The NCETM Maths Podcast, from the National Centre for Excellence in the Teaching of Mathematics, invites teachers, maths experts and anyone with a passion for teaching maths to talk about topics that shine a light on great maths teaching. With ideas for classroom activities, inspirational stories of careers in maths, and lively debates on contemporary topics, the NCETM podcast has something for everyone. Listen wherever you get your podcasts.
Episodes
Monday Jan 22, 2024
Monday Jan 22, 2024
In Part 2 of Episode 78 of the NCETM Maths Podcast, Professors Alf Coles and Nathalie Sinclair continue their discussion about the dogmas in maths teaching and learning, with host Julia Thomson. We explore the misconceptions that ‘maths is culture-free’ and that 'maths is for some people and not for others'. We also scrutinise the notion that ‘maths is hard because it is abstract’ and discuss the Concrete, Pictorial, Abstract (CPA) model within mastery and the power of representations in maths.
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Professor Alf Coles, University of Bristol
- Professor Nathalie Sinclair, Simon Fraser University, British Columbia
- Julia Thomson, Communications Manager, NCETM.
Episode chapters
- 00:06 - Introduction and welcome
- 00:32 - Exploring the dogma: maths is culture-free
- 05:37 - Maths and climate change
- 07:41 - Debunking the dogma: maths is for some people and not for others
- 12:48 - The power of representations
- 17:02 - Algebra in the primary classroom
- 17:44 - Conclusion and preview for Part 3
Useful links
- I Can’t Do Maths! Why children say it and how to make a difference by Professor Alf Coles and Professor Nathalie Sinclair (Bloomsbury, 2022)
- NCETM Primary Mastery Professional Development Materials
- Journeys on the Gattegno Tens Chart by Alf Coles, 2014
- Learning Mathematics for an environmentally sustainable future by Karl Bushnell (Association of Teachers of Mathematics, 2018)
- Gattegno’s ‘numbers as lengths’ as mentioned by Alf Coles, Working with Rods and Why (Association of Teachers of Mathematics, 2017)
- I Can't Do Maths - Podcast Episode 78 - Part 1
- Explore previous episodes of the NCETM podcast in our archive.
Wednesday Jan 17, 2024
Wednesday Jan 17, 2024
In this episode, we talk to Professor Alf Coles and Professor Nathalie Sinclair about their book, I Can’t Do Maths! Why children say it and how to make a difference. In the book, Alf and Nathalie identify, unpick and challenge some of the most commonly-held beliefs about maths teaching and learning. In Part 1 of our conversation, we explore the background to the book and the first two dogmas, or myths, about maths education that Alf and Nathalie explore in the book.
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Professor Alf Coles, University of Bristol
- Professor Nathalie Sinclair, Simon Fraser University, British Columbia
- Julia Thomson, Communications Manager, NCETM.
Episode chapters
- 00:05 - Introduction to part 1
- 01:02 - Meet Professors Alf Coles and Nathalie Sinclair
- 02:06 - Unpacking the concept of ‘dogmas’ in maths education
- 05:52 - Exploring the first dogma: maths is a building-block subject
- 11:51 - Challenging the second dogma: maths is always right or wrong
- 16:58 - Conclusion and preview of Part 2.
Useful links
- I Can’t Do Maths! Why children say it and how to make a difference by Professor Alf Coles and Professor Nathalie Sinclair (Bloomsbury, 2022)
- NCETM Primary Mastery Professional Development Materials
- NCETM Curriculum Prioritisation in Primary Maths
- Journeys on the Gattegno Tens Chart by Alf Coles, 2014
- Explore previous episodes of the NCETM podcast in our archive.
Thursday Nov 16, 2023
Thursday Nov 16, 2023
In Part 2 of our discussion with Dr Ems Lord and Liz Woodham from NRICH and Grace Coker from the EEF, we explore how games can facilitate collaborative problem-solving, encourage parental engagement and make homework more enjoyable.
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Ems Lord, Director of NRICH, University of Cambridge
- Liz Woodham, Primary Coordinator, NRICH, University of Cambridge
- Grace Coker, Maths Content Specialist, Education Endowment Foundation (EEF)
- Julia Thomson, Communications Manager, NCETM.
