teaching of maths across all school and college phases.
In this episode of the NCETM Maths Podcast, Howard Astley-Jones talks with Professor Paul Glaister CBE about the origins, development and impact of Core Maths since its introduction in the mid-2010s. They discuss why the qualification was created to address the gap for students progressing beyond GCSE without taking A level Maths, and how it supports problem solving, quantitative reasoning, statistics and communication for higher education and employment.
Paul reflects on policy drivers, including the Royal Society and other reports, and the importance of university support and universal provision. Howard shares recent entry trends and the role of the Core Maths Premium, and outlines AMSP and Maths Hubs professional development pathways and support for teachers. The episode also introduces AMiE and its mission for mathematics education.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Professor Paul Glaister CBE, Professor of Mathematics and Mathematics Education, University of Reading * Howard Astley-Jones, Assistant Director for Secondary Mathematics and Level 3 Coordinator, NCETM.
Episode chapters* 00:00 Welcome and Overview * 01:29 Meet Professor Paul Glaister CBE * 02:33 Origins of Core Maths * 06:58 Why Core Maths matters * 09:07 Misconceptions and barriers * 13:17 Growth and future ambitions * 19:26 Supporters of Core Maths * 22:12 What Core Maths involves * 28:51 Teacher support and CPD * 30:10 Final case for Core Maths * 33:18 Introducing the Association for Mathematics in Education (AMiE) * 36:28 Closing and resources.
Useful links* Core Maths qualifications: technical guidance, DfE (2017) * Core Maths professional development, NCETM * Core Maths professional development, AMSP * Report from the Expert Panel on Core Maths, Royal Society (2013) * Post-16 Mathematics: A Strategy for Improving Provision and Participation, Royal Society (2012) * Is the UK an Outlier? An international comparison of upper secondary mathematics education, Nuffield Foundation (2010) * Mathematical Transitions: A Report on the Mathematical and Statistical Needs of Students Undertaking Undergraduate Studies, Higher Education Academy (2011) * Report of Professor Sir Adrian Smith's Review of Post-16 Mathematics, Sir Adrian Smith for the DfE (2017) * A new approach to mathematical and data education, Royal Society (2024) * Association for Mathematics in Education (AMiE) * Explore previous episodes of the NCETM podcast in our archive.
In this episode of the NCETM Maths Podcast, Debbie Morgan, Director for Primary at the NCETM, talks with Suzanne Mathews, primary maths adviser across a trust of 25 primary schools and Assistant Maths Hub Lead for Möbius Maths Hub.
Suzanne explains how her trust approaches mathematics in Year 6. She discusses which learning to prioritise, how daily fluency and arithmetic routines are structured, and how reasoning is developed so that pupils are well prepared for secondary school. She also shares what secondary teachers value most when students move into Year 7.
The episode highlights the free downloadable NCETM resources used across their Year 6 classrooms to secure learning and address gaps.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Susanne Matthews, Assistant Maths Hub Lead at Möbius Maths Hub and Primary Maths Advisor at White Horse Federation * Debbie Morgan, Director for Primary, NCETM.
Episode chapters* 00:00 Introduction to the NCETM Maths Podcast * 01:50 Teaching for mastery approaches * 02:26 Year 6 priorities beyond SATs * 05:01 Daily arithmetic and fluency routines * 06:51 Reasoning and goal-free problems * 08:40 What domains matter most for secondary * 10:14 Diagnosing gaps with the ready-to-progress criteria * 11:30 Times table facts * 12:47 Applying facts for multiplicative reasoning * 14:03 Key takeaways and next steps * 15:29 Thanks and resources in show notes.
Useful links* Mathematics guidance: key stages 1 and 2 * Exemplification of ready-to-progress criteria * Coordinating mathematical success: the mathematics subject report (Ofsted, 2023) * School inspection: toolkit, operating guides and information (Ofsted, 2025) * Explore previous episodes of the NCETM podcast in our archive.
In this episode of the NCETM Maths Podcast, Julia Thomson from the NCETM’s Communications Team discusses the STEM Ambassador programme with guests Michael Anderson, former education lead for mathematics at STEM Learning, and Garry Packer, a retired electronic engineer and STEM Ambassador. They explore how the programme supports maths education in primary and secondary settings, the roles and experiences of STEM Ambassadors, and practical advice for teachers on how to integrate STEM careers into their curriculum. The conversation highlights the impact of real-world connections on students’ mathematical understanding and career aspirations, providing insights for both educators and potential STEM Ambassadors.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Michael Anderson, teacher of maths and MEI Local Lead * Garry Packer, retired electronic engineer and current STEM Ambassador * Julia Thomson, Senior Communications and Marketing Manager, NCETM.
Episode chapters* 00:00 Introduction to the NCETM Maths Podcast * 01:10 Meet the guests: Garry Packer and Michael Anderson * 02:00 Understanding the STEM Ambassador programme * 03:11 Garry's journey as a STEM Ambassador * 04:12 Engaging maths workshops for schools * 07:08 How to get a STEM Ambassador for your school * 09:55 Maximising the impact of STEM Ambassador visits * 11:37 The broader impact of STEM Ambassadors * 13:01 Volunteering as a STEM Ambassador * 14:24 Hidden careers in STEM * 17:08 Becoming a STEM governor * 19:11 Conclusion and final thoughts.
Useful links* STEM Ambassador programme * The Operational Research Society * Register with STEM Learning * Explore previous episodes of the NCETM podcast in our archive.
In this episode of the NCETM Maths Podcast, the NCETM’s Gaynor Bahan talks with Professor Dame Allison Peacock, Chief Executive of the Chartered College of Teaching, about the importance of teacher collaboration, professional learning, and the current state and future vision of teaching as a respected profession. They discuss the Chartered College's recent report on revisiting teacher professionalism and how initiatives like the Maths Hubs Programme contribute to building a culture of trust, ethics and knowledge sharing among teachers.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching * Gaynor Bahan, Assistant Director for System Leadership, NCETM * Julia Thomson, Senior Communications and Marketing Manager, NCETM.
Episode chapters* 00:00 Introduction to the NCETM Maths Podcast * 00:59 Exploring teacher professionalism * 02:15 The Chartered College of Teaching * 03:27 Domains of teacher professionalism * 12:19 Challenges and opportunities in teacher professionalism * 16:25 The role of collaboration in professional development * 23:26 Empowering teachers through leadership roles * 29:14 The importance of professional learning and recognition * 40:00 Final reflections on teacher professionalism.
Useful links* Chartered College of Teaching Report – Revisiting the Notion of Teacher Professionalism (Müller & Cook, May 2024) * The Chartered College of Teaching * Beyond the maths classroom: how trusts can support teacher professionalism (NCETM, October 2024) * Explore previous episodes of the NCETM podcast in our archive.
In this episode of the NCETM Maths Podcast, Jane Hawkins, the NCETM’s Assistant Director for Secondary, speaks to Geoff Barton, chair of the Oracy Education Commission. The conversation dives into the importance of oracy in the classroom, especially in mathematics, exploring how it can transform learning and teaching. They discuss the current state of oracy education, its potential to close the disadvantage attainment gap, and specific recommendations for embedding oracy into professional development for teachers. Geoff references valuable insights and case studies, including contributions from experts such as Tim Oates and David Thomas, as well as practical examples from schools successfully implementing oracy strategies.
A transcript (PDF) of this episode is available to download.
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Show notesTaking part in the discussion:* Geoff Barton, Chair of the Oracy Education Commission * Jane Hawkins, Assistant Director for Secondary Mathematics, NCETM * Julia Thomson, Senior Communications and Marketing Manager, NCETM.
Episode chapters* 00:00 Introduction to the NCETM Maths Podcast * 01:22 Meet Jane Hawkins and Geoff Barton * 01:50 The importance of oracy in education * 03:19 Disciplinary oracy in mathematics * 04:17 Revelations about oracy from maths * 06:49 Challenges and solutions in teaching maths * 12:13 The role of teachers in oracy-rich classrooms * 15:04 The impact of oracy on student behaviour and engagement * 19:53 Assessment and the future of oracy * 27:48 Oracy and disadvantaged pupils * 36:46 Teacher professional development in oracy * 49:46 Conclusion and further resources.
Useful links* Oracy Education Commission report – We need to talk (October 2024) * The Commission Conversations – Tim Oates * The Commission Conversations – David Thomas * Discover more from the Commission Conversations podcast archive * NCETM feature: We need to talk (about maths) (February 2025) * Maths Hubs Research and Innovation Work Groups * Bullock Report: A Language for Life (HMSO, 1975) * EEF Secondary Maths Practice Review (June 2024) * The NCETM Maths Podcast – Oracy in the maths classroom * NCETM: The role of oracy in the context of teaching for mastery * All-Party Parliamentary Group Report, Speak for Change * Voice 21 Oracy Framework * TES article: Neil Mercer: Oracy is still not properly understood (May 2025) * Explore previous episodes of the NCETM podcast in our archive.
In this episode, the NCETM’s Dr Jen Shearman, Paul Rowlandson and Sue Evans discuss the upcoming EEF-funded trials of two important Maths Hubs programmes in 2025/26. The conversation explores the role of external evaluation, the challenges of conducting randomised controlled trials (RCTs), and what the findings could mean for maths education.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Jen Shearman, Director for Evaluation and Impact, NCETM * Sue Evans, Assistant Director for Primary, NCETM * Paul Rowlandson, Assistant Director for School and Professional Development, NCETM * Julia Thomson, Senior Communications and Marketing Manager, NCETM.
Episode chapters* 00:00 Introduction and welcome * 01:12 Meet the team and overview of the EEF trials * 01:57 Understanding the EEF and its role * 03:31 The NCETM's involvement with the EEF * 06:11 Introduction to the SKTM Secondary Non-specialist Teachers Programme * 09:28 Introduction to the Mastering Number at Reception and KS1 Programme * 12:02 Challenges in conducting the trials * 22:01 Hopes and expectations from the trials * 31:04 Conclusion and how to get involved.
Useful links* Specialist Knowledge for Teaching Mathematics Secondary Non-specialist Teachers Programme * Mastering Number at Reception and KS1 * Mastering Number at KS2 * Blog post on the EEF trials: Going for gold standard * Evaluating our programmes in 2025/26 * EEF trial of the Secondary Non-specialist Teachers SKTM Programme * EEF trial of the Mastering Number at Reception and KS1 Programme * TIMMS 2023 Report * Coordinating mathematical success: the mathematics subject report (2023) * Explore previous episodes of the NCETM podcast in our archive.
In this episode, the NCETM’s Dr. Jen Shearman and Carol Knights discuss the EEF’s Secondary maths practice review. The review identifies some of the challenges facing leaders of maths in English schools, including the national shortage of maths teachers, the widening gap between disadvantaged students and their peers, the need for greater focus on students in KS3, and the ways maths departments are approaching these challenges. Jen and Carol also touch upon the implications for the NCETM and the Maths Hubs Programme, and the projects underway to address the issues highlighted in the review.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Carol Knights, Director for Secondary Maths, NCETM * Dr. Jen Shearman, Director for Evaluation and Impact, NCETM * Julia Thomson, Senior Communications and Marketing Manager, NCETM.
Episode chapters* 00:00 Introduction and welcome * 01:19 Overview of the EEF Secondary maths practice review * 03:02 Key findings: teacher skills and expertise * 04:24 Addressing the shortage of maths teachers * 05:11 Impact of COVID on disadvantaged students * 07:35 The importance of mathematical talk * 10:01 Integrating problem-solving in maths lessons * 13:02 Use of representations and manipulatives in secondary maths * 16:16 NCETM and Maths Hubs professional development * 18:39 Future directions and recommendations * 22:43 Conclusion and final thoughts.
Useful links* EEF Secondary maths practice review (2024) * Maths Hubs Securing Foundations in Year 7 project * Maths Hubs Secondary Non-specialist Teachers (SKTM) Programme * Maths Hubs Years 5-8 Continuity project * Oracy Education Commission We Need to Talk (2024) * Ofsted Coordinating Mathematical Success: the mathematics subject report (2023). * Explore previous episodes of the NCETM podcast in our archive.
In this episode, we talk to Liz Woodham, Primary Coordinator at NRICH, about the Problem-solving Schools initiative and its aims to support the development of reasoning and problem-solving skills for pupils and students from Reception to post-16. Liz shares insights into the initiative's process, including the use of webinars and rich tasks to support schools, and we also look at the relationship between problem-solving and reasoning and their importance in a well-rounded maths education.
A transcript (PDF) of this episode is available to download.
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Show notesTaking part in the discussion:* Liz Woodham, Primary Coordinator, NRICH, University of Cambridge * Julia Thomson, Senior Communications and Marketing Manager, NCETM.
Episode chapters* 00:00 Introduction * 04:00 Problem-solving Schools initiative * 05:08 The Kilpatrick Rope Model * 08:39 The Five Big Ideas in Teaching for Mastery * 10:26 Framework and goals of the Problem-solving Schools initiative * 17:22 ‘NRICH-style’ problems and SATs-style problems * 20:05 Developing a ‘productive disposition’ * 22:16 Making time for problem-solving * 26:12 What is reasoning and problem-solving? * 29:52 Exploring and noticing * 37:26 Conclusion and how to get involved.
Useful links* NRICH Problem-solving Schools initiative * NRICH Kilpatrick Rope Model * NRICH game mentioned in podcast: Make 37 * Previous NCETM Maths Podcast discussion with NRICH: Episode 77 - Maths Games * Mentioned by Julia: Five Big Ideas in Teaching for Mastery * Feature on RIWGs: Research and Innovation in the Maths Hubs Network * Explore previous episodes of the NCETM podcast in our archive.
In Part 2 of our episode on oracy with Jane Hawkins from the NCETM and Kathleen McBride from Voice 21, we explore the impact of the Maths Hubs’ Research and Innovation Work Groups (RIWGs), strategies for implementing oracy in both primary and secondary education, and the importance of oracy for enhancing student learning and engagement.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Kathleen McBride, Senior Learning and Innovation Lead, Voice 21 * Jane Hawkins, Assistant Director for Secondary, NCETM, and Assistant Maths Hub Lead, Jurassic Maths Hub * Julia Thomson, Communications Manager, NCETM.
Episode chapters* 00:06 Welcome and introductions * 00:51 Research and Innovation Work Groups (RIWGs) * 02:28 Impact of Oracy RIWGs * 04:41 Talk strategies * 08:25 What does successful oracy look like? * 10:58 The teacher’s role * 12:18 Different types of talk * 18:35 Oracy in secondary education * 22:17 Ideas for teachers * 25:44 Misconceptions about oracy * 28:52 Resources and further reading * 30:31 Conclusion.
