The Primary Maths Podcast

In this international episode of The Primary Maths Podcast, Jon is joined by Will McLoughlin, a maths teacher based in Abu Dhabi, founder of AddvanceMaths.com and current Education Doctorate student researching conceptual understanding, animated instruction and cognitive science.The conversation explores what direct instruction or explicit instruction actually means in practice — and what it doesn’t.Will shares how his thinking has evolved over time, from procedural teaching to a more deliberate, structured approach rooted in clarity, retrieval practice and independent practice. Together, Jon and Will unpack:What “I do, we do, you do” should look like in a maths classroomThe difference between procedural fluency and conceptual understanding — and why they’re not oppositesWhy silent, focused independent practice matters (especially in a world of constant distraction)Retrieval practice as more than memory — including its role in deepening understandingThe importance of modelling with clarity and purposeHow atomising explanations can strengthen mathematical sense-makingThey also explore where direct instruction can go wrong — when it becomes performative, overly procedural or passive — and how dialogue, questioning and attention to structure keep pupils doing maths, not just watching it.This is a thoughtful and balanced conversation for teachers and leaders reflecting on lesson design, cognitive science and mathematical thinking.About the GuestWill McLoughlin is a secondary maths teacher in Abu Dhabi and the developer of AddvanceMaths.com. He is currently studying for an Education Doctorate, with research interests including conceptual understanding, animated instruction and cognitive science.Connect with Will:LinkedIn: https://www.linkedin.com/in/will-mcloughlin-a2898ab6/ Twitter/X: https://x.com/MrMac_Math YouTube (Mathematical Pedagogy Videos): https://youtube.com/playlist?list=PLCG7Y8fJFRr-1tfgc6g0HXkoumj41wQUN&si=ay8kO2H2rQc-nPXF Favourite research on conceptual understanding: https://addvancemaths.com/conceptual-research/Stay ConnectedIf you enjoyed this episode, please consider leaving a quick review or sharing it with a colleague — it really helps the podcast reach more teachers.Email: primarymathspodcast@gmail.com LinkedIn (Jon Cripwell): https://www.linkedin.com/in/jon-cripwell/ Substack: https://primarymathspodcast.substack.comBecky and Jon will be back on Friday with an Aftermaths episode, reflecting further on direct instruction, retrieval and what this means for primary classrooms.Thanks for listening — and as ever, keep doing the maths.

In this Aftermaths episode of The Primary Maths Podcast, Jon Cripwell and Becky Brown reflect on the week’s conversation about using storybooks in mathematics and share a range of classroom ideas sparked by World Book Day.The episode begins with Jon and Becky recounting their first in-person meeting as colleagues after a slightly confusing start involving two similarly named hotels in Southampton. From there, the discussion turns to the power of storybooks in maths lessons following Tuesday’s interview with Hannah Allison. Jon and Becky explore how narrative can support mathematical thinking and engagement, helping pupils notice patterns, make connections and develop curiosity about number.Becky shares one of her favourite mathematical picture books, Bean 13 by Matthew McKelligott, a story that provides a brilliant context for exploring factors, sharing and prime numbers. The conversation highlights how storybooks can offer low-threshold, high-ceiling entry points into mathematical ideas and why picture books can be just as powerful with older primary pupils as they are in the early years.Jon also reflects on recent work with teachers and raises an important professional discussion about the role of schemes of work. Schemes can be incredibly helpful in planning progression, representations and tasks, but they should be treated as a resource rather than a script. The conversation explores how teachers can adapt schemes thoughtfully to meet the needs of the pupils in front of them while still benefiting from the structure they provide.In Becky’s Etymathsology segment, the pair explore the origins of the word algebra. The term traces back to the Arabic word al-jabr, meaning restoration or reunion, and was used by the ninth-century mathematician Al-Khwarizmi in his work on solving equations. The discussion also challenges the common misconception that algebra only begins in secondary school, highlighting how children begin working algebraically from the earliest years through missing number problems and generalisations.The episode finishes with a piece of mathematical magic: the classic 1089 number trick. Jon walks Becky through a short sequence of calculations using a three-digit number, which always results in the number 1089. Listeners are invited to try the trick themselves and think about how algebra might help explain why it works.If you enjoyed the episode, please consider leaving a rating or review to help other teachers discover the podcast. We also love hearing from listeners.You can send questions, ideas or favourite maths storybooks to primarymathspodcast@twinkl.co.ukSubscribe to the podcast newsletter on Substack: https://primarymathspodcast.substack.comConnect with Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/