Episode chapters
- 00:05 - Introduction
- 00:59 - Exploring the importance of collaboration in maths
- 03:20 - Introducing maths games: NIM-7 and Got It
- 05:53 - More game suggestions and utilising classroom resources
- 07:51 - Encouraging parental involvement in maths practice
- 10:08 - Solving Together: a homework project for secondary schools
- 16:58 - Opportunities for new learning through games
- 17:56 - Top tips for using games in the classroom
- 19:54 - Conclusion
Useful links
- EEF Improving Mathematics in the Early Years and Key Stage 1
- EEF Working with Parents to Support Children’s Learning
- Making Maths Visual and Tactile by Judy Hornigold (SEN Books, 2016)
- NRICH games mentioned in podcast: Got It and Nim-7
- Number Hive, mentioned by Grace Coker
- NRICH Secondary parental engagement project: Solving Together
- NRICH Primary games
- NRICH Secondary games
- Explore previous episodes of the NCETM podcast in our archive.
Thursday Nov 09, 2023
Thursday Nov 09, 2023
In Part 1 of this discussion with Dr Ems Lord and Liz Woodham from NRICH and Grace Coker from the EEF, we explore the many benefits of using maths games in both primary and secondary classrooms.
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Ems Lord, Director of NRICH, University of Cambridge
- Liz Woodham, Primary Coordinator, NRICH, University of Cambridge
- Grace Coker, Maths Content Specialist, Education Endowment Foundation (EEF)
- Julia Thomson, Communications Manager, NCETM.
Episode chapters
- 00:06 - Introduction
- 00:27 - Understanding the role of maths games in education
- 00:40 - Context and background: NRICH and the EEF
- 02:56 - The importance of maths games in classroom
- 04:55 - Advice from NRICH on effective use of maths games
- 08:14 - Common misconceptions about using games in the classroom
- 11:33 - The evidence and research on the use of maths games
- 15:06 - The concept of embodied learning in maths education
- 17:00 - Using games to facilitate and develop mathematical talk
- 18:58 - Conclusion and teaser for Part 2.
Useful links
- EEF Improving Mathematics in the Early Years and Key Stage 1
- EEF Blog: Let’s Get Physical!
- NRICH games mentioned in podcast: Got It and Nim-7
- NRICH Secondary parental engagement project: Solving Together
- NRICH Primary games
- NRICH Secondary games
- NCETM Checkpoints
- Explore previous episodes of the NCETM podcast in our archive.
Thursday Sep 28, 2023
Thursday Sep 28, 2023
Find out about the benefits of getting involved in the work of your local Maths Hub as a participating school, but also what the impact is of having some of your staff become Local Leaders of Maths Education (LLME).
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Sarah Smith, Headteacher Advocate and Executive Headteacher at St Cuthbert's Catholic Academy and Christ the King Catholic Academy in Blackpool
- Gabriella May, Primary Mastery Specialist, LLME, head of maths, and teacher at St Cuthbert's Catholic Academy in Blackpool
- Rebecca Longworth, Communications Manager at the NCETM.
Episode chapters
- 00.07 – Introduction
- 02.40 – The school's mastery journey and the benefit to pupils
- 06.38 – Hosting Mastering Number showcase sessions
- 09.02 – The impact on your school when a teacher becomes an LLME
- 12.12 – What an LLME does and how you can balance the commitment with your classroom teaching role
- 17.16 – The benefit to your school in having an LLME
- 20.00 – Advice for schools and teachers
Useful links
- Primary Mastery Specialists
- Maths Hubs
- Teaching for Mastery
- Explore previous episodes of the NCETM podcast in our archive.
Thursday Aug 17, 2023
Thursday Aug 17, 2023
Associate Professor at the University of Warwick, Sue Johnston-Wilder, discusses the prevalence of anxiety in our maths classrooms.
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Sue Johnston-Wilder, Associate Professor of Mathematics Education at the University of Warwick and co-founder of the international Mathematical Resilience Network
- Rebecca Longworth, Communications Manager at the NCETM.
Episode chapters
- 01.06 – Introduction and background of Sue’s work
- 04.29 – The brain and maths anxiety
- 10.34 – Who does maths anxiety affect?
- 16.00 – What signs to look out for
- 18.11 – Tips for teachers
- 23.07 – Where can we learn more about maths anxiety? Final thoughts from Sue
Useful links
- A Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning Mathematics
- Overcoming Mathematical Helplessness and Developing Mathematical Resilience in Parents: An Illustrative Case Study
- Addressing Mathematics Anxiety: A Case Study in a High School in Brazil
- Dan Siegel's Hand Model of the Brain video (YouTube)
- Explore previous episodes of the NCETM podcast in our archive.
Background reading
- Siegel D (2011) Mindsight: The New Science of Personal Transformation
- Benson H (2000) The Relaxation Response.