Useful links* Listen to Part 1 of this podcast episode * All-Party Parliamentary Group Report: Speak for Change (2021) * Voice 21 website * Voice 21 Talk Tactics and How to develop independent student discussion * Voice 21 Talking Point publication (2023) * Voice 21 Oracy Benchmarks report (2019) * Voice 21 Impact Report (2022-23) * NCETM Primary Curriculum Prioritisation materials * NCETM Checkpoints for KS3 * Interthinking: Putting Talk to Work by Karen Littleton & Neil Mercer (Routledge, 2013) * Talking Points: Discussion Activities in the Primary Classroom by Lynn Dawes (Routledge, 2012) * Find your local Maths Hub * Maths Hubs Research and Innovation Work Groups (RIWGs) * Explore previous episodes of the NCETM podcast in our archive * The NCETM Maths Podcast on Instagram.
In Part 1 of our discussion with Kathleen McBride from Voice 21 and Jane Hawkins from the NCETM’s Secondary Team and Jurassic Maths Hub, we discuss the definition of oracy, its significance for students' mathematical development, behaviour and overall well-being, and the role of Research and Innovation Work Groups (RIWGs) in exploring oracy's impact in classrooms. We also take a look at Voice 21’s Oracy Framework for schools and teachers.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Kathleen McBride, Senior Learning and Innovation Lead, Voice 21 * Jane Hawkins, Assistant Director for Secondary, NCETM and Assistant Maths Hub Lead, Jurassic Maths Hub * Julia Thomson, Communications Manager, NCETM.
Episode chapters* 00:06 Welcome and introductions * 03:03 Definition, importance and research * 08:58 Oracy challenges and misconceptions * 13:01 Oracy Research and Innovation Work Groups * 14:21 Oracy’s impact on learning * 15:54 Purposeful talk * 17:07 The Oracy Framework * 19:54 Oracy in the maths classroom * 28:33 Reflecting on teaching practice * 30:15 Conclusion.
Useful links* All-Party Parliamentary Group Report Speak for Change * Voice 21 Impact Report 2022-2023 * Voice 21 Oracy Framework * Maths Hubs Research and Innovation Work Groups * Bullock Report: A Language for Life (Bullock, 1975) * EEF Dialogic Teaching Report (2017, 2022) * School 21 and University of Cambridge Oracy Programme Pilot (2013/14) * Coordinating Mathematical Success: the mathematics subject report (Ofsted, 2023) * Explore previous episodes of the NCETM podcast in our archive * The NCETM Maths Podcast on Instagram.
The NCETM Maths Podcast invites teachers, maths experts and anyone with a passion for teaching maths to talk about topics that shine a light on great maths teaching. With ideas for classroom activities, inspirational stories of careers in maths, and lively debates on contemporary topics, the NCETM podcast has something for everyone.
Most episodes are around 20 minutes long – perfect for your journey to work. So, if you like what you hear, hit subscribe to make sure you don’t miss an episode.
You can also find The NCETM Maths Podcast on Instagram: @themathspodcast. Be the first to hear about new episodes, and join in with the debate.
If there is a topic you would like to hear us discuss on the podcast, let us know at: info@ncetm.org.uk.
In this episode, Early Career Teachers from primary and secondary schools talk about their experiences of training to teach with Teach First, how they have honed their maths teaching skills, and what they have learned in their first years in the classroom.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Emily Dixon, Year 1 teacher at Tinsley Meadows Primary Academy, Sheffield * Lauren Garrigos, maths teacher at Heartlands High School, Haringey, London * Beth Goodliff, Senior Communications Manager, NCETM.
Episode chapters* 00:06 Introduction and welcome * 00:40 Meet the guests * 01:14 The journey to becoming a teacher: decisions and backgrounds * 02:35 Training with Teach First * 06:30 Overcoming challenges in the classroom * 09:24 Celebrating successes: positive moments in teaching * 12:12 Professional development in the first years of teaching * 14:22 Advice.
Useful links* Teach First teacher training programme * Specialist Knowledge for Teaching Mathematics: Primary Early Career Teachers Programme * Specialist Knowledge for Teaching Mathematics: Secondary Early Career Teachers Programme * Teaching for Mastery * Explore previous episodes of the NCETM podcast in our archive * The NCETM Maths Podcast on Instagram.
In this episode of the podcast, Rebecca and Sue explore the foundations of doubles in Reception and discuss how this concept is built on in KS1 and beyond. Having both been teachers in Early Years or KS1, they reflect on their own experiences and share practical tips for the classroom.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Sue Evans, NCETM Assistant Director for Primary, and former primary teacher * Rebecca Fisher, NCETM Communications Manager, and former Early Years teacher
Episode chapters* 00:06 Introduction and welcome * 01:28 What’s so important about doubles * 04:01 What experiences do children need at the early stages? * 08:28 Exploring representations in Reception * 14:53 Doubles in continuous provision * 19:18 What does this look like in KS1? * 27:12 How your local Maths Hub can help and final thoughts.
Useful links* Images referred to in this episode * Find your local Maths Hub * The Early Years section of our website * Mastering Number at Reception and KS1 * ‘They can see it straight away’: the impact of Mastering Number * Explore previous episodes of the NCETM podcast in our archive * The NCETM Maths Podcast on Instagram.
In this episode of the podcast, we speak to Cat Eadle, a teacher, dyscalculia specialist and co-founder of the Dyscalculia Network. Our conversation explores what dyscalculia is, how it differs from other maths difficulties, and how teachers can facilitate an early diagnosis. We also discuss the importance of teaching ‘maths for life’ skills, dyscalculia in the secondary maths classroom, and how teaching for mastery approaches can support dyscalculic students of all ages to do and enjoy maths.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Cat Eadle, The Dyscalculia Network * Julia Thomson, Communications Manager, NCETM.
Episode chapters* 00:06 Introduction and welcome * 00:18 Understanding dyscalculia and its impact * 01:03 Cat Eadle: dyscalculia specialist * 01:43 The birth of the Dyscalculia Network * 03:13 Identifying dyscalculia: signs and symptoms * 05:14 The importance of dyscalculia diagnosis * 08:03 Supporting students with dyscalculia * 10:40 The prevalence of dyscalculia * 14:14 The mastery approach to teaching maths * 16:42 The struggles of adults with dyscalculia * 19:56 Resources, further reading and events * 21:53 Conclusion.
Useful links* Dyscalculia Network website * Dyscalculia Awareness Day 2024: three separate online events for parents (23/02/24), adults (29/02/24) and educators (01/03/24) * The Dyscalculia Show 2024 at Birmingham NEC on 15/03/24 and 16/03/24 * The Dyscalculia Assessment by Jane Emerson and Patricia Babtie (2013, Bloomsbury) * The Dyscalculia Solution: Teaching Number Sense by Jane Emerson and Patricia Babtie (2014, Bloomsbury) * Ronit Bird website: games for dyscalculic learners * Steve Chinn website * Judy Hornigold website * The Maths and Dyscalculia Assessment by Robert Jennings and Jane Emerson (available for pre-order, published on 18/07/24, Jessica Kingsley Publishers) * Explore previous episodes of the NCETM podcast in our archive.
In this third and final part of this podcast episode, we conclude our conversation with Professors Alf Coles and Nathalie Sinclair about the dogmas they address in their book, I Can’t Do Maths! Why children say it and how to make a difference. In this part of the conversation, we put your questions, shared with us on social media, to Alf and Nathalie, and discuss topics including maths anxiety and enjoyment in the UK compared to other nations, how to support and encourage children who struggle with maths and how to respond when children ask, ‘When will I ever need this again?’.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Professor Alf Coles, University of Bristol * Professor Nathalie Sinclair, Simon Fraser University, British Columbia * Julia Thomson, Communications Manager, NCETM.
Episode chapters* 00:06 - Introduction and welcome * 00:39 - Is maths anxiety a global issue? * 02:31 - When will I ever need this maths? * 09:18 - How parents can support their children * 12:33 - The importance of learning maths * 16:17 - Conclusion and final thoughts
Useful links* I Can’t Do Maths! Why children say it and how to make a difference by Professor Alf Coles and Professor Nathalie Sinclair (Bloomsbury, 2022) * Vihart, maths YouTuber recommended by Nathalie Sinclair * Maths Games with Bad Drawings by Ben Orlin (Little, Brown, 2022) recommended by Nathalie Sinclair * Mathematics for Human Flourishing by Francis Su (Yale University Press, 2021) recommended by Nathalie Sinclair * Learning Mathematics for an Environmentally Sustainable Future by Karl Bushnell (Association of Teachers of Maths, 2018), mentioned by Alf Coles * NCETM Primary Mastery Professional Development Materials * Gattegno’s ‘numbers as lengths’ as mentioned by Alf Coles, Working with Rods and Why (Association of Teachers of Mathematics, 2017) * I Can't Do Maths - Podcast Episode 78 - Part 1 * I Can't Do Maths - Podcast Episode 78 - Part 2 * Explore previous episodes of the NCETM podcast in our archive.
In Part 2 of Episode 78 of the NCETM Maths Podcast, Professors Alf Coles and Nathalie Sinclair continue their discussion about the dogmas in maths teaching and learning, with host Julia Thomson. We explore the misconceptions that ‘maths is culture-free’ and that 'maths is for some people and not for others'. We also scrutinise the notion that ‘maths is hard because it is abstract’ and discuss the Concrete, Pictorial, Abstract (CPA) model within mastery and the power of representations in maths.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Professor Alf Coles, University of Bristol * Professor Nathalie Sinclair, Simon Fraser University, British Columbia * Julia Thomson, Communications Manager, NCETM.
Episode chapters* 00:06 - Introduction and welcome * 00:32 - Exploring the dogma: maths is culture-free * 05:37 - Maths and climate change * 07:41 - Debunking the dogma: maths is for some people and not for others * 12:48 - The power of representations * 17:02 - Algebra in the primary classroom * 17:44 - Conclusion and preview for Part 3
Useful links* I Can’t Do Maths! Why children say it and how to make a difference by Professor Alf Coles and Professor Nathalie Sinclair (Bloomsbury, 2022) * NCETM Primary Mastery Professional Development Materials * Journeys on the Gattegno Tens Chart by Alf Coles, 2014 * Learning Mathematics for an environmentally sustainable future by Karl Bushnell (Association of Teachers of Mathematics, 2018) * Gattegno’s ‘numbers as lengths’ as mentioned by Alf Coles, Working with Rods and Why (Association of Teachers of Mathematics, 2017) * I Can't Do Maths - Podcast Episode 78 - Part 1 * Explore previous episodes of the NCETM podcast in our archive.
In this episode, we talk to Professor Alf Coles and Professor Nathalie Sinclair about their book, I Can’t Do Maths! Why children say it and how to make a difference. In the book, Alf and Nathalie identify, unpick and challenge some of the most commonly-held beliefs about maths teaching and learning. In Part 1 of our conversation, we explore the background to the book and the first two dogmas, or myths, about maths education that Alf and Nathalie explore in the book.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Professor Alf Coles, University of Bristol * Professor Nathalie Sinclair, Simon Fraser University, British Columbia * Julia Thomson, Communications Manager, NCETM.
Episode chapters* 00:05 - Introduction to part 1 * 01:02 - Meet Professors Alf Coles and Nathalie Sinclair * 02:06 - Unpacking the concept of ‘dogmas’ in maths education * 05:52 - Exploring the first dogma: maths is a building-block subject * 11:51 - Challenging the second dogma: maths is always right or wrong * 16:58 - Conclusion and preview of Part 2.
Useful links* I Can’t Do Maths! Why children say it and how to make a difference by Professor Alf Coles and Professor Nathalie Sinclair (Bloomsbury, 2022) * NCETM Primary Mastery Professional Development Materials * NCETM Curriculum Prioritisation in Primary Maths * Journeys on the Gattegno Tens Chart by Alf Coles, 2014 * Explore previous episodes of the NCETM podcast in our archive.
In Part 2 of our discussion with Dr Ems Lord and Liz Woodham from NRICH and Grace Coker from the EEF, we explore how games can facilitate collaborative problem-solving, encourage parental engagement and make homework more enjoyable.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Ems Lord, Director of NRICH, University of Cambridge * Liz Woodham, Primary Coordinator, NRICH, University of Cambridge * Grace Coker, Maths Content Specialist, Education Endowment Foundation (EEF) * Julia Thomson, Communications Manager, NCETM.
Episode chapters* 00:05 - Introduction * 00:59 - Exploring the importance of collaboration in maths * 03:20 - Introducing maths games: NIM-7 and Got It * 05:53 - More game suggestions and utilising classroom resources * 07:51 - Encouraging parental involvement in maths practice * 10:08 - Solving Together: a homework project for secondary schools * 16:58 - Opportunities for new learning through games * 17:56 - Top tips for using games in the classroom * 19:54 - Conclusion
Useful links* EEF Improving Mathematics in the Early Years and Key Stage 1 * EEF Working with Parents to Support Children’s Learning * Making Maths Visual and Tactile by Judy Hornigold (SEN Books, 2016) * NRICH games mentioned in podcast: Got It and Nim-7 * Number Hive, mentioned by Grace Coker * NRICH Secondary parental engagement project: Solving Together * NRICH Primary games * NRICH Secondary games * Explore previous episodes of the NCETM podcast in our archive.
In Part 1 of this discussion with Dr Ems Lord and Liz Woodham from NRICH and Grace Coker from the EEF, we explore the many benefits of using maths games in both primary and secondary classrooms.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Ems Lord, Director of NRICH, University of Cambridge * Liz Woodham, Primary Coordinator, NRICH, University of Cambridge * Grace Coker, Maths Content Specialist, Education Endowment Foundation (EEF) * Julia Thomson, Communications Manager, NCETM.
Episode chapters* 00:06 - Introduction * 00:27 - Understanding the role of maths games in education * 00:40 - Context and background: NRICH and the EEF * 02:56 - The importance of maths games in classroom * 04:55 - Advice from NRICH on effective use of maths games * 08:14 - Common misconceptions about using games in the classroom * 11:33 - The evidence and research on the use of maths games * 15:06 - The concept of embodied learning in maths education * 17:00 - Using games to facilitate and develop mathematical talk * 18:58 - Conclusion and teaser for Part 2.
