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.

1. Scaffolding vs adaptations: what scaffolding is (temporary, for everyone, faded), and what it isn’t (a permanent crutch or a euphemism for tiered tasks).
2. A construction-site analogy for scaffolding — and why “for all” matters if we care about access and equity.
3. 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”).
4. 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).
5. 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.

1. Scaffolding should help learners reach the maths — then be removed. If the support becomes the method, we’ve stolen the thinking.
2. Not all support is scaffolding. Some needs require specific adaptations, but that’s different from whole-class scaffolds designed into instruction.
3. 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”.
4. Problem solving grows from culture as much as content: curiosity, talk, and collaborative habits aren’t bolt-ons — they’re prerequisites.

1. Next Tuesday’s interview: Dominique from “Sums of Anarchy” on engaging pupils in maths — worth checking out her content ahead of the episode.

Share your best child logic (money or otherwise), or tell us what “scaffolding” looks like in your school: [email protected] (Twinkl without the “e”).

Follow/subscribe, leave a rating, and (on YouTube) like the video — it really helps more teachers and leaders find the show.

Problem solving is one of those phrases we all use in maths – but do we actually mean the same thing when we say it?

Too often, it becomes shorthand for a set of word problems at the end of a lesson, or a Friday afternoon activity once the “real maths” is done. But what if problem solving isn’t a type of task at all? What if it’s a way of thinking, behaving, and approaching mathematics – something that needs to be explicitly taught, modelled, and valued every day?

In this episode of The Primary Maths Podcast, I’m joined by Steve Lomax and Tom Manners for a wide-ranging conversation about what problem solving really is, and why so many pupils struggle with unfamiliar problems even when the maths content itself is secure.

We explore:

• the difference between giving children problems and teaching them how to be problem solvers
• why problem solving cannot be reduced to word problems or strategy posters
• the role of mathematical habits such as noticing, conjecturing, visualising, tinkering, and pattern spotting
• how metacognition and teacher modelling shape pupils’ willingness to have a go
• why curriculum design, classroom culture, and time allocation matter more than quick fixes
• how SATs, fluency, and mastery are often misunderstood in relation to problem solving

We also discuss resilience, safe classroom environments, cognitive diversity, and why struggle, when handled well, is not something to be avoided but something to be taught through.

About the guests

Steve Lomax has worked with headteachers, subject leaders, teachers, and pupils for over thirty years. He has held roles including Senior Lead for the GLOW Maths Hub, SCITT Maths Lead, Mathematics Adviser for Gloucestershire, AST, and SLE. Steve is also an NPQ and ECF Facilitator for the Balcarras Teaching School Hub. He co-founded CanDoMaths and is passionate about fostering inclusive “can do” attitudes so that all children can enjoy and achieve in mathematics.

Tom Manners works in school improvement across several roles, including Trust Maths Lead and Evidence Lead in Education for the Education Endowment Foundation. He is an NCETM PD Lead and Teaching for Mastery Specialist through the Central Maths Hub. Alongside this, Tom trains new teachers as a PGCE Tutor at Arthur Terry SCITT and Associate Lecturer for Birmingham City University. He also supports schools on a freelance basis and shares his writing and resources online.

Get in touch

If you have thoughts on this episode, questions you would like us to explore, or ideas for future guests or themes, email the show at [email protected]

In this week’s Aftermaths episode of The Primary Maths Podcast, Jon and Becky cover a lot of ground — from coins and contactless payments to SATs survival tips, curriculum updates, and why talking about maths might matter more than writing it down.

Jon and Becky take a light-hearted but thoughtful look at how money is taught in primary schools, and why it’s become trickier in recent years. With children encountering less physical cash in everyday life, money has become more abstract — even as it remains one of the richest areas of maths for problem solving.

They explore:

• Why British coins form a non-linear system
• How money quietly introduces additive, multiplicative, decimal, and equivalence structures
• Why money lessons need to be hands-on, not worksheet-heavy
• How school trips, chaos and all, create some of the most memorable maths learning moments

Along the way, expect stories involving mint Matchmakers, ice lollies, and burning holes in pockets.

The conversation broadens into financial education, touching on fairness, budgeting, and decision-making — and why a secure understanding of money is foundational. Jon and Becky highlight the value of discussion-rich resources, including Twinkl’s work with Santander, that prioritise justification, talk, and real-world choices.

