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AfterMaths: School Trips, Maths Engagement and the Trouble with Non Negotiables
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 [email protected].
You can read the research discussed in this episode here:
https://link.springer.com/article/10.1007/s10648-025-10108-1
As ever, thank you for listening. If you’re enjoying the podcast, please consider subscribing, leaving a review, or sharing the episode with a colleague.
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By Jon CripwellIn 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 [email protected].
You can read the research discussed in this episode here:
https://link.springer.com/article/10.1007/s10648-025-10108-1
As ever, thank you for listening. If you’re enjoying the podcast, please consider subscribing, leaving a review, or sharing the episode with a colleague.