Useful links* EEF Improving Mathematics in the Early Years and Key Stage 1 * EEF Blog: Let’s Get Physical! * NRICH games mentioned in podcast: Got It and Nim-7 * NRICH Secondary parental engagement project: Solving Together * NRICH Primary games * NRICH Secondary games * NCETM Checkpoints * Explore previous episodes of the NCETM podcast in our archive.
Find out about the benefits of getting involved in the work of your local Maths Hub as a participating school, but also what the impact is of having some of your staff become Local Leaders of Maths Education (LLME).
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:* Sarah Smith, Headteacher Advocate and Executive Headteacher at St Cuthbert's Catholic Academy and Christ the King Catholic Academy in Blackpool * Gabriella May, Primary Mastery Specialist, LLME, head of maths, and teacher at St Cuthbert's Catholic Academy in Blackpool * Rebecca Longworth, Communications Manager at the NCETM.
Episode chapters* 00.07 – Introduction * 02.40 – The school's mastery journey and the benefit to pupils * 06.38 – Hosting Mastering Number showcase sessions * 09.02 – The impact on your school when a teacher becomes an LLME * 12.12 – What an LLME does and how you can balance the commitment with your classroom teaching role * 17.16 – The benefit to your school in having an LLME * 20.00 – Advice for schools and teachers
Useful links* Primary Mastery Specialists * Maths Hubs * Teaching for Mastery * Explore previous episodes of the NCETM podcast in our archive.
Associate Professor at the University of Warwick, Sue Johnston-Wilder, discusses the prevalence of anxiety in our maths classrooms.
A transcript (PDF) of this episode is available to download.
Show notes Taking part in the discussion: * Sue Johnston-Wilder, Associate Professor of Mathematics Education at the University of Warwick and co-founder of the international Mathematical Resilience Network * Rebecca Longworth, Communications Manager at the NCETM.
Episode chapters * 01.06 – Introduction and background of Sue’s work * 04.29 – The brain and maths anxiety * 10.34 – Who does maths anxiety affect? * 16.00 – What signs to look out for * 18.11 – Tips for teachers * 23.07 – Where can we learn more about maths anxiety? Final thoughts from Sue
Useful links * A Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning Mathematics * Overcoming Mathematical Helplessness and Developing Mathematical Resilience in Parents: An Illustrative Case Study * Addressing Mathematics Anxiety: A Case Study in a High School in Brazil * Dan Siegel's Hand Model of the Brain video (YouTube) * Explore previous episodes of the NCETM podcast in our archive.
Background reading * Siegel D (2011) Mindsight: The New Science of Personal Transformation * Benson H (2000) The Relaxation Response.
We explore how number lines can be used at KS2 to support children to develop a greater understanding of the linear number system and prepare them for secondary maths.
A transcript (PDF) of this episode is available to download.
Show notes Taking part in the discussion: * Jennifer Ruddock, deputy headteacher, Corrie Primary School, Denton * Jordanna Worrall, head of maths, Denton Community College, Denton * Julia Morgans, Maths Hub Lead, Turing North West Maths Hub * Julia Thomson, Communications Manager at the NCETM.
Episode chapters * 00:05 – Introduction * 02:23 – Why participants in the Work Group focused on the number line * 06:25 – Exploring use of the number line at KS2 * 09:06 – Why drawing and understanding number lines is important at KS3 and beyond * 11:20 – The importance of collaboration between KS2 and KS3 for progression * 12:40 – How KS2 teachers can prepare children for KS3 maths using number lines * 14:44 – Using number lines and the midpoint to support children in rounding * 16:14 – Using number lines to find fractions of an hour and solve time problems * 18:37 – Using number lines to find equivalent ratio * 21:44 – Concluding thoughts on possible uses for number lines in KS2 and KS3
Useful links * Issue 35 of Espresso provides useful reading on the number line * Number Sense on the Number Line by Woods et al (2017) * There are a wealth of activities designed to explore the linear number system, featuring number lines, in the NCETM Ready-to-Progress Criteria * Years 5-8 Continuity professional development project * Video summary of the research report, Understanding Structured Number Lines, which inspired the focus on number lines taken by Turing North West’s Years 5-8 Continuity Work Groups * Find your hub * Explore previous episodes of the NCETM podcast in our archive.
Diagnostic task Children from Year 5, 6 and 8 classes were asked to draw a number line, either from 1 to 100 or from 50 to 70, with intervals of 10 marked on the line. Teachers observed the spacing of the intervals and paid particular attention to whether children could accurately indicate the location of the midpoint.
Diagram The number lines referred to by Jordanna can be viewed on the NCETM website.
A secondary maths teacher explains the benefits of using algebra tiles, and shares some practical tips.
A transcript (PDF) of this episode is available to download.
Show notes Taking part in the discussion: * Lizi Pepper, secondary maths teacher and KS3 maths lead at Tytherington School, and Secondary Mastery Specialist * Becky Donaldson, NCETM Assistant Director for Secondary * Beth Goodliff, Senior Communications Manager at the NCETM.
Episode chapters * 00:34 – Introductions * 01:16 – The big picture: why use algebra tiles? * 03:39 – Where to start with algebra tiles * 09:09 – Evidence that they are impacting on students’ understanding * 11:16 – A learning sequence * 17:24 – Limitations and benefits of the tiles
Useful links * Lizi is @mathspeptalk on Twitter * Becky is @donaldson_maths on Twitter * Lizi’s blog is at https://mathspeptalk.blogspot.com/ * NCETM feature: Completing the square * NCETM resource: Using mathematical representations at KS3.
Two Secondary Mastery Specialists explain the benefits of mastery to them, their departments, and their students.
A transcript (PDF) of this episode is available to download.
Show notes Taking part in the discussion: * Beth Goodliff, Senior Communications Manager at the NCETM * Paula Kelly, Secondary Mastery Specialist, LLME, Maths PGCE tutor, and teacher at Fulford School in York * Tom Lumley, Secondary Mastery Specialist, LLME, SCITT tutor, and teacher at South Hunsley School in East Yorkshire.
Episode chapters * 00:17 – Introductions * 01:50 – The decision to become a Mastery Specialist * 02:33 – Benefits to you as a teacher and benefits to the department * 07:38 – Changes that have taken place in the maths department * 10:39 – How the department have been trained in teaching for mastery * 18:51 – Benefits to a school of having an LLME
Useful links * Secondary Mastery Specialists * Secondary teaching for mastery resources .
A primary maths lead in an area of high social and economic deprivation explains how a mastery approach to teaching precise mathematical vocabulary is giving pupils in her school a voice.
A transcript (PDF) of this episode is available to download.
Show notes Taking part in the discussion: * Julia Thomson, Communications Manager at the NCETM * Victoria Moore, maths lead and Year 5 teacher, Usworth Colliery Primary School.
Episode chapters * 00:06 – Introductions and school context * 02:10 – How the school’s approach to teaching maths vocabulary has changed * 03:40 – The purpose of using ambitious, higher-level maths vocabulary * 05:32 – The approach to vocabulary across the school * 07:00 – How staff have adapted to using higher-level maths vocabulary * 09:59 – The impact on pupils * 13:12 – Benefits of teaching maths vocabulary for higher attainers * 16:00 – Explicit teaching of mathematical vocabulary
Useful links * Curriculum Prioritisation Materials * Primary Professional Development Materials * Find your hub. .
We speak to Maths4Girls, who provide inspirational speakers and role models to talk to students about why girls can and should study maths.
Show notes Taking part in the discussion: * Beth Goodliff, Senior Comms Manager at the NCETM * Mina Gerowin, founder of Maths4Girls * Alison Rowan McEwan, executive director at Founders4Schools * Noshin Begum, marketing and comms lead for Maths4Girls * Lou Hoskyns-Staples, Research and Innovation Work Group Lead for ‘Girls and STEM’.
Useful links * Maths4Girls * Research and Innovation Work Groups * Find your hub .
Every year the SHINE organisation gives grants to schools and individual teachers to develop ideas related to maths learning. We find out more about the grants and how the application system works. We also talk to to primary teachers about the projects they've received funding for.
Show notesTaking part in the discussion:* Eleanor Heathcote, SHINE * Roy Clutterbuck, Byron Wood Primary School, Sheffield * Laura Jarvis, East Ward Primary School, Bury * Steve McCormack, NCETM Communications Director
Useful links* The SHINE website * Roy tweets at @Lightning_Maths.
In summer 2022, for the first time since 2019, large-scale GCSE exams took place in school and college halls and gyms. And, just like every year before the pandemic, they were marked externally. What have we learnt? In this discussion, representatives from the awarding bodies give feedback from the hundreds of thousands of papers that were marked.
Show notes Taking part in the discussion: * Mark Heslop, Pearson/Edexcel * Neil Ogden, OCR * Andrew Taylor, AQA * Steve McCormack, NCETM Communications Director
Episode chapters * 00:08 Introductions and headline observations * 04:15 Algebra * 09:00 Higher tier questions and Advanced Information * 17:45 Questions involving graphs and diagrams * 22:40 Petrol prices, car number plates and ice cream cones (questions that raised a smile)
Useful links For Edexcel, follow @EmporiumMaths on Twitter.
For OCR, go to their website.
For AQA, follow @AQAMaths on Twitter.
The NCETM shares information from all awarding bodies, the DfE, Ofqual and others via the Twitter account @NCETMQandC.
Hollie Burgess teaches maths to Year 6 at a one-form entry primary school in Rutland. She’s recently taken on the role of maths lead. But she hasn’t always found maths easy – in fact her experience of maths GCSE was tortuous and demoralising. In this conversation Hollie shares the insights her experience has given her, into what some of her pupils might be experiencing. And she encourages teachers to recognise the importance of children’s confidence and happiness in helping them to learn.
Show notes Taking part in the discussion:
- Hollie Burgess, Year 6 teacher and maths lead, Ketton Church of England School, Rutland
- Gwen Tresidder, NCETM Communications Manager.
Episode chapters * 01:00 Introduction to Hollie and her school * 03:55 Hollie’s maths story: primary and secondary school * 10:33 Hollie’s maths story: post-16 * 15:10 Hollie’s maths story: university * 16:20 Did you fear teaching maths? * 17:58 How does your experience affect your classroom practice? * 21:04 Tips for teachers who have never found maths difficult.
Useful links Hollie tweets as @hollieteach.
At 02:58 Hollie mentions that her school is involved in Maths Hubs CPD in a Teaching for Mastery (Sustaining) Work Group with East Midlands South Maths Hub. Find out more by following the links.
Two authors talk about their new resources and suggest tips for addressing social issues through maths
There’s undoubtedly plenty of maths in climate change science. But how can teachers bring some of this real-life data into the classroom, allowing students to see maths as a tool to help interpret the world? Is this a maths teacher’s responsibility, or should they stick to more abstract maths? What is the best way to manage discussion on social (and potentially emotive) issues?
MEI and the Royal Meteorological Society have recently published four resources to support teachers in raising issues of climate science through maths lessons. They cover Trees for Net Zero, Trees and Carbon Capture, Extreme Weather, and EVolution of Vehicle Sales.
Alistair and Tom, two of the resource authors, talk about what they considered in creating the resources and how they hope teachers might use them with students in Key Stage 3 or Core Maths classes.
Show notes Taking part in the discussion:
- Alistair Bissell, AMSP Level 3 Maths Professional Development Coordinator
- Tom Rainbow, AMSP National Coordinator for Core Maths Professional Development
- Gwen Tresidder, NCETM Communications Manager.
Episode chapters * 00:00 Introducing the speakers * 01:22 Overview of the resources * 02:52 What are maths teachers’ responsibilities for addressing social and political issues? * 05:18 What are the benefits of addressing such issues? * 06:45 How did you choose which aspects of climate change to focus on? * 08:30 What will students learn? * 14:10 Managing emotive issues and differences of opinion in the classroom * 18:17 Maintaining balance * 21:58 Digging into the maths.
Useful links Alistair tweets as @comparagrams, Tom tweets as @CoreMathsTom – they would welcome feedback from teachers and students on use of these resources.
The Maths and Climate Change resources can be found on MEI's website.
A wide ranging conversation covering engagement, curriculum, classroom culture, and preparing students for maths beyond school
Susan Okereke is a secondary maths teacher in London, recently moving to St. Mark’s Academy in South London as Lead Practitioner in maths. She also leads Work Groups for the London SE Plus Maths Hub. Beyond that, she has developed a role as an independent ‘maths communicator’, aiming to make maths less frightening and more available to all, throughout their lives and not only during school. She does this through her podcast, blog, social media and public speaking.
In this conversation, Susan tells us about what she considers when faced with new classes, including creating the right environment, setting expectations, dealing with disruption and prioritising the classes and students she finds most challenging. She also gives her views on the difficulties with the current GCSE maths curriculum, particularly at Foundation level, what might better replace it and how powerful maths can be as a tool for social mobility
Show notes Taking part in the discussion are:
- Susan Okereke, maths teacher and Lead Practitioner, St. Mark’s Academy, Mitcham, London
- Gwen Tresidder, NCETM Communications Manager
Episodes: * 00:00 – Intro and background * 03:46 – How teaching adult numeracy informs the way Susan now teaches secondary students * 10:16 – GCSE Foundation maths curriculum ‘not fit for purpose’ * 15:41 – Susan talks about her role as a ‘maths communicator’ * 16:36 – Maths as a tool for social mobility: encouraging diversity and inclusion * 21:28 – What Susan is thinking about with new classes in September * 24:56 – The importance of learner engagement: creating an approach response in the brain * 26:41 – Managing students who are not in the right state to learn
Useful links: Susan tweets as @DoTheMathsThing
Susan’s website, Do the Maths Thing, contains links to all the projects Susan is currently involved in, and to her blog
Susan co-hosts the Maths Appeal podcast with Bobby Seagull.
How can a maths department and mentor best support their maths ECT?
Sarah Williams is one of 2021/22’s maths Early Career Teachers (ECTs), and Scott Gibson is her mentor, with two decades of experience teaching maths. We talk to them about how department collaborative planning procedures and open, approachable mentoring have made Sarah’s first year in teaching ‘fantastic’!
