The NCETM Maths Podcast

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 notes Taking 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 notes Taking 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 notes Taking 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 notes Taking 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 notes Taking 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 notes Taking 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 notes Taking 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 notes Taking 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 notes Taking 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 notes Taking 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 notes Taking 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 experience04:48 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 lessons27:34 Rachel: research findings32:36 Required GCSE tier of entry/grade for Core Maths37:17 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.

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.

Listen to a secondary teacher Kathryn Darwin talk about her first 6 weeks of lockdown schooling in this 15-min podcast.

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.

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 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 this affect decisions made when planning lessons?

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.

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.

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.

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.

Representatives from England’s 3 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.

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.

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.

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.

A discussion with two maths teachers, both heavily involved in the Maths Hubs project that is introducing teaching for mastery to secondary schools.

A discussion where five teachers describe books—new and old—that have helped in their maths teaching.

A discussion around how learning about fractions builds across the four transition years from KS1 to KS2, set in a context of a Maths Hubs national project looking at continuity of maths learning generally 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.

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?

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.