The Primary Maths Podcast

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.

How do we decide which manipulative to use in a maths lesson, and why does that choice matter so much?

In this episode, I am joined by Jo Austen for a practical conversation about manipulatives, models, and professional judgement. Rather than treating resources as interchangeable or decorative, Jo helps us think carefully about what different manipulatives do mathematically, and what they quietly emphasise or obscure.

We explore how manipulatives fit within the CPA approach, why different models foreground different mathematical structures, and how physical properties such as loose parts, fixed parts, colour, and layout shape what pupils notice. We also discuss when virtual manipulatives can add real value, and where physical resources still play an essential role.

Along the way, Jo makes a compelling case for forward-facing maths: choosing representations not just to get through today’s lesson, but to build understanding that will support pupils later on. This is a conversation about preparation rather than performance, and about making deliberate choices that support thinking rather than replace it.

In this episode, we discuss:

1. Why CPA is not a checklist, and how manipulatives support movement between representations
2. How different manipulatives highlight different mathematical structures
3. Why physical properties such as fixed or loose parts, colour, and layout really matter
4. Common pitfalls, including choice overload and random variation
5. When virtual manipulatives can do things physical resources cannot
6. What it means to choose manipulatives with pupils future learning in mind

If you have ever wondered why a particular resource works, or does not work, in your classroom, this episode will help sharpen your thinking.

In this Aftermaths episode, Jon and Becky reflect on what it really means to do maths rather than watch it.

The conversation begins with Jon sharing an experience from a recent maths education conference, where extended time spent grappling with puzzles led to deep engagement, productive struggle and genuine mathematical thinking. Together, Jon and Becky explore why lessons that look slower on the surface can often be richer, more meaningful and more memorable for learners. They discuss the tension teachers feel between pace, coverage and allowing pupils the time they need to think, fail, notice and try again.

Becky then takes us on a fascinating whistle-stop tour through the history of the calculator. From fingers and pebbles, to abacuses, human computers and early mechanical machines, the discussion highlights how tools for calculation have always existed and how technological change challenges us to think carefully about why we teach maths at all. The conversation reinforces the idea that maths is not just about getting answers, but about developing the skills to reason, problem solve and make sense of unfamiliar situations.

The episode finishes with Jon sharing recent research into maths anxiety, focusing on age, gender and cultural differences. The discussion unpacks how anxiety can limit working memory and performance, why high attainment does not necessarily mean high confidence, and how a simple strategy such as expressive writing before tests could help pupils manage anxiety more effectively.

As always, this episode blends classroom reality, research and reflection, offering plenty of food for thought for teachers, leaders and anyone interested in how pupils experience maths.

If you enjoy the episode, please consider liking, subscribing or leaving a review, as it really helps other listeners find the podcast.

In this episode of The Primary Maths Podcast, Jon is joined by Sums of Anarchy co-founder Dominique Miranda to explore why so many people decide early on that maths “isn’t for them” – and what we can do about it.

Dominique shares her own journey from academic success through memorisation to realising, at university level, that understanding matters far more than recall. Together, Jon and Dominique unpack how early classroom experiences shape long-term confidence, why maths anxiety sticks for decades, and how cultural attitudes make it socially acceptable to opt out of maths altogether.

The conversation digs into the power of representations, colour, and visual thinking, drawing on Sums of Anarchy’s distinctive approach to making abstract ideas tangible. They explore times tables, fractions, curriculum sequencing, and the fine line between helpful shortcuts and hollow “tricks”.

Crucially, the episode reframes maths not as a set of procedures to follow, but as a way of thinking – a tool for knowing what to do when there isn’t a rule to apply. For teachers, leaders, and parents alike, this is a thoughtful discussion about how maths can become something learners participate in, rather than something they endure.

Guest Bio

Dominique Miranda is the cofounder of Sums of Anarchy, a platform dedicated to making maths fun and accessible to learners of all ages. Through their videos on social media and their range of books, courses and resources, they’re on a mission to kindle positive relationships with maths. Dominique has a Masters degree in Maths and Languages from UCL, and over ten years of tutoring experience, from early years to A-Level, as well as coaching teachers for the maths element of their teacher training exams. She now brings that experience to millions of people around the world, sharing fun tips and tricks for calculation, demystifying mathematical concepts, and telling the stories behind the numbers.

https://www.sumsofanarchy.com/

https://www.instagram.com/sumsofanarchy

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/