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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: [email protected].
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In this episode, Early Career Teachers from primary and secondary schools talk about their experiences of training to teach with Teach First, how they have honed their maths teaching skills, and what they have learned in their first years in the classroom.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:Emily Dixon, Year 1 teacher at Tinsley Meadows Primary Academy, SheffieldLauren Garrigos, maths teacher at Heartlands High School, Haringey, LondonBeth Goodliff, Senior Communications Manager, NCETM.Episode chapters00:06 Introduction and welcome00:40 Meet the guests01:14 The journey to becoming a teacher: decisions and backgrounds02:35 Training with Teach First06:30 Overcoming challenges in the classroom09:24 Celebrating successes: positive moments in teaching12:12 Professional development in the first years of teaching14:22 Advice.Useful linksTeach First teacher training programmeSpecialist Knowledge for Teaching Mathematics: Primary Early Career Teachers ProgrammeSpecialist Knowledge for Teaching Mathematics: Secondary Early Career Teachers ProgrammeTeaching for MasteryExplore previous episodes of the NCETM podcast in our archiveThe NCETM Maths Podcast on Instagram. -
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In this episode of the podcast, Rebecca and Sue explore the foundations of doubles in Reception and discuss how this concept is built on in KS1 and beyond. Having both been teachers in Early Years or KS1, they reflect on their own experiences and share practical tips for the classroom.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:Sue Evans, NCETM Assistant Director for Primary, and former primary teacherRebecca Fisher, NCETM Communications Manager, and former Early Years teacherEpisode chapters00:06 Introduction and welcome01:28 What’s so important about doubles04:01 What experiences do children need at the early stages?08:28 Exploring representations in Reception14:53 Doubles in continuous provision19:18 What does this look like in KS1?27:12 How your local Maths Hub can help and final thoughts.Useful linksImages referred to in this episodeFind your local Maths HubThe Early Years section of our websiteMastering Number at Reception and KS1‘They can see it straight away’: the impact of Mastering NumberExplore previous episodes of the NCETM podcast in our archiveThe NCETM Maths Podcast on Instagram. -
In this episode of the podcast, we speak to Cat Eadle, a teacher, dyscalculia specialist and co-founder of the Dyscalculia Network. Our conversation explores what dyscalculia is, how it differs from other maths difficulties, and how teachers can facilitate an early diagnosis. We also discuss the importance of teaching ‘maths for life’ skills, dyscalculia in the secondary maths classroom, and how teaching for mastery approaches can support dyscalculic students of all ages to do and enjoy maths.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:Cat Eadle, The Dyscalculia NetworkJulia Thomson, Communications Manager, NCETM.Episode chapters00:06 Introduction and welcome00:18 Understanding dyscalculia and its impact01:03 Cat Eadle: dyscalculia specialist01:43 The birth of the Dyscalculia Network03:13 Identifying dyscalculia: signs and symptoms05:14 The importance of dyscalculia diagnosis08:03 Supporting students with dyscalculia10:40 The prevalence of dyscalculia14:14 The mastery approach to teaching maths16:42 The struggles of adults with dyscalculia19:56 Resources, further reading and events21:53 Conclusion.Useful linksDyscalculia Network websiteDyscalculia 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 16/03/24The 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 learnersSteve Chinn websiteJudy Hornigold websiteThe Maths and Dyscalculia Assessment by Robert Jennings and Jane Emerson (available for pre-order, published on 18/07/24, Jessica Kingsley Publishers)Explore previous episodes of the NCETM podcast in our archive. -
In this third and final part of this podcast episode, we conclude our conversation with Professors Alf Coles and Nathalie Sinclair about the dogmas they address in their book, I Can’t Do Maths! Why children say it and how to make a difference. In this part of the conversation, we put your questions, shared with us on social media, to Alf and Nathalie, and discuss topics including maths anxiety and enjoyment in the UK compared to other nations, how to support and encourage children who struggle with maths and how to respond when children ask, ‘When will I ever need this again?’.