What happens when maths lessons start with a story rather than a method?In this episode of The Primary Maths Podcast, Jon Cripwell is joined by Hannah Allison from Maths Outside the Box to explore the role of stories in primary maths teaching. Drawing on her background in the arts and her experience as a maths leader, Hannah explains how narrative, character and context can help pupils engage more deeply with mathematical ideas.Together, Jon and Hannah discuss what maths through stories actually looks like in practice, and how storybooks can be used as a meaningful starting point, a way to deepen understanding, or a reflective consolidation lesson rather than a bolt-on activity. They explore the difference between maths picture books and true maths storybooks, and why that distinction matters for learning.The conversation also looks at engagement beyond entertainment, including how stories support talk, oracy and mathematical sense-making, particularly for pupils who feel anxious or disconnected from maths. Hannah shares practical classroom examples, including how storybooks can create low-threshold, high-ceiling tasks that invite curiosity, discussion and sustained thinking.Jon and Hannah also grapple with real-world constraints such as time, workload and schemes of work, discussing how story-based maths can sit alongside structured programmes without becoming an additional burden for teachers.This episode is a thoughtful exploration of how stories can help move maths lessons from something pupils watch to something they actively do.Guest BioHannah Allison is a primary school teacher and Maths Lead, who founded Maths Outside The Box in 2024 to support other leaders who wanted to find creativity in their Maths delivery. Since launching as a resource-based platform specialising in teaching Maths through stories, she now delivers CPD & INSET sessions in teaching Maths through stories, cross-curricular Maths planning and financial education both online and in-person. Her mission is to engage more children in the subject through creative and exciting lessons, connection to 'real-life' maths and through a problem-solving approach.Linkswebsite: MathsOutsidetheBox.comemail: Hannah@mathsoutsidethebox.cominstagram, tiktok and facebook: @mathsoutsidethebox

Episode 56 of The Primary Maths Podcast focuses on manipulatives in primary maths and asks a simple but important question: do manipulatives automatically lead to mathematical thinking? Jon and Becky reflect on a recent lesson about commutativity where children were building arrays with cubes but describing the task as “making it with cubes” rather than explaining the structure behind three multiplied by four being equal to four multiplied by three. This opens up a wider discussion about the CPA approach, the difference between doing and thinking, and the importance of questioning to help children notice mathematical structure rather than follow procedures.The episode includes a listener question from Priya, a maths lead who has invested in new manipulatives but is finding that they are sitting unused or being used without clear purpose. Jon and Becky discuss how CPD can help teachers understand what each manipulative is designed to reveal, including the difference between base ten equipment and Cuisenaire rods, and how to move beyond a tick-box approach to concrete resources.In Maths of Life, Becky explores the mathematics behind Lego, including the 0.002mm manufacturing tolerance of each brick, the 3,700 different brick shapes, the 915,103,765 possible combinations of six identical 2x4 bricks, and the approximate 1:40 scale of Lego minifigures. The conversation highlights how building blocks can be used to explore arrays, ratios, scale and structure in the classroom.Jon also shares a research summary on maths anxiety among UK primary teachers, based on a recent cross-national study highlighted by Dr Thomas Hunt. While overall levels of maths anxiety are relatively low, UK generalist primary teachers report higher anxiety about maths and teaching maths than colleagues in some other countries, raising important questions about confidence and professional development.The episode concludes with a short maths magic segment that demonstrates how algebraic structure sits behind a simple number trick and how manipulatives can be used to make that structure visible.Jon also references his new Substack article responding to the Education White Paper and its implications for SEND and early numeracy, which you can read here: https://substack.com/@joncripwell.You can join the ongoing discussion on LinkedIn at https://www.linkedin.com/in/joncripwell/.-Next week features an interview with Hannah Allison on Storybook Maths, followed by an Aftermaths episode exploring whether teaching structures genuinely support professional judgement or risk becoming scripts.