The newly announced maths curriculum drafters are discussed, with reflections on:

• Familiar names from maths education
• The scale and complexity of the task ahead
• The importance of consultation with the profession
• What teachers might hope to see as the process unfolds

Listeners share practical (and reassuring) SATs insights, including:

• Why children don’t have to answer arithmetic questions in order
• How reading questions aloud can boost confidence and outcomes
• Ways schools reduce stress through flexible test arrangements
• A tongue-in-cheek reflection on the “magic week” of teaching long division

Becky dives into the origins of words like integer, digit, numeral, and figure, revealing how small language choices can cause big confusion — especially in tests — and why using precise vocabulary regularly really matters.

Jon summarises new research exploring whether pupils learn more by speaking or writing learning journals. The headline finding?

Spoken reflection may support deeper understanding and better retention — especially for learners who find writing a barrier.

Across money, language, SATs, and research, one message keeps resurfacing:

Maths lessons are at their best when pupils are actively doing maths - thinking, talking, noticing, and exploring - rather than watching it happen.

SATs season can feel overwhelming — especially in Year 6. In this special interview-style episode, Jon is joined by Becky Brown to talk honestly and practically about how to prepare pupils for KS2 Maths SATs without turning the rest of the school year into one long revision session.

Recorded in January, this episode focuses on what really matters from now until May, and why SATs should be seen as a culmination of a key stage, not a last-minute scramble owned by Year 6 teachers alone.

• Why SATs are a Key Stage 2 assessment, not a Year 6 curriculum
• What to prioritise from January onwards (and what not to panic about)
• How to use arithmetic practice strategically without narrowing teaching
• When and how to use past papers effectively — and when to avoid them
• The importance of question-level analysis, not endless test practice
• Teaching test technique without undermining good maths habits
• How to support pupils currently working below expected standard
• Making intervention purposeful, human, and confidence-building
• Why “greater depth” in SATs isn’t about different content
• Supporting pupils’ wellbeing and confidence alongside preparation
• Common mistakes schools make — and what to do instead

Jon also shares reflections from over a decade of teaching Year 6, including what he would (and wouldn’t) do differently, while Becky brings the perspective of intervention, marking insight, and secondary readiness.

• Twinkl’s SATs Survival Hub
• Half-length and topic-specific maths practice papers
• Concept videos and structured intervention programmes
• Test technique guidance and revision planning tools

Have you found something that works particularly well in your school during the run-up to SATs?

Jon and Becky would love to share community wisdom in a future Aftermaths episode.

📩 Email: [email protected]

💬 Or leave a comment on YouTube — tips welcome!

In the first Aftermaths episode of 2026, Jon and Becky reflect on New Year resolutions, why so many of them fail, and what this means for teachers specifically. Drawing on national data, Teacher Tap insights, and lived classroom experience, they explore wellbeing, workload, work–life boundaries, and the gap between good intentions and sustainable habits.

The episode also features a Maths of Life moment inspired by a freezing trip to Weston-super-Mare, leading into a fascinating discussion about tides, lunar days, and why the sea sometimes feels impossibly far away.

Finally, Jon and Becky debrief this week’s interview with secondary maths teacher Emma Lockhart, unpacking ideas about maths identity, gender, confidence, and how early classroom experiences shape long-term attitudes to maths.

• Why Quitter’s Day exists – and what the data tells us about resolutions
• How teachers’ resolutions differ from national trends
• Health, wellbeing, and boundaries in a profession under pressure
• Work–life balance: emails, notifications, and protecting time
• Maths of Life: tides, lunar days, and extreme tidal ranges
• Maths identity, confidence, and who feels “allowed” to be good at maths
• Why primary classrooms matter so much for long-term maths attitudes

A winter trip to the coast sparks a deep dive into:

• Tidal ranges and why Weston-super-Mare looks so different at low tide
• The concept of a lunar day (24 hours 50 minutes)
• Why tides don’t follow our neat 24-hour clock

• Reflections on the interview with Emma Lockhart
• Gender, confidence, and internalising mistakes in maths
• How classroom culture influences whether pupils persist with maths

Have you ever kept (or spectacularly abandoned) a New Year resolution?

We’d love to hear your stories.

📧 Email: [email protected]

👍 Subscribe, rate, and review to help us reach more teachers

Why is maths one of the few subjects people feel completely comfortable saying they hated at school?

In this episode of The Primary Maths Podcast, Jon is joined by Emma Lockhart, Head of Maths at Mill Hill School, to explore what really sits behind that narrative and why it disproportionately affects girls.