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:Professor Alf Coles, University of BristolProfessor Nathalie Sinclair, Simon Fraser University, British ColumbiaJulia Thomson, Communications Manager, NCETM.Episode chapters00:06 - Introduction and welcome00:39 - Is maths anxiety a global issue?02:31 - When will I ever need this maths?09:18 - How parents can support their children12:33 - The importance of learning maths16:17 - Conclusion and final thoughtsUseful linksI 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 SinclairMaths Games with Bad Drawings by Ben Orlin (Little, Brown, 2022) recommended by Nathalie SinclairMathematics for Human Flourishing by Francis Su (Yale University Press, 2021) recommended by Nathalie SinclairLearning Mathematics for an Environmentally Sustainable Future by Karl Bushnell (Association of Teachers of Maths, 2018), mentioned by Alf Coles NCETM Primary Mastery Professional Development MaterialsGattegno’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 1I Can't Do Maths - Podcast Episode 78 - Part 2Explore previous episodes of the NCETM podcast in our archive. -
In Part 2 of Episode 78 of the NCETM Maths Podcast, Professors Alf Coles and Nathalie Sinclair continue their discussion about the dogmas in maths teaching and learning, with host Julia Thomson. We explore the misconceptions that ‘maths is culture-free’ and that 'maths is for some people and not for others'. We also scrutinise the notion that ‘maths is hard because it is abstract’ and discuss the Concrete, Pictorial, Abstract (CPA) model within mastery and the power of representations in maths.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:Professor Alf Coles, University of BristolProfessor Nathalie Sinclair, Simon Fraser University, British ColumbiaJulia Thomson, Communications Manager, NCETM.Episode chapters00:06 - Introduction and welcome00:32 - Exploring the dogma: maths is culture-free05:37 - Maths and climate change07:41 - Debunking the dogma: maths is for some people and not for others12:48 - The power of representations17:02 - Algebra in the primary classroom17:44 - Conclusion and preview for Part 3Useful linksI 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 MaterialsJourneys on the Gattegno Tens Chart by Alf Coles, 2014Learning 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 1Explore previous episodes of the NCETM podcast in our archive. -
In this episode, we talk to Professor Alf Coles and Professor Nathalie Sinclair about their book, I Can’t Do Maths! Why children say it and how to make a difference. In the book, Alf and Nathalie identify, unpick and challenge some of the most commonly-held beliefs about maths teaching and learning. In Part 1 of our conversation, we explore the background to the book and the first two dogmas, or myths, about maths education that Alf and Nathalie explore in the book.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:Professor Alf Coles, University of BristolProfessor Nathalie Sinclair, Simon Fraser University, British ColumbiaJulia Thomson, Communications Manager, NCETM.Episode chapters00:05 - Introduction to part 101:02 - Meet Professors Alf Coles and Nathalie Sinclair02:06 - Unpacking the concept of ‘dogmas’ in maths education05:52 - Exploring the first dogma: maths is a building-block subject11:51 - Challenging the second dogma: maths is always right or wrong16:58 - Conclusion and preview of Part 2.Useful linksI 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 MaterialsNCETM Curriculum Prioritisation in Primary MathsJourneys on the Gattegno Tens Chart by Alf Coles, 2014Explore previous episodes of the NCETM podcast in our archive. -
In Part 2 of our discussion with Dr Ems Lord and Liz Woodham from NRICH and Grace Coker from the EEF, we explore how games can facilitate collaborative problem-solving, encourage parental engagement and make homework more enjoyable.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:Ems Lord, Director of NRICH, University of CambridgeLiz Woodham, Primary Coordinator, NRICH, University of CambridgeGrace Coker, Maths Content Specialist, Education Endowment Foundation (EEF)Julia Thomson, Communications Manager, NCETM.Episode chapters00:05 - Introduction00:59 - Exploring the importance of collaboration in maths03:20 - Introducing maths games: NIM-7 and Got It05:53 - More game suggestions and utilising classroom resources07:51 - Encouraging parental involvement in maths practice10:08 - Solving Together: a homework project for secondary schools16:58 - Opportunities for new learning through games17:56 - Top tips for using games in the classroom19:54 - ConclusionUseful linksEEF Improving Mathematics in the Early Years and Key Stage 1EEF Working with Parents to Support Children’s LearningMaking Maths Visual and Tactile by Judy Hornigold (SEN Books, 2016)NRICH games mentioned in podcast: Got It and Nim-7Number Hive, mentioned by Grace CokerNRICH Secondary parental engagement project: Solving TogetherNRICH Primary gamesNRICH Secondary games Explore previous episodes of the NCETM podcast in our archive. -
In Part 1 of this discussion with Dr Ems Lord and Liz Woodham from NRICH and Grace Coker from the EEF, we explore the many benefits of using maths games in both primary and secondary classrooms.