In this episode of The Primary Maths Podcast, Jon Cripwell is joined by Dr Kate Quade for a thoughtful conversation about language, learning and mathematical thinking.Language sits at the heart of mathematics, but the way pupils talk about maths often remains unnoticed or is tidied up too quickly. Together, Jon and Kate explore why mathematical thinking so often stays invisible, and how children communicate their ideas in many ways beyond written answers.A central focus of the episode is the idea of “porridge words”. These are the imprecise, catch all or emerging terms children use when they are still forming their understanding. Kate explains where the concept comes from, how it connects to Edward de Bono’s work on thinking, and why these words are not a problem to fix but evidence of thinking in motion.The conversation explores how pupils use language, gesture, drawings, manipulatives and symbols to express mathematical ideas, and why privileging only written or verbal explanations can limit what teachers notice. Kate shares insights from her research and teaching experience, including why rushing to correct vocabulary can shut down thinking, and how deeply listening to pupils helps teachers make better formative assessment decisions.Jon and Kate also discuss the balance between valuing emerging language and moving pupils towards accurate mathematical terminology. They consider the importance of consistency, the risks of children disengaging when language is unclear, and how teachers can introduce precise vocabulary without undermining confidence or curiosity.This episode is a reminder that mathematical thinking often sounds messy before it becomes precise, and that noticing how children talk about maths can tell us far more than whether an answer is right or wrong.If you enjoyed this conversation, join Jon and Becky for the Aftermaths episode, where they reflect on the key ideas and classroom implications. You can also get in touch with the show at primarymathspodcast@twinkl.co.ukGuest bioDr Kate Quade is a Senior Lecturer in Mathematics Education and Program Director for the Master of Teaching (Primary) at the University of Adelaide. She is a former primary teacher and maths leader, with experience as a curriculum advisor, textbook contributor and coordinator of the Questacon Maths Centre. Kate’s research focuses on mathematical thinking, language and inclusion, particularly how children make their thinking visible through talk, drawing, gesture and other multimodal forms. Her recent work on porridge words explores how imprecise or everyday language can act as a cognitive tool that supports reasoning and sense making in primary maths classrooms.You can connect with Kate on LinkedIn at https://www.linkedin.com/in/kate-quane-7084b797/, on Bluesky at @kateqmaths.bsky.social, or by email at kate.quane@adelaide.edu.au

In this half-term Aftermaths episode, Jon and Becky take a deep dive into prime numbers and discover that they are far more than a Year 5 objective about “numbers with exactly two factors”.The conversation begins in the classroom, exploring how we define prime numbers and why 1 and 2 are both special cases. They reflect on how primes frustrate our desire for neat patterns, how children often assume odd numbers are prime, and how the Sieve of Eratosthenes gives us a beautifully systematic way of uncovering them.From there, the episode takes a historical journey. Jon revisits the work of Euclid, who proved over 2,000 years ago that there are infinitely many prime numbers. The discussion touches on the mind-bending nature of infinity and how powerful it is to share with pupils that maths is still unfinished.They then explore the work of Eratosthenes, whose famous sieve remains one of the most elegant algorithms for identifying primes. Along the way, Becky shares her fondness for teaching prime factorisation and even introduces her favourite palindromic prime.The episode moves into the 19th century and the still-unsolved Bernhard Riemann hypothesis about the distribution of primes, one of the great Millennium Prize Problems. Yes, there really is a million dollars waiting for someone who can crack it.Finally, the discussion lands firmly in the modern world. Prime numbers underpin the encryption systems that keep online banking, shopping and government communication secure. The episode introduces RSA encryption, developed by Ron Rivest, Adi Shamir and Leonard Adleman, and explains why multiplying large primes is easy but reversing the process is extraordinarily difficult.Key themes in this episode include:• Why prime numbers are the “atoms” of arithmetic • The Fundamental Theorem of Arithmetic and prime factorisation • Infinity as a classroom conversation starter • The beauty and mystery of unsolved problems • How prime numbers quietly protect our digital livesThis episode is a reminder that even the most familiar Key Stage 2 content can open doors to big ideas, rich history and genuine mathematical mystery.If you enjoyed this deep dive, leave a rating or review and let us know what topic you would like explored in a future Aftermaths episode. There are still plenty of mathematical rabbit holes to fall down.And if you’re listening over half term, we hope you’ve had at least a little rest.

Happy half term to those who celebrate. In this slightly re-routed Aftermaths episode, Jon and Becky lean into the fact that it is Friday the 13th and explore whether the date really deserves its unlucky reputation.From Gregorian calendar cycles to cultural superstitions across Europe and Asia, they unpack the mathematics behind how often Friday the 13th actually occurs and what the data really says about risk and coincidence.There is also a wonderfully elegant maths problem to enjoy. If 128 players enter a knockout tennis tournament, how many matches are played? What begins as a procedural halving exercise turns into a beautiful example of structural thinking and the idea that the best mathematicians often do the simplest maths.To round things off, Becky brings some Winter Olympics maths of life. From moguls and big air to 360s and 720s, they explore how angles, turns and even scaled scoring systems appear in freestyle snow events and what that might mean for the way we think about comparison and ranking.There is no interview episode next week due to half term, but Aftermaths will return as usual. If you have a mathematical mystery, historical deep dive or classroom curiosity you would like explored, email primarymathspodcast@twinkl.co.uk or send a message on social media and Jon and Becky will happily fall down the rabbit hole for you.Like and subscribe so you never miss an episode, and if you enjoyed this one, please do leave a rating or review.

