Episode 231:

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe

⁠⁠⁠⁠Click for tickets to TDaPE Conference Cymru ⁠⁠⁠⁠

https://www.eventbrite.com/e/the-thinking-deeply-about-primary-education-conference-tickets-1295761139449

Contact us here or via [email protected]

In this episode of Thinking Deeply about Primary Education, we explore the 2025 paper "Curriculum and Mathematical Coherence" , a thought-provoking critique of how early number is introduced in national curricula.

The paper argues that modern mathematics curricula (on a national level) lean too heavily on counting as the dominant conceptual foundation for number, often at the expense of coherence and conceptual progression. It draws a direct line from mid-20th century "New Math" reforms to today’s fragmented curriculum structures, raising questions about what we teach, how we sequence it, and what this means for the learners in front of us.

We discuss:

• Why “counting ≠ the whole story” when it comes to early number

• How and when coherence was lost, and what we can do to recover it

• The persistent tension between curriculum design and classroom practice

• What their analysis means for subject leaders

• Practical implications for primary teachers, maths leads, and those developing or critiquing maths schemes

Whether you’re a curriculum thinker, subject lead, or classroom teacher keen to understand the research shaping mathematics education, this episode offers critical reflection and concrete takeaways.