Together, they unpack how maths so quickly becomes framed as something you are either “good at” or “bad at”, and how confidence, belonging and belief often matter just as much as content knowledge or exam technique. The conversation looks at what happens to pupils who are capable but quietly opt out, how classroom language and expectations shape mathematical identity, and why maths anxiety is often rooted in culture rather than ability.

Although this is the Primary Maths Podcast, the discussion moves into the secondary classroom and beyond, offering insights that are just as relevant for Key Stage 2 teachers, maths leads and school leaders as they are for those working at GCSE level.

• Why maths attracts such strong negative identities compared to other subjects
• The idea of the “quiet opt-out” and how capable pupils disengage without being noticed
• Gender, confidence and why girls are more likely to internalise “I’m just not a maths person”
• How right-and-wrong classroom cultures can undermine belonging
• What primary teachers can take from secondary insights to protect confidence earlier
• Practical reflections on language, expectations and mathematical identity

This is a thoughtful, reflective conversation about maths as a social experience, not just an academic one.

If you enjoyed this episode, please consider liking, subscribing, and leaving a review. It really helps more teachers and leaders find the podcast.

Get in touch with the show. Email [email protected]

Get in touch with Jon Cripwell: https://www.linkedin.com/in/joncripwell/

Get in touch with Emma Lockhart: https://www.linkedin.com/in/emma-lockhart-74755431b/

Christmas Is Just One Long Maths Problem (A Festive Aftermaths)

There’s no interview this week, no school talk, and absolutely no mention of lesson objectives.

Instead, Jon and Becky settle in for a festive Aftermaths special — a lighter, reflective end-of-term episode full of Christmas maths, curious statistics, questionable guesses, and the kind of conversations you can happily listen to while wrapping presents or hiding in the kitchen for five minutes of peace.

From debating whether Die Hard really is a Christmas film, to exploring how many calories we might consume on Christmas Day, this episode is a gentle reminder that maths has a habit of sneaking into life — even when school is firmly off the table.

Along the way, Jon shares festive statistics on charity giving, travel, food, drink, and Christmas traditions, while Becky brings some Christmas-themed world records, including the most successful Christmas movie of all time, the best-selling festive song ever, and one spectacularly tall Christmas tree.

There’s plenty of laughter, a few wild guesses (especially involving measurement), and more than enough festive maths to fuel a Christmas quiz or two.

As we wrap up the year, it’s also a chance to say a huge thank you to everyone who’s listened to the podcast in 2025 — with one final roundup episode still to come before we head into 2026.

🎄 Merry Christmas from The Primary Maths Podcast.

• Is Die Hard actually a Christmas film?
• Festive generosity and charity by the numbers
• Christmas Day calories, timing, and traditions
• Travel maths at the busiest time of year
• The highest-grossing Christmas film ever
• The best-selling Christmas song of all time
• One extremely tall Christmas tree (and some extremely bold guesses)

⭐ Enjoying the podcast?

If you’re feeling generous this Christmas, a quick rating or review on your podcast platform would be the perfect festive gift.

As the autumn term finally draws to a close, Jon and Becky reflect on teacher fatigue, festive chaos, and the sense of relief that comes with making it to the holidays.

This week’s Aftermaths dives into fractions — why they’re such a sticking point for pupils (and adults), and how misunderstandings often stem from losing sight of the whole. Jon shares reflections from a full day of fractions work with SCITT students, exploring why fractions feel so different from whole numbers, how notation can trip learners up, and why conceptual understanding matters far more than memorised procedures.

The conversation then turns to a worrying headline: AI and remote “virtual teachers” being used to teach maths. Jon and Becky unpack the implications, questioning whether specialist knowledge can ever compensate for the loss of relationships, responsiveness, and human presence in the classroom.

Finally, they reflect on key takeaways from this week’s interview with Mike Gardner on oracy — including purposeful talk, thinking aloud, effective talk partners, and the importance of creating classrooms that are safe spaces for both pupils and teachers to make mistakes.

A thoughtful, end-of-term episode that blends pedagogy, policy, and perspective — just as everyone heads into a well-earned break.

• Why fractions feel fundamentally different from whole numbers
• Common misconceptions caused by notation and procedures
• Conceptual understanding vs “doing the same to the top and bottom”
• Whether AI and remote teaching are solutions — or warning signs
• Why relationships sit at the heart of effective maths teaching
• Key oracy insights from Mike Gardner’s interview
• The value of purposeful talk, mistakes, and teacher confidence

📩 Get in touch:

Share your thoughts or your festive Maths of Life moments at [email protected]

⭐ Enjoying the podcast?