What does it really mean to gamify maths, and when do games genuinely support learning rather than simply make practice feel more entertaining?In this episode of The Primary Maths Podcast, Jon is joined by Dr Sam Parkes for a thoughtful and practical conversation about games, play and digital learning in primary mathematics. Together, they explore the difference between games that allow pupils to show how strong they already are and games that actually help them get stronger mathematically.The discussion moves beyond surface level engagement to focus on task design, feedback, time pressure, inclusion and the role of the teacher in making games meaningful. Sam shares insights from research and classroom experience on why some games support reasoning, decision making and resilience, while others risk becoming little more than tests in disguise.They also examine common misconceptions about play based learning, including the idea that play is only about free choice or early years provision. Instead, Sam reframes play as an attitude towards learning that involves curiosity, exploration, safe experimentation and meaningful choice, all of which have a place across the primary age range.The conversation tackles difficult but important questions about digital maths games, including the use of speed, competition, rewards and leaderboards. Jon and Sam consider who these features benefit, who they may disadvantage, and how teachers can make more deliberate, informed choices when selecting and using games in time poor classrooms.There is also a thoughtful discussion about inclusion, SEND and the risks of games being used as a holding activity rather than a scaffold for learning. Throughout the episode, the emphasis remains on professional judgement, clarity of purpose and the idea that games are never a replacement for good teaching, but can be a powerful tool when used well.If you have ever wondered when maths games can help, when they might hinder, and how to evaluate them through a learning focused lens, this episode will give you plenty to think about.As always, Jon and Becky will be back on Friday with an Aftermaths episode to reflect on the conversation and draw out key themes for classroom practice.Guest bioDr Sam Parkes has over twenty years’ experience in mathematics education as a teacher, subject leader, school leader, lecturer and school improvement specialist. She holds a Doctorate in Education from the University of Reading and has a strong research interest in mathematics teaching and evaluation, inclusive learning cultures, communities of practice and playful pedagogy. Sam is currently working in EdTech in a Community Engagement role with NumberClub, where she continues her work to support meaningful, accessible and connected maths learning for all children and teachers.You can find out more about NumberClub at https://numberclub.com Sam can be contacted by email at sam@numberclub.com

In this week’s Aftermaths episode, Jon and Becky reflect on what can get lost when pace, coverage and efficiency become the main drivers of lesson planning.The conversation begins with a light hearted look at memorable school trips, from soggy outdoor museums to luxury coaches that were wildly unsuited to Year 6 energy. From there, the discussion turns to something more serious: how tightly prescribed lesson structures and non negotiables can squeeze out curiosity, autonomy and meaningful thinking for both teachers and pupils.Jon shares reflections on recent classroom visits and raises questions about identikit lessons, box ticking and whether every lesson really needs the same checklist of features. Becky explores how these pressures can limit opportunities to truly know pupils and respond to them as individuals.Following last week’s episode, Jon also unpacks a lively LinkedIn discussion about engagement. He reflects on comments that challenge engagement as a proxy for learning and introduces a more nuanced view, distinguishing between behavioural, emotional and cognitive engagement. The episode explores what engagement really looks like in maths lessons, from pupils talking, noticing patterns and making connections, to experiencing those moments where ideas suddenly fall into place.In Maths of Life, Becky explores the relationship between dance, music and number, explaining why dancers often count in eights while musicians tend to work in fours, and what this reveals about memory, chunking and structure.The episode closes with research in 60 seconds ish, where Jon summarises a newly published meta analysis on gamification in mathematics education. The research suggests that while gamification can boost motivation, it works best when it emphasises cooperation, mastery and feedback rather than competition, points or leaderboards. Engagement, the study suggests, is often poorly defined and difficult to measure.If you have a memorable school trip story or want to join the conversation about engagement and lesson design, you can get in touch at primarymathspodcast@twinkl.co.uk.You can read the research discussed in this episode here: https://link.springer.com/article/10.1007/s10648-025-10108-1As ever, thank you for listening. If you’re enjoying the podcast, please consider subscribing, leaving a review, or sharing the episode with a colleague.

