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AfterMaths: Scaffolding, Contactless Cash and 11 Missing Days
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 episode- Scaffolding 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 takeaways
- Scaffolding 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 up
- Next Tuesday’s interview: Dominique from “Sums of Anarchy” on engaging pupils in maths — worth checking out her content ahead of the episode.
Get in touch
Share your best child logic (money or otherwise), or tell us what “scaffolding” looks like in your school: [email protected] (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.
View all episodes
By Jon CripwellIn 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 episode- Scaffolding 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 takeaways
- Scaffolding 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 up
- Next Tuesday’s interview: Dominique from “Sums of Anarchy” on engaging pupils in maths — worth checking out her content ahead of the episode.
Get in touch
Share your best child logic (money or otherwise), or tell us what “scaffolding” looks like in your school: [email protected] (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.