Show notes Taking part in the discussion are:
- Sarah Williams, maths ECT at David Nieper Academy
- Scott Gibson, maths teacher at David Nieper Academy
- Gwen Tresidder, NCETM Communications Manager
Episodes: * 01:06 – Introducing Sarah, Scott and their school * 06:20 – Y7 maths project: Mini-olympics * 07:26 – Teaching Y7 fractions/probability unit * 10:41 – How department collaborative planning has been supportive * 21:21 – The advantages of being a mature ECT * 24:06 – Tips for new ECTs * 25:09 – The mentoring role * 27:31 – Advice for new mentors
Useful links: Planning collaboratively and learning together as a department | NCETM (an article written in June 2022 about collaborative planning at David Nieper Academy, mentioned in the conversation)
Specialist Knowledge for Teaching Mathematics - Secondary Early Career Teachers | NCETM Details of a maths-specific CPD project run in Maths Hubs around the country, specifically for ECTs
Early career framework A framework of standards to help early career teachers succeed at the start of their careers
NCETM’s Director for Primary tells us why she thinks teachers no longer need to provide different work for different children
Debbie Morgan, NCETM Director for Primary, has been considering the practice of differentiation in the primary maths classroom – specifically the practice of planning for different questioning and supplementary tasks for different groups of children, even where most of the lesson is taught to the whole class. Fresh from speaking at a number of summer conferences in 2022, Debbie explained her developing thinking to us on the podcast.
Show notes Taking part in the discussion:
- Debbie Morgan, NCETM Director for Primary
- Gwen Tresidder, NCETM Communications Manager
Episode chapters: * 01:04 – Should there be any differentiation within a teaching for mastery approach? * 04:41 – How can teachers cater for children who understand concepts more quickly? * 14:19 – Can all children access these lessons, even those with SEND that affects their maths learning? * 16:36 – How does whole class teaching work for children with gaps in schooling? * 18:06 – Would you remove differentiation from an upper primary class that were new to a mastery approach? * 20:11 – Does removing differentiation reduce teacher workload?
Useful links: * Debbie tweets as @ThinkingMaths * More about teaching for mastery can be found on the NCETM Teaching for mastery page * To explore CPD opportunities in teaching for mastery, visit the Maths Hubs CPD page: What Maths Hubs are doing | NCETM, then use the ‘Primary’ filter.
A conversation with the AMSP's Core Maths coordinator, and an enthusiastic Core Maths teacher
Cat van Saarloos coordinates support and development of Core Maths for the Advanced Mathematics Support Programme (AMSP); Sam Halls-Barker teaches Core Maths in Essex. From the conversation, we find out what lessons are like and pick up some inspiring lesson ideas. We hear all about the support available from the Core Maths community and from a wide array of professional development. Below are links to all the resources mentioned in the discussion, and more.
Show notes Taking part in the discussion are:
- Cat van Saarloos, Core Maths support and development coordinator for the AMSP.
- Sam Halls-Barker, teacher of Core Maths at Saffron Walden County High School, and Core Maths advocate for the AMSP.
- Gwen Tresidder, NCETM Communications Manager.
Episode chapters * 01:01 - What is Core Maths? * 01:30 - What does Core Maths look like in Sam’s classroom? Fermi estimates, Personal finance, How much has it cost to keep you alive up to this point? Setting up a business. * 06:36 - We don’t encounter ‘when will I ever use this maths?’ * 07:21 - How many schools/students do Core Maths now? * 08:41 - What do universities think of Core Maths? * 09:13 - Where does Core Maths fit into a school/college’s post-16 offer? * 13:23 - Working with exam board pre-release material * 16:06 - Network meetings and professional development * 23:21 - Lessons inspired by a news story * 28:01 - Using a textbook * 29:56 - Which students is Core Maths suitable for? * 32:26 - Lessons on the Rwandan genocide and on Trump’s tax reforms.
Useful links Sam tweets as @samhallsbarker
Cat tweets as @CoreMathsCat and curates a page: Getting Started with Core Maths - Everything you need to know about Core Maths in one place.
The Advanced Maths Support Programme (AMSP)
What’s going on in this graph? A resource from the New York Times, with graphs from real data and suggested classroom prompts
Questions inspired by a news story A blog of resources and suggestions for use, by Mark Dawes
Integral: AMSP’s online platform providing free resources for Core Maths and AS/A level Maths and Further Maths to teachers, and also student resources to support learning AS/A level Further Maths.
Core Maths resources from AMSP
Which Core Maths Professional Development course is right for me? AMSP and Maths Hubs’ Core Maths CPD, including free online festival (June/July 2022) and Core Maths Conference in Birmingham (18th June 2022)
A teacher explains why, and how, he's moving from a primary school to a secondary maths department
After five years as a primary teacher, Rob Shaw realised he wanted something different. That turned out to be a job as a maths teacher in a nearby secondary school. In this podcast episode he explains how it all came about, and how he feels as the first day in his new job approaches.
Show notes Taking part in the discussion are: * Rob Shaw, Secondary maths teacher at a school in Plymouth * Steve McCormack, NCETM Communications Director.
Useful links * Rob tweets as @TheEvolvingTchr * NCETM's secondary maths subject knowledge materials * Free Maths Hubs CPD opportunity for secondary 'non-specialist' maths teachers
Five suggested number lines for use in KS3 and KS4 maths lessons
Becky Donaldson, from the NCETM's Secondary Team suggests five different number lines for use in lessons, including one appropriate for use with students aiming at the higher GSCE grades.
Show notes Taking part in the discussion are: * Becky Donaldson, NCETM Assistant Director for Secondary Mathematics * Steve McCormack, NCETM Communications Director.
Useful links * This Espresso from Cambridge Mathematics gives more examples of number lines * The number lines NCETM podcast discussion with examples for KS1 teaching * Checkpoint 2 from the Arithmetic procedures including fractions PowerPoint, downloadable from our Checkpoints page, has a more structured version of the fourth number line in this discussion. * The second Key Idea PowerPoint on this page of our Secondary Mastery Professional Development Materials is devoted entirely to double number lines (the fifth example in this discussion).
Diagram This is the sketch Becky and Steve referred to during their conversation. Click to enlarge.
Simon Hemsworth, who trained as a PE teacher, is now in a role called transition teacher at an Oxfordshire secondary school, a role in which he teaches about ten lessons of KS3 maths every week. To support him in this new role, the school enrolled him on a training programme for non-specialist secondary maths teachers, run by his local Maths Hub. In this episode he discusses his experience with his head of department and the NCETM person who designed the course.
Show notes Taking part in the discussion are:
- Simon Hemsworth, Transition teacher at The Henry Box School, Witney, Oxfordshire
- Karen Moss, Head of maths at The Henry Box School, Witney, Oxfordshire
- Nicola Trubridge, Assistant Director for Secondary at the NCETM
- Steve McCormack, Communications Director at the NCETM
Episode chapters * 00:06 - Introductions * 04:46 - How Simon approached the sessions * 05:46 - The course timetable * 07:01 - The course content * 11:11 - Simon's experience * 12:28 - How Karen saw Simon's teaching develop * 18:26 - How to find information about the programme.
Useful links * The programme for secondary non-specialist teachers * The NCETM mastery secondary professional development materials * Bucks, Berks and Oxon Maths Hub * The spring 2022 issue of Bespoke has a feature on the features of all Maths Hubs Specialist Knowledge for Teaching Mathematics (SKTM) programmes
Two teachers at a school following a programme that concentrates on building firm foundations of early maths understanding explain how it has led to positive changes in the way maths is taught right up the school.
Show notes Taking part in the discussion are:
- Nicky White, Maths Lead and Nursery teacher at St Bede's Catholic Primary School, Bedlington, Northumberland
- Claire Clark, Year 1 teacher at St Bede's Catholic Primary School
- Steve McCormack, NCETM Communications Director
Useful links * Information about the NCETM Mastering Number Programme * Opportunities for schools to work on teaching for mastery through the Maths Hubs Programme.
Five ways to use a number line for maths in Years 1 and 2.
The NCETM's Director for Primary Mathematics, Debbie Morgan, suggests a progression of five different number lines to help children build understanding of the relationships between numbers from 1 to 20. In the discussion, she suggest ways for teachers to draw out pupils' reasoning skills, use of language and the beginning of understanding proportion.
Show notes Taking part in the discussion are:
- Debbie Morgan, NCETM Director for Primary Mathematics
- Steve McCormack, NCETM Communications Director
Useful links * In the introductory remarks, Debbie refers to the DfE's guidance for teaching maths in primary schools (2020) * Debbie also refers to the ready-to-progress criteria contained in the DfE guidance * For help with planning maths in Key Stage 1, go to the NCETM's primary curriculum prioritisation resource.
GCSE maths teachers will recognise the profile of the disengaged 15-year-old that understands maths easily but hasn’t the motivation to put in the work for a really good grade. This student will often drop maths post-16, or if they don’t, you might lose sight of them as they go to college or join another teacher’s A level group.
If you have seen a few of these characters through your doors, you may be encouraged to hear this conversation between Douglas Coates, now a research mathematician at Université Paris Saclay, and his A level teacher, Tom Rainbow. Doug explains how maths came alive for him post-16, and what it was that inspired him. And he poses a great little maths problem (from John Mason) for you and your students to try!
Show notes Taking part in the discussion are:
- Tom Rainbow, Maths Education Support Specialist with the AMSP (Advanced Maths Support Programme)
- Douglas Coates, Research mathematician, Université Paris Saclay
- Gwen Tresidder, NCETM Communications Manager (introducing the discussion)
Episode chapters * 00:06 – Introduction and meet Tom * 03:16 – How Doug came to take A level maths and what he has done since * 07:23 – How differentiation brought maths alive for Doug * 10:30 – Doug explains his hatred of memorisation and calculating, but love of thinking, logic and solving problems * 11:27 – How important is ownership of the mathematical process? * 11:50 – Can a textbook create the conditions for proper mathematical discussion and thinking? * 12:30 – Tom muses about providing for students that want something more mechanistic * 14:19 – Use of technology vs. written techniques * 15:36 – Tom recounts teaching about a straight line crossing a circle * 20:29 – Did A level maths prepare Doug well for his degree? * 24:50 – Doug explains his research area – Ergodic theory * 27:40 – Doug’s maths problem about a bicycle (originally from John Mason and published in the book ‘Thinking Mathematically’)
Useful links * Tom tweets as @CoreMathsTom
Mathematics Guidance: Key Stage 3 was published by the DfE in September 2021, but how much have teachers and departments managed to read and familiarise themselves with it? And how can it be used to support teaching in secondary schools? This interview explores the guidance and how it might be used, with Carol Knights who led the writing of it, and Carrie Martin, who is beginning to use it with the schools in her MAT.
Show notes Taking part in the discussion are:
- Carol Knights, NCETM Director for secondary
- Carrie Martin, Senior Network Leader of Maths, Cabot Learning Federation, SW England
- Steve McCormack, NCETM Communications Director.
Episode Chapters * 01:57 The structure of the guidance * 02:25 The introductory section * 03:42 The sample curriculum framework * 05:40 What’s in the main body of the guidance * 07:47 Making links to KS2 * 09:50 Ideas for use in the classroom * 10:30 Using the guidance to review your KS3 curriculum * 12:48 How the guidance is being used in Carrie’s MAT * 14:25 Using the guidance without using the suggested sequencing of topics * 22:10 Tips for navigating the guidance * 23:04 How the guidance helps busy KS3 teachers know about KS2 maths.
Useful links Information about the KS3 Guidance on the NCETM website
NCETM KS3 Mastery Professional Development Materials
NCETM exemplified Key Ideas: in PowerPoint files useful for the classroom
NCETM Checkpoints: Year 7 classroom activities to assess prior learning from KS2
In either a special school or a mainstream setting, no two pupils with special needs have the same abilities or difficulties. A secondary maths lead in a special school explains how she and her colleagues adapt maths teaching so that all pupils can engage and learn, and tells us about a Maths Hub Work Group which focuses on ways to teach maths to pupils with SEND.
Show notes Taking part in the discussion are:
- Sophie Cocker, secondary maths lead at Ravenshall School, a special school in Dewsbury, West Yorkshire
- Beth Goodliff, NCETM Communications Manager.
Episode chapters * 01:02 – The characteristics of the pupils at Ravenshall School and how these shape teaching * 01:46 – Pupils’ starting points in the maths classroom * 02:44 – Semi-formal classroom settings and finding ‘mathematical moments’ * 03:26 – What a maths lesson might look like, and cross-curricular maths activities * 06:59 – Sophie’s experience of moving from a mainstream maths PGCE to teaching maths in a special school, and engaging with her local Maths Hub * 10:16 – Making elements of teaching for mastery work in a special school * 12:41 – The manipulatives and resources used * 15:04 – Training other teachers in the school to teach maths * 17:16 – Taking part in, and leading, a Work Group exploring maths teaching in special schools * 22:02 – Plans for the Work Group this year
Useful links * West Yorkshire Maths Hub * Information about teaching for mastery on the NCETM website * Information about the Maths Hubs Network across England and all the CPD opportunities Maths Hubs offer
Embedding teaching for mastery in a classroom and across a primary school takes time. In this episode two teachers tell how working with their Maths Hub has gradually led to improvements in maths learning across their schools.
Show notes Taking part in the discussion are:
- Ellie Kelly, Maths Lead and Y1/2 teacher at The Revel C of E Primary School, near Rugby
- Becky O’Neill, Assistant Principal and Maths Lead at Henry Hinde Infant School, near Rugby, and also Primary Teaching for Mastery Lead with Origin Maths Hub
- Steve McCormack, NCETM Communications Director.
Useful links Origin Maths Hub
Information about teaching for mastery on the NCETM website
Information about the Maths Hubs Network across England and all the CPD opportunities they offer.
The new NCETM Checkpoints resources are designed to support Year 7 teachers in formatively assessing what mathematical understanding their students have brought from primary school. Four PowerPoint decks are already published, full of activities and supported by teacher guidance. The rest will be published over the course of the year.
This podcast episode discusses Checkpoints with Becky Donaldson, one of the authors, and Steph Kirk, a teacher using them with her Year 7 classes.