How do we decide which manipulative to use in a maths lesson, and why does that choice matter so much?In this episode, I am joined by Jo Austen for a practical conversation about manipulatives, models, and professional judgement. Rather than treating resources as interchangeable or decorative, Jo helps us think carefully about what different manipulatives do mathematically, and what they quietly emphasise or obscure.We explore how manipulatives fit within the CPA approach, why different models foreground different mathematical structures, and how physical properties such as loose parts, fixed parts, colour, and layout shape what pupils notice. We also discuss when virtual manipulatives can add real value, and where physical resources still play an essential role.Along the way, Jo makes a compelling case for forward-facing maths: choosing representations not just to get through today’s lesson, but to build understanding that will support pupils later on. This is a conversation about preparation rather than performance, and about making deliberate choices that support thinking rather than replace it.In this episode, we discuss:Why CPA is not a checklist, and how manipulatives support movement between representationsHow different manipulatives highlight different mathematical structuresWhy physical properties such as fixed or loose parts, colour, and layout really matterCommon pitfalls, including choice overload and random variationWhen virtual manipulatives can do things physical resources cannotWhat it means to choose manipulatives with pupils future learning in mindIf you have ever wondered why a particular resource works, or does not work, in your classroom, this episode will help sharpen your thinking.

In this Aftermaths episode, Jon and Becky reflect on what it really means to do maths rather than watch it.The conversation begins with Jon sharing an experience from a recent maths education conference, where extended time spent grappling with puzzles led to deep engagement, productive struggle and genuine mathematical thinking. Together, Jon and Becky explore why lessons that look slower on the surface can often be richer, more meaningful and more memorable for learners. They discuss the tension teachers feel between pace, coverage and allowing pupils the time they need to think, fail, notice and try again.Becky then takes us on a fascinating whistle-stop tour through the history of the calculator. From fingers and pebbles, to abacuses, human computers and early mechanical machines, the discussion highlights how tools for calculation have always existed and how technological change challenges us to think carefully about why we teach maths at all. The conversation reinforces the idea that maths is not just about getting answers, but about developing the skills to reason, problem solve and make sense of unfamiliar situations.The episode finishes with Jon sharing recent research into maths anxiety, focusing on age, gender and cultural differences. The discussion unpacks how anxiety can limit working memory and performance, why high attainment does not necessarily mean high confidence, and how a simple strategy such as expressive writing before tests could help pupils manage anxiety more effectively.As always, this episode blends classroom reality, research and reflection, offering plenty of food for thought for teachers, leaders and anyone interested in how pupils experience maths.If you enjoy the episode, please consider liking, subscribing or leaving a review, as it really helps other listeners find the podcast.

In this episode of The Primary Maths Podcast, Jon is joined by Sums of Anarchy co-founder Dominique Miranda to explore why so many people decide early on that maths “isn’t for them” – and what we can do about it.Dominique shares her own journey from academic success through memorisation to realising, at university level, that understanding matters far more than recall. Together, Jon and Dominique unpack how early classroom experiences shape long-term confidence, why maths anxiety sticks for decades, and how cultural attitudes make it socially acceptable to opt out of maths altogether.The conversation digs into the power of representations, colour, and visual thinking, drawing on Sums of Anarchy’s distinctive approach to making abstract ideas tangible. They explore times tables, fractions, curriculum sequencing, and the fine line between helpful shortcuts and hollow “tricks”.Crucially, the episode reframes maths not as a set of procedures to follow, but as a way of thinking – a tool for knowing what to do when there isn’t a rule to apply. For teachers, leaders, and parents alike, this is a thoughtful discussion about how maths can become something learners participate in, rather than something they endure.Guest BioDominique Miranda is the cofounder of Sums of Anarchy, a platform dedicated to making maths fun and accessible to learners of all ages. Through their videos on social media and their range of books, courses and resources, they’re on a mission to kindle positive relationships with maths. Dominique has a Masters degree in Maths and Languages from UCL, and over ten years of tutoring experience, from early years to A-Level, as well as coaching teachers for the maths element of their teacher training exams. She now brings that experience to millions of people around the world, sharing fun tips and tricks for calculation, demystifying mathematical concepts, and telling the stories behind the numbers.https://www.sumsofanarchy.com/ https://www.instagram.com/sumsofanarchy