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:Ems Lord, Director of NRICH, University of CambridgeLiz Woodham, Primary Coordinator, NRICH, University of CambridgeGrace Coker, Maths Content Specialist, Education Endowment Foundation (EEF)Julia Thomson, Communications Manager, NCETM.Episode chapters00:06 - Introduction00:27 - Understanding the role of maths games in education00:40 - Context and background: NRICH and the EEF02:56 - The importance of maths games in classroom04:55 - Advice from NRICH on effective use of maths games08:14 - Common misconceptions about using games in the classroom11:33 - The evidence and research on the use of maths games15:06 - The concept of embodied learning in maths education17:00 - Using games to facilitate and develop mathematical talk18:58 - Conclusion and teaser for Part 2.Useful linksEEF Improving Mathematics in the Early Years and Key Stage 1EEF Blog: Let’s Get Physical!NRICH games mentioned in podcast: Got It and Nim-7NRICH Secondary parental engagement project: Solving TogetherNRICH Primary gamesNRICH Secondary games NCETM CheckpointsExplore previous episodes of the NCETM podcast in our archive. -
Find out about the benefits of getting involved in the work of your local Maths Hub as a participating school, but also what the impact is of having some of your staff become Local Leaders of Maths Education (LLME).
A transcript (PDF) of this episode is available to download.
Show notesTaking part in the discussion:Sarah Smith, Headteacher Advocate and Executive Headteacher at St Cuthbert's Catholic Academy and Christ the King Catholic Academy in BlackpoolGabriella May, Primary Mastery Specialist, LLME, head of maths, and teacher at St Cuthbert's Catholic Academy in BlackpoolRebecca Longworth, Communications Manager at the NCETM.Episode chapters00.07 – Introduction02.40 – The school's mastery journey and the benefit to pupils06.38 – Hosting Mastering Number showcase sessions09.02 – The impact on your school when a teacher becomes an LLME12.12 – What an LLME does and how you can balance the commitment with your classroom teaching role17.16 – The benefit to your school in having an LLME20.00 – Advice for schools and teachersUseful linksPrimary Mastery SpecialistsMaths HubsTeaching for MasteryExplore 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 notesTaking 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 NetworkRebecca Longworth, Communications Manager at the NCETM.Episode chapters01.06 – Introduction and background of Sue’s work04.29 – The brain and maths anxiety10.34 – Who does maths anxiety affect?16.00 – What signs to look out for18.11 – Tips for teachers23.07 – Where can we learn more about maths anxiety? Final thoughts from SueUseful linksA Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning MathematicsOvercoming Mathematical Helplessness and Developing Mathematical Resilience in Parents: An Illustrative Case StudyAddressing Mathematics Anxiety: A Case Study in a High School in BrazilDan Siegel's Hand Model of the Brain video (YouTube)Explore previous episodes of the NCETM podcast in our archive.Background readingSiegel D (2011) Mindsight: The New Science of Personal TransformationBenson 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 notesTaking part in the discussion:Jennifer Ruddock, deputy headteacher, Corrie Primary School, DentonJordanna Worrall, head of maths, Denton Community College, DentonJulia Morgans, Maths Hub Lead, Turing North West Maths HubJulia Thomson, Communications Manager at the NCETM.Episode chapters00:05 – Introduction02:23 – Why participants in the Work Group focused on the number line06:25 – Exploring use of the number line at KS209:06 – Why drawing and understanding number lines is important at KS3 and beyond11:20 – The importance of collaboration between KS2 and KS3 for progression12:40 – How KS2 teachers can prepare children for KS3 maths using number lines14:44 – Using number lines and the midpoint to support children in rounding16:14 – Using number lines to find fractions of an hour and solve time problems18:37 – Using number lines to find equivalent ratio21:44 – Concluding thoughts on possible uses for number lines in KS2 and KS3Useful linksIssue 35 of Espresso provides useful reading on the number lineNumber 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 CriteriaYears 5-8 Continuity professional development projectVideo 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 GroupsFind your hubExplore previous episodes of the NCETM podcast in our archive.Diagnostic taskChildren 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.
DiagramThe number lines referred to by Jordanna can be viewed on the NCETM website.