Show notes Taking part in the discussion are:
- Steph Kirk, Year 7 teacher and Curriculum Lead from Trinity Academy St. Edward’s in Barnsley
- Becky Donaldson, NCETM Assistant Director for Secondary
- Gwen Tresidder, NCETM Communications Manager
Episode chapters * 00:42 – What is a Checkpoint? * 02:50 – Steph Kirk – intro to her and her school * 06:25 – Becky Donaldson – intro * 07:52 – Steph: using Checkpoints in her classroom * 12:30 – Becky: writing the Checkpoints activities * 15:20 – What ‘algebra’ looks like in primary * 16:20 – Checkpoints for CPD * 17:53 – Steph: mapping Checkpoints to her own SoW * 19:03 – ‘Dots’ Checkpoint 4, from Arithmetic procedures with integers and decimals (see below) * 24:15 – ‘Arithmequick’ Checkpoint 15 from Expressions and equations * 25:05 – The distributive law (The distributive law is addressed in Core Concept 1.4 of the NCETM Secondary Mastery Professional Development Materials) * 27:07 – Unitising (Read more about unitising here: What is unitising, and why is it important? | NCETM) * 34:58 – Shape balance, Checkpoint 2 from Expressions and equations * 40:33 – Join a professional discussion about Checkpoints
Useful links Becky tweets as @donaldson_maths and Steph tweets as @steph_mathsive
Checkpoints webpage, where you can download the PowerPoints and sign up for the seminars
Teachers can join a professional discussion about using the Checkpoints activities in our Basecamp community
NCETM Secondary Mastery Professional Development Materials
NCETM Primary Mastery Professional Development Materials
NCETM Departmental Workshops
Steph mentions using double-sided counters and algebra tiles. Using mathematical representations at KS3 | NCETM offers more guidance with using these resources and others.
Lisa Coe reviews education books, alongside being primary maths lead for a MAT in the East of England. In this interview she talks about the maths books that she has found most useful, what she has learned from them and why she writes a blog to summarise their most useful points.
Many of the books she reads are written by secondary maths specialists, and she talks about what these can offer primary, as well as secondary teachers.
Show notes Taking part in the discussion are:
- Lisa Coe, Primary Maths Lead for the Inspiration Trust
- Gwen Tresidder, NCETM Communications Manager.
Episode chapters * 00:58 - Lisa’s summer reading (novels) * 02:10 - Lisa’s work as Maths Lead for five primary schools * 04:08 - How Lisa started reviewing books * 07:30 - ‘How I wish I’d taught maths’ - Craig Barton * 09:11 - ‘Visible Maths’ - Peter Mattock (and also 20:40) * 11:21 - What secondary books can offer primary teachers * 12:11 - ‘Mathematical Tasks’ - Chris McGrane * 13:54 - How Lisa finds the time to read * 16:13 - Cover-to-cover, or dipping in? * 17:02 - ‘Mathematical methods’ - Jo Morgan * 18:33 - How reading fits in with other CPD * 20:46 - Recommendations for new teachers or trainees * 23:04 - ‘Thinking deeply about primary mathematics’ - Kieran Mackle * 25:36 - Lisa’s next reads
Useful links Lisa tweets as @Elsie2110. Her blog is at elsie2110.wordpress.com
Lisa talks about the following books:
A Little Life. Hanya Yanagihara. 2020
How I Wish I Had Taught Maths: Lessons learned from research, conversations with experts, and 12 years of mistakes. Craig Barton. 2018
Visible Maths: Using representations and structure to enhance mathematics teaching in schools. Peter Mattock. 2019
Mathematical Tasks: The Bridge Between Teaching and Learning. Chris McGrane. 2020
A Compendium of Mathematical Methods. Joanne Morgan. 2020
Thinking Deeply about Primary Mathematics. Kieran Mackle. 2020
Also, Kieran Mackle’s podcast: Thinking Deeply about Primary Education
Teaching Math With Examples. Michael Pershan. 2021
The Future of Teaching And The Myths That Hold It Back. Guy Claxton. 2021
The first few lessons with a new class can be the most important. If rules, routines and relationships are established clearly, there's a good chance the year will go smoothly. In this podcast, teachers from three different secondary schools discuss what's worked well for them in the past.
Show notes Taking part in the discussion are:
- Adam Creen, head of post-16 maths at Salesian College in Surrey
- Dawn Denyer, Assistant Head, St Wilfrid's Catholic School, Crawley, West Sussex
- Mel Muldowney, maths teacher at North Bromsgrove High School in Worcestershire
- Steve McCormack, NCETM Communications Director
Useful links * Mel tweets as @Just_Maths * Dawn tweets as @mrsdenyer * Adam tweets as @robotmaths
The free website mentioned by Adam, created by Simon Singh, can be found at parallel.org.uk.
You may also be interested in our feature with suggestions of resources and CPD opportunities that may be worth considering at the start of a new school year.
Two tech-enthusiastic teachers discuss what’s been learned by remote teaching, and what still limits learning This podcast was recorded in July 2021 in the final weeks of a very disrupted school year.
Over the past decade, Andy has been exploring the possibilities offered to maths teaching by ‘digital ink’ (being able to hand-write on a screen). He found this invaluable to his teaching during the two school closure periods, and we wanted to see what Kyle thought about his ideas. Kyle has appeared on the podcast previously: Remote teaching returns 1 – Kyle Evans and Kathryn Darwin | NCETM
Until March, Andy Lumley was teaching at Cheadle Hulme School in Stockport. Kyle Evans teaches and leads maths at Barton Peveril sixth form college near Southampton.
Show notes Taking part in the discussion are:
- Kyle Evans, Director of Maths and computer science at a large sixth form college near Southampton
- Andy Lumley, Learning Technology Lead, MEI
- Gwen Tresidder, NCETM Communications Manager.
Episode chapters * 01:46 – Andy explains what he thinks technology can (and can’t) offer * 02:56 – What is ‘digital ink’ and what does it offer * 03:45 – Digital ink for teachers * 06:26 – Digital ink for students * 07:04 – What is being used at Kyle’s college * 08:50 – Kyle’s hesitancy about replacing paper and pencil * 10:51 – Should every student have a stylus? * 12:01 – What would they keep from remote teaching? * 17:03 – Student engagement online
Useful Links Kyle tweets as @kyledevans. Andy tweets as @desire2undrstnd.
Secondary maths teachers Gemma Scott and Kathryn Darwin both occasionally host the NCETM’s Tuesday evening Twitter-based chat under the hashtag #mathscpdchat. Why do they do it? Aren’t they busy enough as senior members of their maths departments? And why do they think these chats can provide powerful CPD for maths teachers, even those who don’t use Twitter?
Show notes Taking part in the discussion are:
- Gemma Scott, head of maths at an 11-18 comprehensive near Hull
- Kathryn Darwin, second in department at an 11-16 comprehensive in West Yorkshire
- Steve McCormack, NCETM Communications Director.
Useful links Gemma tweets as @DirectorMaths
Kathryn tweets as @Arithmaticks
Find all summaries of previous chats, and notices of upcoming chats, on our #mathscpdchat page.
You can find out more about the discussions in our feature article.
Three summaries mentioned in detail during the conversation can be found among the summaries, as follows:
- Grade descriptors – 20 April 2021
- Surds – 28 January 2020
- Reasoning – 8 January 2019.
Steph Elliot is Year 6 teacher and Maths Lead at a one-form entry school in Newcastle. When the country went into lockdown in January 2021, the school started to provide half an hour live input for each class every day. Steph talks about the advantages and difficulties of teaching live online lessons and shares some resources she has created. She also talks about her involvement with Maths Hub CPD through this period.
Show notes Taking part in the discussion are:
- Steph Elliot: Year 6 teacher and Maths Lead at a primary school in Newcastle
- Gwen Tresidder: NCETM Communications Manager
Episode chapters * 00:56 – Steph’s school’s remote provision * 03:06 – Live lessons in maths * 07:54 – Successful lesson resources * 09:44 – Supporting parents * 13:06 – Pros and cons of live lessons * 16:13 – Engaging in Maths Hub CPD at this time
Useful links Steph tweets as @eenalol and has a blog: A little but a lot where you can find the resources she has created, and a variety of journals and blogs. The ‘Among Us’ resource that she mentions in the interview is posted on 28 January (2021) and the February maths calendar is posted on 26 January (2021).
During the interview, Steph mentions the following:
- White Rose Maths
- Among Us online party game
- MyMaths
- Times Table Rock Stars
- Maths Hubs
- Great North Maths Hub CPD Work Groups , specifically Building Firm Mathematical Foundations in Receptionand Year 5-8 Continuity
Show notes Taking part in the discussion are:
- Louise Maule, Project Lead, Maths4Girls
- Enuma Afulukwe, Head of Maths, The Hemel Hempstead School
- Steve McCormack, NCETM Communications Director
Episode chapters * 00:06 – Introduction and overview of Maths4Girls * 02:26 – Why is this necessary? * 06:06 – How do schools take part? * 11:56 – One school’s experience
Useful links Maths4Girls webpage: www.founders4schools.org.uk/educators/maths4girls
Twitter: @Founders4School
For more information, contact Louise Maule at louise.maule@founders4schools.org.uk
Kyle Evans has been teaching live online lessons, at his sixth form college in Hampshire since March, including a blended approach during autumn 2020. Kathryn Darwin’s school opted for an asynchronous approach during March 2020 lockdown but in January 2021 has has moved to a full online timetable. They discuss what works to help teach maths well online, and how to promote interaction with self-conscious students!
Show notes Taking part in the discussion are:
- Kyle Evans: Director of Maths and computer science at a large sixth form college near Southampton
- Kathryn Darwin: secondary maths teacher and second in department in a school in Dewsbury
- Gwen Tresidder: NCETM Communications Manager
Episode chapters * 01:06 How their schools are delivering maths now * 05:09 Addressing safeguarding/privacy concerns * 11:53 Getting students to respond and engage * 14:41 The best bit of maths you’ve taught online
Useful links Kathryn tweets as @Arithmaticks and is one of the regular hosts on our Tuesday night CPD Twitter chat #mathscpdchat.
Kyle tweets as @kyledevans. His webpage kyledevans.com has more details about his other life as a maths entertainer. He has put some of his best ideas for getting students responding in this thread: Kyle D Evans on Twitter: "A few people requested some more content-specific tips for engagement in online lessons. I'm happy to share a few more ideas - maths-centric, but many adaptable to other subjects I'm sure. 👍 (thread)" / Twitter
Kyle mentions using a mini-whiteboard tool on Desmos
Both guests recommend Whiteboards.fi to emulate the use of mini-whiteboards in class
James Cresswell teaches at a large secondary school in Suffolk where ability-setting in maths is well established, for all year groups. To reduce movement and numbers of contacts during the pandemic, the school took the decision to teach Key Stage 3 in their mixed attainment form groups in autumn 2020. This has been a big change for the department, and James tells us how he has made the most of it.
Show notes Taking part in the discussion are:
James Cresswell: maths teacher at a secondary school in Suffolk
Gwen Tresidder: NCETM Communications Manager
Episode chapters 05:36 - How have your lessons changed?
12:06 - Where have you got support and ideas from?
14:46 - How have students and parents reacted?
Useful links James Cresswell tweets as @mathsmrc.
During the conversation, James mentions:
- Helen Hindle interview on Mr Barton Maths Podcast
- Variation theory website from Mr Barton Maths
- Mixed attainment maths website
- Resourceaholic website
- Maths4everyone website
- Attending online maths conferences – these were the Complete Maths conferences 23 and 24. Conference 25 is on 13 March 2021.
- The NCETM’s Tuesday evening Twitter chat (7-8pm) #mathscpdchat – open to all.
Kate Jackson teaches Year 4 part-time at a small, coastal primary school in Suffolk. She is also an NCETM Mastery Specialist and a Forest School leader. She describes herself as ‘on a mission to get children outdoors and loving maths’ and her work in the rest of her week is all about combining these two enthusiasms. In this conversation she explains why getting children outdoors is particularly important during the pandemic, even in the winter months. She explains how you might overcome some of the barriers.
Show notes Taking part in the discussion are:
Kate Jackson: Year 4 teacher at a primary school in Suffolk
Gwen Tresidder: NCETM Communications Manager
Useful links * Kate Jackson tweets as @katejxn. The website for her tutoring and outdoor learning is katejacksonlearning.co.uk * During the conversation, Kate mentions: + the NCETM ‘spine’ materials [Primary Professional Development Materials] – explaining how specific ideas from these materials can be used outside and how natural materials can be used as manipulatives + Forest Schools Association website which includes a video explaining Forest Schools + Juliet Robertson’s Creative Star website.
This interview offers a view from the Merseyside classroom of Jack Ndebu, a new teacher of Core Maths, and his experiences with support offered by the Maths Hub network and AMSP. His experiences are complimented by a view of the national picture from Rachel Mathieson, who has been researching the successes and challenges of Core Maths in its first 5 years.
Show notes Taking part in the conversation are:
Jack Ndebu: Teacher of maths at Rainford High School, Merseyside
Rachel Mathieson: Research Fellow at the School of Education, Leeds University and one of the authors of The early take-up of Core Maths: successes and challenges
Gwen Tresidder: NCETM Communications Manager
Episode chapters 02:31 Background: Rainford High School and Jack’s teaching experience 04:48 How is Core Maths different to teaching A level? 06:44 What I used to do. What I do now. 14:14 How do students find it? 17:31 How did you gain the skills needed to teach Core Maths? 22:58 Effects of Covid-19 on lessons and use of data in lessons 27:34 Rachel: research findings 32:36 Required GCSE tier of entry/grade for Core Maths 37:17 How schools/teachers can make Core Maths successful
Useful Links * Full details of the Core Maths research project on the Leeds University website * At 25:36, Jack mentions Core Maths resources collated on Padlet, by Catherine Van Saarloos (Core Maths Professional Development Lead at AMSP). The relevant pages are here: Getting started with Core Maths and Teaching Core Maths. * More information on how to join Maths Hub CPD Work Groups: Developing Core Maths pedagogy * AMSP has many useful Core Maths resources accessible from their homepage under the ‘Teachers’ menu. This includes case studies on how schools/colleges have managed to integrate Core Maths into their timetables, as well as resources, professional development and curriculum advice. * The DfE has recently updated its Core Maths technical guidance.
Show notes Taking part in the discussion are:
Nikki Bailey: deputy head, SENCO and Year 1 teacher from Oldfield Primary School, Chester.
Gwen Tresidder: NCETM Communications Manager
Useful links During the conversation, Nikki mentions Teach Active, the active learning resource package used by her school.
A definition of 'active learning' along with further reading suggestions can be found on the Wikipedia page.
Simon Ball teaches A level and GCSE resit at a sixth form college in central Manchester. The college are reducing numbers of students on site by only having half year groups in at a time. Since September Simon has been teaching half his class online while the other half engage with the lesson from home. He talks to us about this juggling act, what works well, the pitfalls and also some unexpected benefits.