In this week’s Aftermaths, Jon and Becky unpick two words that are everywhere right now — scaffolding and adaptations — and ask whether we’re accidentally reinventing differentiation under a new name. Then we share listener stories about children’s “money logic” (including the belief that you can simply tap your phone to summon infinite dinosaurs). Finally, Jon takes us down a brilliant history rabbit hole: the year Britain “lost” 11 days when the calendar changed — and we round off with quick takeaways from this week’s interview on problem solving.In this episodeScaffolding vs adaptations: what scaffolding is (temporary, for everyone, faded), and what it isn’t (a permanent crutch or a euphemism for tiered tasks).A construction-site analogy for scaffolding — and why “for all” matters if we care about access and equity. Money follow-up: three listener stories that reveal how children can misunderstand money in a contactless world (“Santa pays for the expensive stuff”, “just tap your phone”, and “free cash”). History of maths / time mystery: how Britain ended up going to bed on 2 September 1752 and waking up on 14 September 1752 — and why it links back to Julian vs Gregorian calendars (and a March New Year). Problem solving takeaways from this week’s interview episode (Tom Manners & Steve Lomax): mindset, collaboration/communication before “strategies”, and the power of noticing and wondering — even when it’s hard to “evidence” in the moment. Key takeawaysScaffolding should help learners reach the maths — then be removed. If the support becomes the method, we’ve stolen the thinking.Not all support is scaffolding. Some needs require specific adaptations, but that’s different from whole-class scaffolds designed into instruction. Children’s money misconceptions are completely rational given what they see: money as a tap, a beep, or a sign that literally says “free cash”. Problem solving grows from culture as much as content: curiosity, talk, and collaborative habits aren’t bolt-ons — they’re prerequisites. Mentioned / coming upNext Tuesday’s interview: Dominique from “Sums of Anarchy” on engaging pupils in maths — worth checking out her content ahead of the episode.Get in touchShare your best child logic (money or otherwise), or tell us what “scaffolding” looks like in your school: primarymathspodcast@twinkl.co.uk (Twinkl without the “e”).If you enjoyed the episode…Follow/subscribe, leave a rating, and (on YouTube) like the video — it really helps more teachers and leaders find the show.

Problem solving is one of those phrases we all use in maths – but do we actually mean the same thing when we say it?Too often, it becomes shorthand for a set of word problems at the end of a lesson, or a Friday afternoon activity once the “real maths” is done. But what if problem solving isn’t a type of task at all? What if it’s a way of thinking, behaving, and approaching mathematics – something that needs to be explicitly taught, modelled, and valued every day?In this episode of The Primary Maths Podcast, I’m joined by Steve Lomax and Tom Manners for a wide-ranging conversation about what problem solving really is, and why so many pupils struggle with unfamiliar problems even when the maths content itself is secure.We explore:the difference between giving children problems and teaching them how to be problem solverswhy problem solving cannot be reduced to word problems or strategy postersthe role of mathematical habits such as noticing, conjecturing, visualising, tinkering, and pattern spottinghow metacognition and teacher modelling shape pupils’ willingness to have a gowhy curriculum design, classroom culture, and time allocation matter more than quick fixeshow SATs, fluency, and mastery are often misunderstood in relation to problem solvingWe also discuss resilience, safe classroom environments, cognitive diversity, and why struggle, when handled well, is not something to be avoided but something to be taught through.About the guestsSteve Lomax has worked with headteachers, subject leaders, teachers, and pupils for over thirty years. He has held roles including Senior Lead for the GLOW Maths Hub, SCITT Maths Lead, Mathematics Adviser for Gloucestershire, AST, and SLE. Steve is also an NPQ and ECF Facilitator for the Balcarras Teaching School Hub. He co-founded CanDoMaths and is passionate about fostering inclusive “can do” attitudes so that all children can enjoy and achieve in mathematics.Tom Manners works in school improvement across several roles, including Trust Maths Lead and Evidence Lead in Education for the Education Endowment Foundation. He is an NCETM PD Lead and Teaching for Mastery Specialist through the Central Maths Hub. Alongside this, Tom trains new teachers as a PGCE Tutor at Arthur Terry SCITT and Associate Lecturer for Birmingham City University. He also supports schools on a freelance basis and shares his writing and resources online.Get in touchIf you have thoughts on this episode, questions you would like us to explore, or ideas for future guests or themes, email the show at primarymathspodcast@twinkl.co.uk

In this week’s Aftermaths episode of The Primary Maths Podcast, Jon and Becky cover a lot of ground — from coins and contactless payments to SATs survival tips, curriculum updates, and why talking about maths might matter more than writing it down.🎒 Money in the modern classroomJon and Becky take a light-hearted but thoughtful look at how money is taught in primary schools, and why it’s become trickier in recent years. With children encountering less physical cash in everyday life, money has become more abstract — even as it remains one of the richest areas of maths for problem solving.They explore:Why British coins form a non-linear systemHow money quietly introduces additive, multiplicative, decimal, and equivalence structuresWhy money lessons need to be hands-on, not worksheet-heavyHow school trips, chaos and all, create some of the most memorable maths learning momentsAlong the way, expect stories involving mint Matchmakers, ice lollies, and burning holes in pockets.💷 Money and financial educationThe conversation broadens into financial education, touching on fairness, budgeting, and decision-making — and why a secure understanding of money is foundational. Jon and Becky highlight the value of discussion-rich resources, including Twinkl’s work with Santander, that prioritise justification, talk, and real-world choices.📚 Curriculum drafters: what we know so farThe newly announced maths curriculum drafters are discussed, with reflections on:Familiar names from maths educationThe scale and complexity of the task aheadThe importance of consultation with the professionWhat teachers might hope to see as the process unfolds🧮 SATs tips from the classroomListeners share practical (and reassuring) SATs insights, including:Why children don’t have to answer arithmetic questions in orderHow reading questions aloud can boost confidence and outcomesWays schools reduce stress through flexible test arrangementsA tongue-in-cheek reflection on the “magic week” of teaching long division🔤 Etymathsology: words we use, meanings we forgetBecky dives into the origins of words like integer, digit, numeral, and figure, revealing how small language choices can cause big confusion — especially in tests — and why using precise vocabulary regularly really matters.🧠 Research in 60-ish secondsJon summarises new research exploring whether pupils learn more by speaking or writing learning journals. The headline finding?Spoken reflection may support deeper understanding and better retention — especially for learners who find writing a barrier.🔍 Big takeawayAcross money, language, SATs, and research, one message keeps resurfacing:Maths lessons are at their best when pupils are actively doing maths - thinking, talking, noticing, and exploring - rather than watching it happen.

