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Episode 250: In this week’s episode, I’m joined by Dr Kirsten Fenton and Holly Drummond to explore the power of mathematical journaling — a classroom approach that helps students think, talk and write like mathematicians. Drawing on their experiences as teachers and researchers, Kirsten and Holly discuss how journaling can transform classroom culture, deepen conceptual understanding, and combat the maths anxiety that still shapes far too many learners’ experiences.

We unpack how journaling encourages metacognition and self-regulation, supports disciplinary literacy, and builds students’ mathematical identity by making thinking visible. From early mark-making and sentence stems to brain dumps and reflective entries, Kirsten and Holly show how this approach sits at the heart of instruction rather than existing as a bolt-on.

Whether you’re curious about talk, reflection, or building confident mathematicians, this conversation captures what happens when maths teaching moves beyond answers — and becomes about understanding, communication and joy.