Show notes Taking part in the discussion are:
- Simon Ball: Teacher of A level maths, A level statistics and GCSE maths resit and Level 2 Maths Curriculum Lead.
- Gwen Tresidder: NCETM Communications Manager
Useful links Simon tweets as @ballyzero. He is a regular contributor and occasional host to our #mathscpdchat on Twitter on Tuesday evenings.
Gemma Scott is Director of Maths at a large 11-18 comprehensive school in east Yorkshire. Restrictions to reduce virus transmission in schools limit teachers’ opportunity to assess student progress in many of the usual ways. Circulating the classroom to help individuals, and marking books, for example, are subject to new restrictions in most schools. Gemma discusses how her department have approached this, and what they are using in place of their usual assessment practices.
Show notes Taking part in the discussion are:
Gemma Scott: Director of Maths at an east Yorkshire 11-18 comprehensive school.
Gwen Tresidder: NCETM Communications Manager
Useful links Gemma tweets as @DirectorMaths and writes a blog: An honest account of life as a Director of Learning.
Martyn Yeo teaches Year 4 at a primary school in Warwickshire. In this episode, he discusses the benefits of using manipulatives for teaching maths, and how restrictions on sharing equipment means that he has had to adapt. He discusses the use of online versions of his favourite manipulatives and other ways he has adjusted his usual approach.
Show notes Taking part in the discussion are:
- Martyn Yeo: Year 4 teacher and wider curriculum lead, from Goodyers End School in Warwickshire
- Gwen Tresidder: NCETM Communications Manager
Useful links Martyn tweets as @martynyeouk. His YouTube channel, a collection of useful videos for maths teaching is Mr Yeo’s Maths Mastery. Martyn also leads CPD Work Groups for the new Origin Maths Hub.
During the conversation, Martyn mentioned: * MathsBot online manipulatives tools * NCETM’s #mathscpdchat on Twitter: this is an online chat between teachers each Tuesday evening 7-8pm. The chat is hosted each week by a different teacher and the topic is posted in advance.
Hisham Alhassan is a secondary maths teacher and Key Stage 5 coordinator at a school in Oxfordshire. In this episode, he discusses the school’s decision not to bring Year 12 students back into the building, some tactics he has deployed for engaging participation during online lessons, and his increased involvement in the maths education CPD community during school closure. Taking on a new role as director of maths in September, he explains how he is planning to approach Covid recovery in a school he doesn’t yet know.
Show notes Taking part in the discussion are:
- Hisham Alhassan: Maths teacher and KS5 coordinator from Wheatley Park School in Oxfordshire
- Gwen Tresidder: NCETM Communications manager
Useful links Hisham tweets as @AlhassanMaths. He writes a blog, Adventures in maths teaching, most recently reflecting on online teaching, attending his first maths conference (online) and on being a BAME educator.
During the conversation, Hishim mentioned:
- Diagnostic Questions
- Hegarty Maths
- Dr Frost Maths (specifically the new DFM whiteboard feature)
- Craig Barton, maths teacher
- Jo Morgan, maths teacher
Deb Friis is a secondary maths teacher and Research Associate at a research school in Sussex. She also co-leads on secondary mastery for the Sussex Maths Hub. In this interview she talks about what it’s like to be back teaching Y10 students, how research has informed her maths department’s priorities during this period, and their early thoughts about September. She also talks about the difficulties of the GCSE grading process this year.
We hope that this interview, with others in the series, will generate ideas and allow listeners to reflect on what works best for their own situations.
Show notes Taking part in the discussion, recorded on 29 June 2020, are:
- Deb Friis: Maths teacher and Research Associate at Durrington High School, Sussex
- Gwen Tresidder: NCETM Communications Manager
Episode chapters * 00:06 – Intro and how Deb found lockdown * 02:54 – How the school organised return of Year 10 * 06:51 – Any plans to get Years 7 to 9 back? * 07:21 – Thoughts about September * 09:46 – The school’s role as a Research School * 11:41 – How did GCSE grading work out?
Useful links Deb tweets as @runningstitch
During the podcast, Deb mentions:
Hegarty Maths
Loom video messaging service
EEF best evidence on supporting students to learn remotely
Back to teaching Year 10 this summer – Deb’s blog post
Google learning platform (schools can now apply for funding to set up the Google learning platform or the Microsoft equivalent)
Research into impact of Christchurch earthquakes on attainment
EEF best evidence on impact of school closures on the attainment gap
Melissa Molnar is a Canadian teacher who moved to London for experience and never quite left! She teaches Year 1 (though is currently in an EYFS bubble) and leads maths across her school and the larger school partnership. Melissa talks about her thinking behind planning the partnership’s home learning curriculum, the recovery curriculum and about her involvement in creating the NCETM Primary Lesson videos, and how she has used them since.
We hope that this interview, with others in the series, will generate ideas and allow listeners to reflect on what works best for their own situations.
Show notes Taking part in the discussion, recorded on 22 June 2020, are:
- Melissa Molnar, Y1 teacher and Maths Lead in Greenwich, London.
- Gwen Tresidder: NCETM Communications Manager
Episode chapters * 00:06 – How home learning started * 05:06 – Melissa’s working week * 07:08 – Comparing what children do at home and at school * 08:08 – Looking towards September * 08:38 – Creating video lessons for NCETM * 12:38 – Is teaching via video more difficult? * 15:26 – Collaborative planning online
Useful links Melissa tweets as @WoodhillMaths.
During the podcast, Melissa mentions:
Home learning packs from her school
NCETM primary lesson videos
Laura Behan talks about working in the EYFS keyworker bubble as the rest of her school opens up to Reception, Year 1 and Year 6. We hear about how the school has organised staff, children and the buildings, and how they are providing learning from home and support for the rest of the pupils.
We hope that this interview, and others, will generate ideas and allow listeners to reflect on what works best for their own situations.
Show notes Taking part in the discussion, recorded on 10 June 2020, are:
- Laura Behan, Year 2 teacher and Maths Lead at a primary school in Greater Manchester
- Gwen Tresidder: NCETM Communications Manager
Episode chapters 00:06 - Introduction to Laura's school
03:41 - How the phased re-opening started
05:14 - How bubbles work
08:21 - How much social distancing in bubbles
11:51 - What work has been sent home
13:06 - Evidence of pupils' lost learning
15:16 - Thoughts about start of autumn term
16:41 - Advice for schools still to start re-opening
Useful links Laura tweets as @LauraBehan21. She runs a teacher resource website and blog, Teacher Tips, tweeting as @TeacherTipsUK .
During the podcast, Laura mentions:
Learning By Questions
White Rose Maths
NCETM primary lesson videos
Craig Tilstone talks about the difficulty of engagement in remote learning in an area with a low socio-economic profile. He talks about the decisions made and steps taken that have improved engagement in maths learning. And he gives an insight into the juggling act of doing all this while schooling his own children from home!
We hope that this interview, and others, will generate ideas and allow listeners to reflect on their own practice, remembering that different contexts require different approaches.
Show notes Taking part in the discussion, recorded on 20 May, are:
- Craig Tilstone, Maths Lead, SLE and Year 6 teacher at a Nottinghamshire primary school
- Gwen Tresidder: NCETM Communications Manager
Episode chapters * 00:06 – Introduction, and Craig’s new working week * 02:56 – What learning is being sent home * 06:26 – What is producing the best engagement at home? * 07:56 – Opening after half-term? * 09:06 – Immediate needs for Year 6 pupils? * 10:06 – Looking ahead to September * 12:36 – Anything you’ve personally learnt during the lockdown period?
Useful links Craig tweets as @CraigTilstone
During the podcast, Craig mentions:
White Rose Home Learning resources
Maths No Problem textbook scheme
During April and May 2020 the regular Tuesday night Twitter-based #mathscpdchat frequently discusses teachers’ approaches to remote teaching. Accounts of all these conversation can be found at: https://www.ncetm.org.uk/mathscpdchat.
Nick Edwards reflects on how his experience of supporting students through the Grenfell tragedy informed his school’s decision to provide regular video lessons for classes during the COVID-19 pandemic.
We hope that this interview, and others, will generate ideas and allow listeners to reflect on their own practice, remembering that different contexts require different approaches.
Show notes Taking part in the discussion, recorded on 19 May, are:
- Nick Edwards: Director of Maths working in a secondary school in West London
- Gwen Tresidder: NCETM Communications Manager
Episode chapters * 00:06 – Introduction, and Nick’s new working week * 02:12 – How Nick’s department prepared for remote teaching * 06:06 – Mix of recorded and streamed videos/lessons? * 07:011 – Description of school * 08:57 – Level of student engagement * 11:17 – Plans for helping kids who haven’t been engaging * 12:36 – Thoughts about re-opening * 13:44 – Has the Grenfell fire experience helped?
Useful links During the podcast, Nick mentions:
Google learning platform (schools can now apply for funding to set up the Google learning platform or the Microsoft equivalent) and
Hegarty Maths.
The fourth of our conversations exploring how schools and teachers are managing the challenges of providing remote learning in maths, supporting students and looking after their own wellbeing during the COVID-19 school closures.
We hope that this interview, and others, will generate ideas and allow you to reflect on your own practice, remembering that different contexts will require different approaches.
Show notes Taking part in the discussion, recorded on 13 May, are:
- Dan Poulson, secondary head of maths at a rural 11-16 school in Lincolnshire
- Gwen Tresidder, NCETM Communications Manager
Episode chapters * 00:06 – Introduction, and Dan’s new working week * 02:21 – How Dan’s department prepared for remote teaching * 03:46 – Which resources is Dan using * 04:16 – Description of Dan’s school * 09:16 – Plans for after May half-term break * 10:31 – Thoughts about students coming back into school * 13:56 – What has Dan learnt during this phase of school closures
Useful links Dan mentions these three websites, used by his department
- Mathsbox – mathsbox.org.uk
- GCSEpod – gcsepod.com
- Hegarty Maths – hegartymaths.com
Find the other podcasts in this school closures-related series at https://www.ncetm.org.uk/resources/51240
The third of our conversations exploring how schools and teachers are managing the challenges of providing remote learning in maths, supporting students and looking after their own well-being during the Covid-19 school closures.
We hope that this interview, and others, will generate ideas and allow listeners to reflect on their own practice, remembering that different contexts will require different approaches.
Show notes Taking part in the discussion, recorded on 12 May, are:
- Laurie Luscombe: secondary maths teacher working in Oldham
- Gwen Tresidder: NCETM Communications Manager
Episode chapters * 04:21 – How the maths department planned for remote teaching * 07:01 – Engagement levels of students * 09:26 – Exactly what maths work was sent home * 12:06 – Getting a sense of students’ home life? * 13:41 – Thoughts about when schools start to open
Useful Links Laurie tweets as @mrluscombemaths
During April and May 2020 the regular Tuesday night Twitter-based #mathscpdchat frequently discussed teachers’ approaches to remote teaching. Accounts of all these conversation can be found at: https://www.ncetm.org.uk/mathscpdchat.
The second of our conversations exploring how schools and teachers are managing the challenges of providing remote learning in maths, supporting students and looking after their own well-being during the Covid-19 school closures.
We hope that this interview, and others, will generate ideas and allow listeners to reflect on their own practice, remembering that different contexts will require different approaches.
Show notes Taking part in the discussion, recorded on 11 May, are:
- Jo Brown, primary teacher (Year 5), maths lead and maths SLE, working in a school in Kent
- Gwen Tresidder: NCETM Communications Manager
Episode chapters * 00:00 – Introduction, and Jo’s working week * 03:55 – How Jo approaches her maths teaching * 06:10 – Engagement levels of pupils * 09:43 – Feelings about schools’ phased return * 11:17 - Lessons learned for the future
Useful links The NCETM materials, mentioned by Jo: www.ncetm.org.uk/masterypd
During April and May 2020 the regular Tuesday night Twitter-based #mathscpdchat frequently discussed teachers’ approaches to remote teaching. Accounts of all these conversation can be found at: https://www.ncetm.org.uk/resources/51240
Since late March schools across England have been closed to most pupils due to the coronavirus pandemic. This podcast explores how schools and teachers are managing the challenges of providing remote learning in maths, supporting students and looking after their own well-being in an unprecedented situation.
Provision of mass remote learning is new to all teachers – where we might normally turn to research or a more experienced colleague, we are now all finding our way. We hope that this interview, and others that follow, will generate ideas and allow listeners to reflect on their own practice, remembering that different contexts will require different approaches.
Taking part in the discussion, recorded on 6 May, are:
- Kathryn Darwin: secondary maths teacher and second in department in a West Yorkshire school
- Gwen Tresidder: NCETM Communications Manager
Episode chapters 00:40 – Structure of working day at home
01:10 – Home learning decisions taken by school
3:00 – Engagement levels of students
6:40 – Feedback from students
7:10 – Looking ahead to when schools come back
13:33 – How every teacher’s situation is unique
Useful links Kathryn tweets as @Arithmaticks
Her lesson videos are at https://www.youtube.com/channel/UCnfadLE-L18II2megirK4zg/videos
Kathryn is one of the regular hosts on our Tuesday night CPD Twitter chat #mathscpdchat. At 13:45 she mentions this and #LockdownStaffRoom – an initiative she has taken to bring together a Twitter community in a live video ‘staffroom’ type conversation.
Creating time out of class for secondary teachers to engage in professional development activities, inside and outside their own school, can sometimes be difficult. This episode talks to two headteachers, from neighbouring schools in east London, who make it happen as a matter of policy. For several years, teachers from both schools have been released to take part in Maths Hubs activities, mainly in the area of teaching for mastery.
Show notes
The voices you’ll hear are:
- Steve McCormack, NCETM Communications team
- Andy Roberts, Headteacher, Riverside School, Barking
- Janis Davies, Headteacher, The Sydney Russell School, Dagenham
- Neel Khokhar, Mastery Specialist, Riverside School, Barking
- Emmanuel Nanor, Mastery Specialist, The Sydney Russell School, Dagenham
Episode chapters
- 00:00 – Introduction and school descriptions
- 02:40 – Broad rationale for engaging with Maths Hub
- 04:30 – Benefits of teachers being out of class
- 10:55 – Impacts visible to headteachers
- 15:10 – The maths teachers’ perspective
Call to action
If this podcast has sparked your interest, visit our Secondary Mastery Opportunities page to find out how your school can get involved with your local Maths Hub.
Jenny Laurie is a deputy head and maths teacher at The St Marylebone CE School in central London. The school was one of the very earliest to adopt a teaching for mastery approach in maths.