SATs season can feel overwhelming — especially in Year 6. In this special interview-style episode, Jon is joined by Becky Brown to talk honestly and practically about how to prepare pupils for KS2 Maths SATs without turning the rest of the school year into one long revision session.Recorded in January, this episode focuses on what really matters from now until May, and why SATs should be seen as a culmination of a key stage, not a last-minute scramble owned by Year 6 teachers alone.In this episode, we explore:Why SATs are a Key Stage 2 assessment, not a Year 6 curriculumWhat to prioritise from January onwards (and what not to panic about)How to use arithmetic practice strategically without narrowing teachingWhen and how to use past papers effectively — and when to avoid themThe importance of question-level analysis, not endless test practiceTeaching test technique without undermining good maths habitsHow to support pupils currently working below expected standardMaking intervention purposeful, human, and confidence-buildingWhy “greater depth” in SATs isn’t about different contentSupporting pupils’ wellbeing and confidence alongside preparationCommon mistakes schools make — and what to do insteadJon also shares reflections from over a decade of teaching Year 6, including what he would (and wouldn’t) do differently, while Becky brings the perspective of intervention, marking insight, and secondary readiness.Recommended resources mentioned:Twinkl’s SATs Survival HubHalf-length and topic-specific maths practice papersConcept videos and structured intervention programmesTest technique guidance and revision planning toolsGet involvedHave you found something that works particularly well in your school during the run-up to SATs?Jon and Becky would love to share community wisdom in a future Aftermaths episode.📩 Email: primarymathspodcast@twinkl.co.uk💬 Or leave a comment on YouTube — tips welcome!

In the first Aftermaths episode of 2026, Jon and Becky reflect on New Year resolutions, why so many of them fail, and what this means for teachers specifically. Drawing on national data, Teacher Tap insights, and lived classroom experience, they explore wellbeing, workload, work–life boundaries, and the gap between good intentions and sustainable habits.The episode also features a Maths of Life moment inspired by a freezing trip to Weston-super-Mare, leading into a fascinating discussion about tides, lunar days, and why the sea sometimes feels impossibly far away.Finally, Jon and Becky debrief this week’s interview with secondary maths teacher Emma Lockhart, unpacking ideas about maths identity, gender, confidence, and how early classroom experiences shape long-term attitudes to maths.Key themes coveredWhy Quitter’s Day exists – and what the data tells us about resolutionsHow teachers’ resolutions differ from national trendsHealth, wellbeing, and boundaries in a profession under pressureWork–life balance: emails, notifications, and protecting timeMaths of Life: tides, lunar days, and extreme tidal rangesMaths identity, confidence, and who feels “allowed” to be good at mathsWhy primary classrooms matter so much for long-term maths attitudesMaths of LifeA winter trip to the coast sparks a deep dive into:Tidal ranges and why Weston-super-Mare looks so different at low tideThe concept of a lunar day (24 hours 50 minutes)Why tides don’t follow our neat 24-hour clockAlso discussedReflections on the interview with Emma LockhartGender, confidence, and internalising mistakes in mathsHow classroom culture influences whether pupils persist with mathsGet involvedHave you ever kept (or spectacularly abandoned) a New Year resolution?We’d love to hear your stories.📧 Email: primarymathspodcast@twinkl.co.uk👍 Subscribe, rate, and review to help us reach more teachers