A quick rating or review really helps others find the show — and we appreciate it more than you know.

Oracy is set to play a central role in England’s refreshed curriculum, but for many teachers it still feels abstract or confined to English lessons. In this episode of The Primary Maths Podcast, Jon Cripwell is joined by Mike Gardner to explore what oracy actually looks like in a real maths lesson.

Together, they deconstruct a lesson from start to finish, showing how purposeful talk can strengthen learning at every stage, not as an add-on, but as a core part of effective maths teaching.

Mike draws on over 13 years of classroom experience across Nursery to Year 6, as well as his current role supporting teachers across 13 schools, to share practical, low-effort strategies that teachers can use immediately.

• Why oracy matters in maths
• How talk supports thinking, reasoning and understanding, and why it is increasingly prominent in curriculum reform.
• The warm-up and starter
• Using short, verbal routines to engage pupils, build fluency and transition productively into maths learning.
• Retrieval through talk
• Moving beyond hands-up questioning to strategies like odd one out, partner explanation and shared reasoning.
• Teacher modelling and thinking aloud
• Making mathematical thinking visible by verbalising decision-making, misconceptions and self-correction.
• Stem sentences and choral repetition
• How repeated language builds schema, confidence and mathematical precision.
• Pupil practice with purpose
• Using structures such as Rally Coach to deepen understanding without increasing workload.
• Formative assessment through listening
• Why hearing pupils explain their thinking often tells us more than written answers alone.
• Exit tickets that reveal understanding
• Creative approaches such as misconceptions, forbidden words and verbal reflection.

Throughout the episode, Mike and Jon return to a central idea: the goal is not more talk, but better talk. Talk that helps pupils organise their thinking, use mathematical language accurately, and understand the “why”, not just the “how”.

Mike Gardner is an experienced primary teacher and Teaching and Learning Lead across the Maritime Academy Trust. Having taught across the full primary age range, he now works alongside leaders and teachers in 13 schools to develop high-quality classroom practice, with a particular focus on oracy and its impact on learning, wellbeing and social mobility. Mike is also the author of Voices of Opportunity, published by Routledge in 2026.

In this week’s Aftermaths, Jon and Becky unpack a festive mix of maths chat, listener questions, curriculum reflections and some unexpectedly delightful Spotify Wrapped stats.

• A listener question on probability, independence and why a coin can land heads 999 times in a row… yet still be 50/50 on the next flip.
• Jon explains just how unlikely it is to flip 1,000 heads in a row (spoiler: think “finding one specific grain of sand on Earth”).
• Becky revisits probability misconceptions and why humans find long-term averages so counterintuitive.
• The pair explore the curious joys of Quality Street ratios, shrinking tubs, and the mathematics of Christmas preparation.
• Jon reveals the podcast’s Spotify Wrapped results — including top 10 fans, surprising crossover audio-book choices, and what the stats say about teacher listening habits.

They dig into the Santander global report on financial education, discussing:

• Why financial education now ranks just below maths in perceived importance
• How early money habits begin forming
• The tension between PSHE, time pressures and curriculum expectations
• What the Curriculum & Assessment Review might mean for schools

Finally, Jon and Becky reflect on Jon’s interview with Patrick Renouf, including:

• Patrick’s journey from maths-traumatised pupil to maths specialist
• The power of coaching models and non-evaluative PD
• Concept-based inquiry (“stop telling pupils the end of the movie”)
• The importance of curiosity, struggle and the learning pit
• Why pedagogical approaches shouldn’t be siloed by subject

🧠 Key Takeaways

• Short-term independence vs long-term distribution is where probability often trips people up — and pupils too.
• The podcast had a standout debut year on Spotify, reflecting strong engagement, long listening times and lots of shares.
• Financial education is increasingly seen as essential, but many teachers feel underconfident and under-resourced.
• Maths pedagogy connects across subjects — good inquiry, oracy and mastery principles support learning everywhere.
• Struggle isn’t a failure state — for pupils or teachers. It’s the work.

Jon and Becky want your festive Maths of Life examples and classroom Christmas maths stories.

Email [email protected] or drop a comment/DM on social media.

Jon interviews Mike Gardner on what oracy looks like in every stage of a maths lesson — a practical walkthrough packed with classroom-ready ideas.