When two maths teachers visited Shanghai, they were particularly struck by the collaborative nature of curriculum planning there, and resolved to introduce a more collegiate way of planning at St Marylebone.
Initially something of a sceptic, Jenny explains why she has been completely won over by the changes they have made, and what she hopes this might mean for their GCSE results in 2020.
Episode chapters * 00:52: The school and Jenny’s role * 02:55: Why the school changed the way they taught maths * 04:24: How the maths department used to work * 05:05: How they decided to change * 08:41: The first collaborative planning meeting (on fractions) * 11:31: Deciding on a system of planning meetings * 12:40: How is time for these meetings created now? * 14:44: How collaborative planning saves time * 15:17: How the planning sessions work * 16:51: Retention and development of staff * 17:42: Jenny’s development as a class teacher * 19:55: Sending one teacher out of school for CPD * 20:53: Not scripted lessons * 21:36: When a planned lesson doesn’t work * 22:58: The effects on students (engagement, results…) * 25:34: What the data is showing about attainment of all students * 26:55: Enabling staff to be excellent teachers * 28:00: Other departments’ interest in collaborative planning * 30:01: Jenny’s advice to other schools’ senior leaders
Eugenia Cheng rethinks gender around maths Dr Eugenia Cheng is a research mathematician who teaches maths to arts students at the School of the Art Institute of Chicago. She was born and educated in England and is an honorary hellow at the University of Sheffield. Eugenia holds a strong commitment to making maths accessible to all, and to this end, is the author of a number of popular maths books and articles.
Eugenia’s reflections on being a woman in the world of research mathematics make for interesting listening. She compares her experiences of teaching maths students and arts students and argues that associating certain behaviours with masculinity or femininity is unhelpful. To make the world of maths more open to all, she suggests we adopt a different way of thinking and talking – and even makes up some new words!
Her thought-provoking ideas about maths, gender, how children learn, and cooking (!) will be of interest to anyone wondering about why maths alienates some of their students.
Show notes Taking part in the discussion are:
- Dr Eugenia Cheng, Scientist In Residence, School of the Art Institute of Chicago
- Gwen Tresidder, Communications Manager, NCETM
Episode chapters * 00:59: Eugenia’s background * 07:34: Teaching arts students vs teaching maths students * 09:08: How has teaching arts students developed Eugenia’s ideas about maths and gender? * 10:31: How a person’s feelings about winning or losing might be linked to whether they like maths * 13:13: Eugenia suppressing her femininity in order to succeed as a maths researcher * 14:52: How society has associated character traits with gender * 16:47: ‘Ingressive’ and ‘congressive’: new words for character types that are not attached to gender * 19:31: How might Eugenia’s ideas affect the way maths is taught? * 21:34: Making a safe classroom environment * 24:20: What sort of environment was Eugenia taught in at school? * 26:32: Removing the emphasis on right and wrong answers in maths * 29:14: How is maths like cooking? * 34:06: Where to find out more…
Useful links
Eugenia mentions the book: Christopher Danielson ‘Which one doesn’t belong?’ There is also an associated website.
Eugenia’s website: www.eugeniacheng.com
Eugenia also uses abstract mathematics analogies to explain the world we live in – in her TEDX talk she explains social inequality using prime factorisation!
Eugenia’s series of cooking videos ‘The Mathster Chef’ can be found at the bottom of this page.
An audience with the exam boards: the new A level and GCSE 9-1 This year, our podcast with the exam boards focuses on the new reformed A level, first examined for a whole cohort this summer (2019). We also discuss how things are going with the 9-1 GCSE, now in its third year. Representatives from England’s three main exam boards share their thoughts on how students got on, what the implications are for teaching and how the new qualifications might affect numbers opting for A level.
Show notes Taking part in the discussion are:
- Andrew Taylor, AQA
- Graham Cumming, Edexcel
- Neil Ogden, OCR
- Gwen Tresidder, Communications Manager, NCETM
Episode chapters * 00:43 – Introducing the speakers * 02:04 – A Level: How did the students get on? * 12:23 – How are students managing the length of the papers? * 14:46 – How did the move to linear assessment go? * 16:59 – Did the new GCSE 9-1 prepare students better for the A level? Implications for teaching GCSE. * 21:45 – Will this year’s low grade boundaries affect numbers of students taking A level maths? * 29:21 – What should A level maths teachers put more focus on in their teaching? * 33:45 – GCSE * 34:09 – How did students perform? What content areas are still difficult? * 39:37 – Are we getting better at the new specification? The problem with unfamiliar question-types. * 43:11 – Examples, from all 3 boards, of a question in which students did well, and one in which they did badly.
Exam board questions referred to in this episode (PDF).
Managing maths in mixed-age classes The current National Curriculum, introduced in 2013, divides mathematical learning clearly into ‘year group objectives’. This has led teachers to ask how to manage year group objectives for two or more year groups within one class of children.
Many Maths Hubs have responded by running ‘innovation’ Work Groups, to support these teachers, using various different models. In 2019/20, for the first time, a national project in mixed-age teaching brings together the experience from all these Maths Hubs. In this interview, we talk to two teachers with years of experience teaching mixed-age classes, who are running Work Groups in their local hubs. We find out what ideas they have for managing maths in mixed-age classes, and ask how they plan to support the teachers they are working with.
Show notes Taking part in the discussion are:
- Emma Parr, Maths Lead from Cholsey Primary School, South Oxfordshire. Mastery Specialist and Work Group Lead for BBO Maths Hub.
- Matt Curtis, Maths Lead and Deputy Head from Edgewood Primary School in Hucknall, Nottinghamshire. Work Group Lead for East Midlands West Maths Hub.
- Gwen Tresidder, Communications Manager, NCETM
Episode chapters * 01:09 – Introductions * 03:37 – Matt: Teaching objectives from two year groups to the whole class * 04:48 – How do you fit it all in? * 05:26 – Doesn’t it get boring? * 07:29 – Deepening understanding by supporting a younger partner * 08:21 – How is planning shared? * 10:24 – Emma: Using a variety of models within one school * 12:45 – Aiming input at single year groups within a bigger class * 13:19 – Encouraging independent working * 13:57 – Managing the noise factor * 14:19 – Maths input in Y1/2 with continuous provision * 14:54 – KS1 in Matt’s school * 17:22 – Do Y5s in a Y5/6 class get 2 years of SATs pressure? * 22:23 – What are the advantages of having mixed age groups in a class? * 24:38 – How will Work Groups support teachers of classes spanning more than two age groups?
In this first episode of the new school year, we interview three of the people behind the recently published Secondary Mastery Professional Development Materials. They explain how the materials can help departments and teachers develop their maths pedagogy to teach for deep and connected understanding. They offer teachers suggestions for how the materials might be used, where they might start and how they are structured.
If you would like to look at the specific section discussed in detail on the podcast, ‘Understanding multiplicative relationships’, you can find that here.
Show notes * Carol Knights, Director for Secondary, NCETM * Pete Griffin, Assistant Director (Secondary), NCETM * Steve Lomax, Maths Hub Lead, GLOW Maths Hub * Gwen Tresidder, Communications Manager, NCETM
Episode chapters * 01:01 – What we mean by ‘teaching for mastery’ * 04:01 – How and why the materials were created * 06:06 – Balance between too much and too little material in a lesson * 07:08 – How they are intended to be used by teachers * 10:27 – Classroom ideas contained in the materials * 13:58 – How the materials are structured * 17:11 – How teachers in a school might work with the materials * 23:25 – The multiplicative reasoning theme in detail * 27:10 – Why trigonometry is part of multiplicative reasoning * 30:40 – Common misconceptions * 31:15 – Representations: PDF documents and videos * 34:10 – How they can be used by a teacher on his/her own * 36:30 – How the materials are linked to research
In this podcast, the last of the 2018/19 school year, we find out how a secondary school maths department works together to ensure all maths lessons in Years 7 and 8 are consistent in approach—and it’s a teaching for mastery approach developed by the department gradually over three years. One of the teachers interviewed has just finished the first year of training, with the NCETM and his local Maths Hub, as a Mastery Specialist. The other is the head of KS3 maths at the school, Penrice Academy in St Austell, Cornwall.
Taking part in the discussion are:
- Matt Smith, Mastery Specialist teacher, Penrice Academy
- Gerald Parry, Head of Key Stage 3 maths, Penrice Academy
- Steve McCormack, Communications Director, NCETM
In this podcast, we visit Spring Bank Primary School in Leeds and talk to headteacher, Sarah Hawes and maths lead, Tracey Baruah. With 40 years’ experience between them, they explain their enthusiasm for what the Mastery Readiness Programme is offering the children in their school.
The Mastery Readiness Programme began work with a small number of schools in the Northern Powerhouse in 2018/19. The programme was designed in response to Maths Hubs’ recognition that some schools were not able or ready to engage with the full Teaching for Mastery Programme. This bespoke programme offers schools support with preparatory groundwork to become ‘ready’ for teaching for mastery. The programme is being rolled out nationally in 2019/20.
If your school might benefit from participation in the expanding Mastery Readiness Programme, please contact your local Maths Hub, or email Emma Patman or Elizabeth Lambert directly.
You can also find out more about the programme by visiting the Mastery Readiness section of our website.
Show notes Taking part in the discussion are:
- Sarah Hawes, Headteacher at Spring Bank Primary School
- Tracey Baruah, Maths Lead at Spring Bank Primary School
- Gwen Tresidder, Communications Manager, NCETM
Episode chapters * 01:10 – Introductions and how the school began with mastery * 05:05 – What the Mastery Readiness Programme involves * 07:25 – Not like attending one-off workshops * 09:45 – Getting all staff on board * 12:32 – Articulate children * 14:47 – A different type of training * 18:42 – Understanding what ‘going deeper’ means * 19:29 – Focus on problem solving * 25:18 – What pupils have got out of it * 27:17 – Abandoning ability-groupings: a revelation * 32:26 – Next year: the full Teaching for Mastery Programme * 33:57 – The challenges * 39:39 – Advice for heads considering Mastery Readiness.
Teaching the hardest topics in GCSE maths Which are the hardest topics in GCSE maths? You will know some by reputation. Some might surprise you. What can you do to make these topics more accessible to students? In particular, how can you unlock a depth of understanding that allows students to use their knowledge flexibly and in unfamiliar situations?
The Maths Hub network’s national project, ‘Challenging Topics at GCSE’, addresses these issues, through local collaborative teacher Work Groups.
In this podcast, two teachers from South Yorkshire, who lead Work Groups, tell us why teachers should get involved. They tell us about the benefits to teachers and their wider departments. The podcast begins with an interview with Kathryn Greenhalgh, Maths Hub Lead for Yorkshire and the Humber, who gives a national picture of the project.
Show notes Taking part in the discussion are:
- Kathryn Greenhalgh, Maths Hub Lead for Yorkshire and the Humber
- Lisa Wilson, Penistone Grammar School, Barnsley, and Work Group Lead for South Yorkshire Maths Hub
- Rosie Kavanagh, Oakwood High School, Rotherham, and Work Group Lead for South Yorkshire Maths Hub
- Gwen Tresidder, Communications Manager, NCETM
The episodic or ‘ping-pong' teaching approach is one of the most striking features of a mastery-style lesson. But what is it exactly and how does it affect decisions when planning lessons?
In this podcast, Primary Mastery Specialists Faye Glendinning and Sam Shutkever take us through the gritty detail of episodic lesson planning.
They explain the theory and how it is implemented in their schools. Each of them then takes us through the episodes of a recent lesson in detail, explaining each planning decision.
Show notes Taking part in the discussion are:
- Faye Glendinning, Cedars Academy, Birmingham, and Central Maths Hub
- Sam Shutkever, Akroydon Primary Academy, Halifax, and West Yorkshire Maths Hub
- Gwen Tresidder, Communications Manager, NCETM
Additional related content is available on the podcast page on our website.
After GCSE, 20% fewer girls than boys continue studying maths. This limits their access to some of the more challenging, interesting and lucrative careers. But why? In this podcast episode we speak with Rachel Beddoes, Girls’ Participation Coordinator of the Advanced Maths Support Programme (AMSP). She explains what the barriers are for girls, and what teachers and schools can do to overcome these. She also gives details of events and bespoke support available from the AMSP and other organisations. There are links below for more details on these.
Show notes Taking part in the discussion are:
- Rachel Beddoes, Girls’ Participation Coordinatior, AMSP
- Gwen Tressider, Communications Manager, NCETM
Episode chapters * 00:57 – The creation of the AMSP * 02:34 – Rachel’s (maths) life story * 04:34 – Why is a Girls Participation Officer needed? * 07:34 – Why are fewer girls doing advanced maths than boys? * 11:33 – What is AMSP doing about it? * 13:50 – How could teachers address these barriers? * 15:30 – Core Maths and girls * 19:33 – What can teachers do? * 22:01 – What are Stemettes? * 24:11 – What can 11-16 schools do? * 26:13 – The role of female maths teachers * 28:51 – Women in Science and Engineering (WISE) * 31:33 – Whole school strategies
Links for research and initiatives mentioned in the interview: * FMSP/UCL research: Gender and Participation in Mathematics and Further Mathematics, March 2017, referred to by Rachel and NCETM summary article * Institute of Fiscal Studies report: How can we increase girls’ uptake of maths and physics A level, August 2018 * DfE research published Feb 2019: Attitudes towards STEM subjects by gender at KS4 looking at girls’ enjoyment of and confidence in studying STEM subjects as well as beliefs about job prospects, earning potential and future plans (published shortly after the interview was recorded) * Advanced Maths Support Programme (AMSP) website, in particular, these pages: + Supporting students’ transition to advanced maths, specifically the section at the bottom of the page, with ideas and resources to encourage girls to consider taking maths + Girls’ participation self-audit for schools: a list of ideas – how many is your school doing? + Events + Local support
- Stemettes: a social enterprise working to inspire and support young women into STEM careers
- WISE (Women in Science, Engineering and Maths) campaigns: People like me and My skills, my life.
How does maths teaching in a primary school in Shanghai look and feel to an experienced observing teacher from an English school? A Mastery Specialist from Leicestershire, who was among a group of teachers from Maths Hubs who visited Shanghai during school year 2018/19, gives her impressions.