Why is maths one of the few subjects people feel completely comfortable saying they hated at school?In this episode of The Primary Maths Podcast, Jon is joined by Emma Lockhart, Head of Maths at Mill Hill School, to explore what really sits behind that narrative and why it disproportionately affects girls.Together, they unpack how maths so quickly becomes framed as something you are either “good at” or “bad at”, and how confidence, belonging and belief often matter just as much as content knowledge or exam technique. The conversation looks at what happens to pupils who are capable but quietly opt out, how classroom language and expectations shape mathematical identity, and why maths anxiety is often rooted in culture rather than ability.Although this is the Primary Maths Podcast, the discussion moves into the secondary classroom and beyond, offering insights that are just as relevant for Key Stage 2 teachers, maths leads and school leaders as they are for those working at GCSE level.In this episode, we explore:Why maths attracts such strong negative identities compared to other subjectsThe idea of the “quiet opt-out” and how capable pupils disengage without being noticedGender, confidence and why girls are more likely to internalise “I’m just not a maths person”How right-and-wrong classroom cultures can undermine belongingWhat primary teachers can take from secondary insights to protect confidence earlierPractical reflections on language, expectations and mathematical identityThis is a thoughtful, reflective conversation about maths as a social experience, not just an academic one.If you enjoyed this episode, please consider liking, subscribing, and leaving a review. It really helps more teachers and leaders find the podcast.Get in touch with the show. Email primarymathspodcast@twinkl.co.uk Get in touch with Jon Cripwell: https://www.linkedin.com/in/joncripwell/ Get in touch with Emma Lockhart: https://www.linkedin.com/in/emma-lockhart-74755431b/

Christmas Is Just One Long Maths Problem (A Festive Aftermaths)There’s no interview this week, no school talk, and absolutely no mention of lesson objectives.Instead, Jon and Becky settle in for a festive Aftermaths special — a lighter, reflective end-of-term episode full of Christmas maths, curious statistics, questionable guesses, and the kind of conversations you can happily listen to while wrapping presents or hiding in the kitchen for five minutes of peace.From debating whether Die Hard really is a Christmas film, to exploring how many calories we might consume on Christmas Day, this episode is a gentle reminder that maths has a habit of sneaking into life — even when school is firmly off the table.Along the way, Jon shares festive statistics on charity giving, travel, food, drink, and Christmas traditions, while Becky brings some Christmas-themed world records, including the most successful Christmas movie of all time, the best-selling festive song ever, and one spectacularly tall Christmas tree.There’s plenty of laughter, a few wild guesses (especially involving measurement), and more than enough festive maths to fuel a Christmas quiz or two.As we wrap up the year, it’s also a chance to say a huge thank you to everyone who’s listened to the podcast in 2025 — with one final roundup episode still to come before we head into 2026.🎄 Merry Christmas from The Primary Maths Podcast.⏱️ In this episode:Is Die Hard actually a Christmas film?Festive generosity and charity by the numbersChristmas Day calories, timing, and traditionsTravel maths at the busiest time of yearThe highest-grossing Christmas film everThe best-selling Christmas song of all timeOne extremely tall Christmas tree (and some extremely bold guesses)⭐ Enjoying the podcast?If you’re feeling generous this Christmas, a quick rating or review on your podcast platform would be the perfect festive gift.

As the autumn term finally draws to a close, Jon and Becky reflect on teacher fatigue, festive chaos, and the sense of relief that comes with making it to the holidays.This week’s Aftermaths dives into fractions — why they’re such a sticking point for pupils (and adults), and how misunderstandings often stem from losing sight of the whole. Jon shares reflections from a full day of fractions work with SCITT students, exploring why fractions feel so different from whole numbers, how notation can trip learners up, and why conceptual understanding matters far more than memorised procedures.The conversation then turns to a worrying headline: AI and remote “virtual teachers” being used to teach maths. Jon and Becky unpack the implications, questioning whether specialist knowledge can ever compensate for the loss of relationships, responsiveness, and human presence in the classroom.Finally, they reflect on key takeaways from this week’s interview with Mike Gardner on oracy — including purposeful talk, thinking aloud, effective talk partners, and the importance of creating classrooms that are safe spaces for both pupils and teachers to make mistakes.A thoughtful, end-of-term episode that blends pedagogy, policy, and perspective — just as everyone heads into a well-earned break.In this episode, we explore:Why fractions feel fundamentally different from whole numbersCommon misconceptions caused by notation and proceduresConceptual understanding vs “doing the same to the top and bottom”Whether AI and remote teaching are solutions — or warning signsWhy relationships sit at the heart of effective maths teachingKey oracy insights from Mike Gardner’s interviewThe value of purposeful talk, mistakes, and teacher confidence📩 Get in touch:Share your thoughts or your festive Maths of Life moments at primarymathspodcast@twinkl.co.uk⭐ Enjoying the podcast?A quick rating or review really helps others find the show — and we appreciate it more than you know.