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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 notesTaking part in the discussion:Lizi Pepper, secondary maths teacher and KS3 maths lead at Tytherington School, and Secondary Mastery SpecialistBecky Donaldson, NCETM Assistant Director for SecondaryBeth Goodliff, Senior Communications Manager at the NCETM.Episode chapters00:34 – Introductions01:16 – The big picture: why use algebra tiles?03:39 – Where to start with algebra tiles09:09 – Evidence that they are impacting on students’ understanding11:16 – A learning sequence17:24 – Limitations and benefits of the tilesUseful linksLizi is @mathspeptalk on TwitterBecky is @donaldson_maths on TwitterLizi’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 notesTaking part in the discussion:Beth Goodliff, Senior Communications Manager at the NCETMPaula Kelly, Secondary Mastery Specialist, LLME, Maths PGCE tutor, and teacher at Fulford School in YorkTom Lumley, Secondary Mastery Specialist, LLME, SCITT tutor, and teacher at South Hunsley School in East Yorkshire.Episode chapters00:17 – Introductions01:50 – The decision to become a Mastery Specialist02:33 – Benefits to you as a teacher and benefits to the department07:38 – Changes that have taken place in the maths department10:39 – How the department have been trained in teaching for mastery18:51 – Benefits to a school of having an LLMEUseful linksSecondary Mastery SpecialistsSecondary 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 notesTaking part in the discussion:Julia Thomson, Communications Manager at the NCETMVictoria Moore, maths lead and Year 5 teacher, Usworth Colliery Primary School.Episode chapters00:06 – Introductions and school context02:10 – How the school’s approach to teaching maths vocabulary has changed03:40 – The purpose of using ambitious, higher-level maths vocabulary05:32 – The approach to vocabulary across the school07:00 – How staff have adapted to using higher-level maths vocabulary09:59 – The impact on pupils13:12 – Benefits of teaching maths vocabulary for higher attainers16:00 – Explicit teaching of mathematical vocabularyUseful linksCurriculum Prioritisation MaterialsPrimary Professional Development MaterialsFind 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 notesTaking part in the discussion:Beth Goodliff, Senior Comms Manager at the NCETMMina Gerowin, founder of Maths4GirlsAlison Rowan McEwan, executive director at Founders4SchoolsNoshin Begum, marketing and comms lead for Maths4GirlsLou Hoskyns-Staples, Research and Innovation Work Group Lead for ‘Girls and STEM’.Useful linksMaths4GirlsResearch and Innovation Work GroupsFind your hub. -
Every year the SHINE organisation gives grants to schools and individual teachers to develop ideas related to maths learning. We find out more about the grants and how the application system works. We also talk to to primary teachers about the projects they've received funding for.
Show notesTaking part in the discussion:Eleanor Heathcote, SHINERoy Clutterbuck, Byron Wood Primary School, SheffieldLaura Jarvis, East Ward Primary School, BurySteve McCormack, NCETM Communications DirectorUseful linksThe SHINE websiteRoy 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 notesTaking part in the discussion:Mark Heslop, Pearson/EdexcelNeil Ogden, OCRAndrew Taylor, AQASteve McCormack, NCETM Communications DirectorEpisode chapters00:08 Introductions and headline observations04:15 Algebra09:00 Higher tier questions and Advanced Information17:45 Questions involving graphs and diagrams22:40 Petrol prices, car number plates and ice cream cones (questions that raised a smile)Useful linksFor 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.
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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 notesTaking part in the discussion:
Hollie Burgess, Year 6 teacher and maths lead, Ketton Church of England School, RutlandGwen Tresidder, NCETM Communications Manager.Episode chapters01:00 Introduction to Hollie and her school03:55 Hollie’s maths story: primary and secondary school10:33 Hollie’s maths story: post-1615:10 Hollie’s maths story: university16:20 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 linksHollie 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.
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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 notesTaking part in the discussion:
Alistair Bissell, AMSP Level 3 Maths Professional Development CoordinatorTom Rainbow, AMSP National Coordinator for Core Maths Professional DevelopmentGwen Tresidder, NCETM Communications Manager.Episode chapters00:00 Introducing the speakers01:22 Overview of the resources02:52 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 classroom18:17 Maintaining balance21:58 Digging into the maths.Useful linksAlistair 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.
- Visa fler