Show notes Taking part in the discussion are:
- Afshah Deen, Primary Mastery Specialist and Year 2 teacher at Parkland Primary School, Wigston, Leicestershire
- Chris Shore, Maths Hub Lead, East Midlands South Maths Hub
- Steve McCormack, NCETM Communications Director
Episode chapters
- 03:29 – Afshah’s overview of the experience
- 06:36 – What impressed Afshah most
- 07:17 – What surprised Afshah
- 09:04 – A lesson on properties of 3-D shapes
- 10:10 – Thoughts on small steps within lessons
- 12:02 – Fluency of the Shanghai pupils
- 13:16 – Shanghai teachers’ planning and discussions
- 17:42 – How the experience has affected Afshah as a teacher
- 18:58 – The wider context of teacher exchanges over the year
- 24:19 – How ‘greater depth’ is viewed in Shanghai
- 27:43 – Afshah’s role in her area as a Mastery Specialist
Information on where showcase lessons are being held in late January 2019.
How does maths teaching in a secondary school in Shanghai look and feel to experienced observing teachers from secondary schools in England? Two Mastery Specialist teachers from North West England, who were among a group of teachers from Maths Hubs who visited Shanghai during school year 2018/19, give their impressions.
Show notes Taking part in the discussion are:
- Jayne Watts, teacher at Alsager School and Secondary Teaching for Mastery Lead for North Mids and Peaks Maths Hub
- Dave Connell, 2nd in Maths at Loreto Grammar School, Altrincham, and Secondary Teaching for Mastery Lead for North West Two Maths Hub
- Gwen Tresidder, NCETM Communications Manager
Episode chapters
- 03:46 – Most striking things in the classroom
- 06:59 – Most striking things about the children
- 09:24 – Applying mastery in the English cultural context
- 11:05 – How Chinese students get ahead of their English peers
- 12:41 – Culture of collaborative working
- 16:01 – Lessons from teaching Chinese students
- 18:01 – Changing practice as a result of visit
- 22:20 – What about pupils that say ‘I can already do that’?
Information on where showcase lessons are being held in late January 2019.
How do you become a Mastery Specialist? What are the personal and professional benefits? How can you have impact in your own school? And what happens when your skills take you even further? Leanne Casey tells us about her experiences.
Show notes Taking part in the discussion are:
- Leanne Casey, Primary Mastery Specialist and Deputy Head at St. Michael’s CE Primary School in Bedworth, Coventry (a two-form entry primary school)
- Beth Goodliff, NCETM Communications Officer
This podcast complements the Mastery Specialist information on the Maths Hubs website.
Episode chapters
- 00:45 – How Leanne became a Mastery Specialist
- 04:10 – Starting to work with other schools
- 05:45 – Getting buy-in from headteacher
- 07:20 – The context of Leanne’s school and its maths performance
- 09:00 – Convincing class teachers, even though maths results were good
- 14:15 – Keeping the mastery momentum going
- 17:30 – Embedding newly appointed teachers
- 20:45 – How Leanne has benefited personally
- 23:00 – Working on mastery with a different Maths Hub, in London
- 27:40 – Advice for a teacher considering applying to train as a Mastery Specialist
If you are interested in becoming a Mastery Specialist, contact your local Maths Hub. They will tell you when the next recruitment window opens, and how to apply.
How do young children (Reception age and below) develop their early mathematical thinking? How do those teaching them help the children build a platform of understanding? And where does maths fit in to the wider picture of childhood development? Two experts in the field explain.
Show notes Taking part in the discussion are:
- Dr Sue Gifford, Mathematics Education Department, Roehampton University
- Viv Lloyd, NCETM Assistant Director, Primary and Early Years Mathematics
- Steve McCormack, NCETM Communications Director
This podcast complements the information on Early Years maths on the NCETM website.
Episode chapters 07:48 - Comparison 10:38 - Cardinality 14:18 - Subitising 18:38 - Conservation 20:38 - Composition 24:18 - Pattern 26:28 - Shape and Space 27:53 - Measures 31:38 - Where maths fits in with other early learning
You may also be interested in this article on subitising, from a recent issue of the NCETM Primary Magazine.
Information on Maths Hubs work in the area of Early Years maths.
Two secondary teachers, one a head of department, explain how participating in a Maths Hub Work Group on mathematical thinking both helped their own teaching and sowed seeds of improvement in their departments.
Show notes: Taking part in the discussion are:
- Satveer Bahia, from Platanos College, working with London Thames Maths Hub (@Mathshub_LT)
- Catriona Shearer (@CShearer41) from Saffron Walden County High School, working with Cambridge Maths Hub (@CamMathsHub)
- Steve McCormack, NCETM Communications Director
For information about all Maths Hubs projects and Work Groups, and to find contacts details for a Maths Hub near you, go to www.mathshubs.org.uk.
This article from a recent NCETM Secondary magazine gives more information and accounts about what a Maths Hubs Work Group entails.
Representatives from England’s three main exam boards share their thoughts with us on the questions they set, how students (and questions!) performed, what they learned from social media and much more.
Show notes:
Taking part in the discussion are:
- Andrew Taylor (AQA)
- Graham Cumming (Edexcel)
- Neil Ogden (OCR)
- Gwen Tresidder (NCETM Communications Manager)
An interview with a teacher who’s taught Core Maths since its launch in 2014, and who now has a national role shaping professional development for the growing numbers of teachers following in his footsteps.
Show notes: Taking part in the discussion are:
- Tom Rainbow, Maths teacher, Ivybridge Community College, Devon, and Core Maths Professional Development Lead for the Advanced Mathematics Support Programme (AMSP).
-
Steve McCormack NCETM Communications Director
-
At time of writing, the Further Mathematics Support Programme website remains operational, but preparations are underway for the launch of the new Advanced Mathematics Support Programme website, which will carry information about Core Maths support from the AMSP.
- Information about the Advanced Maths Premium
- To find out about Core Maths CPD activities (Work Groups) run by Maths Hubs, in collaboration with AMSO, please contact your local Maths Hub to find out what is available.
Listen to three secondary maths teachers discuss the best CPD they have taken part in. What really works and why, and how do they think CPD can contribute to career progression?
Show notes
Taking part in the discussion are:
- Kathryn Darwin (@arithmaticks), Second in Mathematics Faculty at The Mirfield Free Grammar in Mirfield, West Yorkshire
- Fiona Roberts (@fn_husker), Head of Mathematics Faculty at The Mirfield Free Grammar in Mirfield, West Yorkshire
- Ben Sheedy, Co-Head of Maths at Ridgewood School in Doncaster, South Yorkshire
- Beth Goodliff, NCETM Communications Officer
The Mirfield Free Grammar is an 11-18 non-selective comprehensive school of approximately 1,500 students. Ridgewood School is an 11-18 non-selective comprehensive school of approximately 1,400 students.
Find out more about the CPD opportunities on offer for you and your colleagues, including secondary teaching for mastery 2018-19, through the Maths Hubs.
A discussion with the head of a Birmingham primary school, in an area of educational under-achievement, which, working closely with its local Maths Hub, embraced teaching for mastery in 2016.
Show notes: Taking part in the discussion are:
- Helen Hastilow, headteacher of Slade Primary School in Birmingham
- Steve McCormack NCETM Communications Director
Find out how your school could work on teaching for mastery within the Maths Hubs programme here. The Maths Hub serving Birmingham is Central Maths Hub.
A discussion with the two lead editors of the PD materials, to help teachers and schools implement a teaching for mastery approach, being produced by the NCETM and Maths Hubs.
Show notes: Taking part in the discussion are:
- Debbie Morgan, NCETM Director for Primary
- Clare Christie, Maths Lead, Ashley Downs Schools Federation, Bristol
- Jo Creamer, Maths Lead and Year 1 teacher, St Peter and St Paul Catholic Primary School, Bristol
- Steve McCormack, NCETM Communications Director
The mastery professional development materials at the centre of this discussion can be found here on the NCETM website. Background information about the NCETM’s work in the area of teaching for mastery can be found here. You may also be interested in the primary maths mastery assessment materials, also produced by NCETM working with teachers in Maths Hubs.
A discussion with two maths teachers, both heavily involved in the Maths Hubs project that is introducing teaching for mastery to secondary schools.
Show notes: Taking part in the discussion are:
- Frances Carr, Surrey Plus Maths Hub Lead, and a member of the national Maths Hub team coordinating the secondary school teaching for mastery project
- Simon Petri, Secondary Mastery Specialist, Surrey Plus Maths Hub
- Steve McCormack, NCETM Communications Director
Find out how the programme has changed the classroom practice of some of Simon’s colleagues here.
If you’d like to apply to become a secondary Mastery Specialist, find out how here.
Read about other Maths Hubs work in the secondary phase in the NCETM’s Secondary magazine.
Related Twitter handles
- @surreyplusmaths (Surrey Plus Maths Hub)
- @NCETM (NCETM)
- @mathshubs (Maths Hubs)
- @NCETMSecondary (Secondary news from the NCETM)
- @stevejmcc (Steve McCormack)
A discussion where five teachers describe books—new and old—that have helped in their maths teaching.
Show notes: Taking part in the discussion are:
- Martyn Yeo (@martynyeouk), primary maths teacher at an infants school in Nuneaton,
- Ben Gordon (@mathsmrgordon), secondary maths teacher at a school in Blackpool,
- Craig Barton (@mrbartonmaths) secondary maths teacher at a school in Bolton,
- Laura Tullock (@mrs_tullock) Deputy head at a primary school in north Tyneside, and also Teaching for Mastery Lead for the Great North Maths Hub,
- Mary Pardoe (@PardoeMary) Former maths teacher, with 40 years’ experience in maths education,
- Steve McCormack (@stevejmcc) NCETM Communications Director.
The books mentioned (some only fleetingly) in this podcast are:
Making Numbers, Rose Griffiths, Jenni Back and Sue Gifford
Making Every Lesson Count, Andy Tharby and Shaun Allison
How I Wish I’d Taught Maths, Craig Barton
Yes, but Why, Ed Southall
When the Adults Change, Everything Changes, Paul Dix
Seven Myths of Education, Daisy Christodoulou
Why Don’t Students Like School, Daniel T. Willingham
Practising Mathematics, ATM
Mathematical Mindsets, Jo Boaler
Memorable Teaching, Peps Mccrea
The Numberverse, Andrew Day
Starting Points, Banwell, Saunders and Tahta
Learning and Doing Mathematics, John Mason
Alex’s Adventures in Numberland, Alex Bellos
The Daily Stoic, Ryan Holiday
Most of these, and many more, were also mentioned on the NCETM Twitter chat (#mathscpdchat) in January 2018. You can read the full record of that discussion here.
Craig Barton also hosts a podcast centred on Maths teaching (in fact, if we’re honest, it provided inspiration for the NCETM podcast!)
A discussion around how learning about fractions builds across the four transition years from KS2 to KS3, set in a context of a Maths Hubs national project looking at continuity of maths learning generally from Year 5 to Year 8.
Show notes: Taking part in the discussion are:
- Nicki Ashton, primary maths consultant in the London Borough of Wandsworth, and also leading a Work Group for the London South West Maths Hub.
- Alison Hopper, one of the NCETM’s Assistant Directors for primary maths.
- Robert Wilne, maths lead for a family of primary and secondary schools in London and Kent, and leading Work Groups for two London Maths Hubs.
- Steve McCormack, NCETM Communications Director.
You can find articles on the same theme as this podcast in two NCETM publications: Robert Wilne wrote about continuity in learning about subtraction in the January 2018 Primary Magazine. The January issue of the Maths Hubs newsletter, Bespoke, featured a breakdown of what incremental fractions learning might look like from Year 5 to Year 8.
How an English primary teacher had his maths lesson observed while in Shanghai, and how this style of group lesson observation and refinement is becoming (partially) replicated in Maths Hubs work in England.
Show notes:
Taking part in the discussion are:
- Jonathan Leeming, Mastery Specialist and primary school teacher in Lancaster. Read his account in the NCETM Primary magazine of being observed in Shanghai.
- Helen Madeley, Mastery Specialist and primary school teacher in Lancaster area, and also part of the leadership team of North North West Maths Hub.
- Steve McCormack (NCETM Communications Director)
In mid-January, 2018 the second wave of primary teachers from Shanghai arrive in England as part of the ongoing England-China exchange programme. They will spend two weeks teaching maths to primary school classes in Maths Hubs areas across England, including ‘showcase’ lessons where observation seating for up to 100 teachers is organised. Contact your local Maths Hub to find out if there’s a showcase near you in the week beginning Monday 22 January.
What did the exam boards learn when they marked papers taken by around 600 000 Year 11 students in the summer? And how can this help teachers prepare students for next summer?
Show notes:
Taking part in the discussion are:
- Andrew Taylor (AQA)
- Graham Cumming (Edexcel)
- Neil Ogden (OCR)
- Steve McCormack (NCETM Communications Director)
See the NCETM’s Qualifications and Curriculum section for regular updates and news in the area of all exams and curriculum area. And this recent edition of the NCETM’s Secondary magazine for an in-depth article on addressing the reasoning and problem-solving demands in the new GCSE.
The NCETM Maths podcast is produced by the National Centre for Excellence in the Teaching of Mathematics (NCETM), which is funded by the Department for Education to support all those teaching maths, to all age-groups, in schools and colleges in England, and those who provide and lead professional development activities for those teachers. This support is principally channelled through the Maths Hubs programme, which the NCETM leads, a central element of which is the Teaching for Mastery programme.
www.ncetm.org.uk www.mathshubs.org.uk @NCETM @mathshubs
What GCSE grade should entitle a student to get on an A level maths course? The NCETM Director, Charlie Stripp, is challenged by two secondary maths teachers to defend his assertion that a Grade 5 at GCSE is good enough.
Show notes:
Taking part in the discussion are:
- Charlie Stripp (NCETM Director): Read his blog on post-16 maths.
- Jemma Sherwood: head of maths, and an SLE, at a secondary school in Worcestershire. Read her The World is Maths. Twitter: @jemmaths.
- Rob Beckett: maths teacher at a mixed secondary school, with a sixth form, in London. Twitter: @RBeckett_YD.
- Carol Knights (NCETM Secondary Director)
- Steve McCormack (NCETM Communications Director)
The NCETM Maths podcast is produced by the National Centre for Excellence in the Teaching of Mathematics (NCETM), which is funded by the Department for Education to support all those teaching maths, to all age-groups, in schools and colleges in England, and those who provide and lead professional development activities for those teachers. This support is principally channelled through the Maths Hubs programme, which the NCETM leads, a central element of which is the Teaching for Mastery programme.
www.ncetm.org.uk www.mathshubs.org.uk @NCETM @mathshubs