Thursday Aug 10, 2023
Thursday Aug 10, 2023
We explore how number lines can be used at KS2 to support children to develop a greater understanding of the linear number system and prepare them for secondary maths.
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Jennifer Ruddock, deputy headteacher, Corrie Primary School, Denton
- Jordanna Worrall, head of maths, Denton Community College, Denton
- Julia Morgans, Maths Hub Lead, Turing North West Maths Hub
- Julia Thomson, Communications Manager at the NCETM.
Episode chapters
- 00:05 – Introduction
- 02:23 – Why participants in the Work Group focused on the number line
- 06:25 – Exploring use of the number line at KS2
- 09:06 – Why drawing and understanding number lines is important at KS3 and beyond
- 11:20 – The importance of collaboration between KS2 and KS3 for progression
- 12:40 – How KS2 teachers can prepare children for KS3 maths using number lines
- 14:44 – Using number lines and the midpoint to support children in rounding
- 16:14 – Using number lines to find fractions of an hour and solve time problems
- 18:37 – Using number lines to find equivalent ratio
- 21:44 – Concluding thoughts on possible uses for number lines in KS2 and KS3
Useful links
- Issue 35 of Espresso provides useful reading on the number line
- Number Sense on the Number Line by Woods et al (2017)
- There are a wealth of activities designed to explore the linear number system, featuring number lines, in the NCETM Ready-to-Progress Criteria
- Years 5-8 Continuity professional development project
- Video summary of the research report, Understanding Structured Number Lines, which inspired the focus on number lines taken by Turing North West’s Years 5-8 Continuity Work Groups
- Find your hub
- Explore previous episodes of the NCETM podcast in our archive.
Diagnostic task
Children from Year 5, 6 and 8 classes were asked to draw a number line, either from 1 to 100 or from 50 to 70, with intervals of 10 marked on the line. Teachers observed the spacing of the intervals and paid particular attention to whether children could accurately indicate the location of the midpoint.
Diagram
The number lines referred to by Jordanna can be viewed on the NCETM website.
Wednesday Jul 26, 2023
Wednesday Jul 26, 2023
A secondary maths teacher explains the benefits of using algebra tiles, and shares some practical tips.
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Lizi Pepper, secondary maths teacher and KS3 maths lead at Tytherington School, and Secondary Mastery Specialist
- Becky Donaldson, NCETM Assistant Director for Secondary
- Beth Goodliff, Senior Communications Manager at the NCETM.
Episode chapters
- 00:34 – Introductions
- 01:16 – The big picture: why use algebra tiles?
- 03:39 – Where to start with algebra tiles
- 09:09 – Evidence that they are impacting on students’ understanding
- 11:16 – A learning sequence
- 17:24 – Limitations and benefits of the tiles
Useful links
- Lizi is @mathspeptalk on Twitter
- Becky is @donaldson_maths on Twitter
- Lizi’s blog is at https://mathspeptalk.blogspot.com/
- NCETM feature: Completing the square
- NCETM resource: Using mathematical representations at KS3.
Tuesday Jul 04, 2023
Tuesday Jul 04, 2023
Two Secondary Mastery Specialists explain the benefits of mastery to them, their departments, and their students.
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Beth Goodliff, Senior Communications Manager at the NCETM
- Paula Kelly, Secondary Mastery Specialist, LLME, Maths PGCE tutor, and teacher at Fulford School in York
- Tom Lumley, Secondary Mastery Specialist, LLME, SCITT tutor, and teacher at South Hunsley School in East Yorkshire.
Episode chapters
- 00:17 – Introductions
- 01:50 – The decision to become a Mastery Specialist
- 02:33 – Benefits to you as a teacher and benefits to the department
- 07:38 – Changes that have taken place in the maths department
- 10:39 – How the department have been trained in teaching for mastery
- 18:51 – Benefits to a school of having an LLME
Useful links
Monday Jul 03, 2023
Monday Jul 03, 2023
A primary maths lead in an area of high social and economic deprivation explains how a mastery approach to teaching precise mathematical vocabulary is giving pupils in her school a voice.
A transcript (PDF) of this episode is available to download.
Show notes
Taking part in the discussion:
- Julia Thomson, Communications Manager at the NCETM
- Victoria Moore, maths lead and Year 5 teacher, Usworth Colliery Primary School.
Episode chapters
- 00:06 – Introductions and school context
- 02:10 – How the school’s approach to teaching maths vocabulary has changed
- 03:40 – The purpose of using ambitious, higher-level maths vocabulary
- 05:32 – The approach to vocabulary across the school
- 07:00 – How staff have adapted to using higher-level maths vocabulary
- 09:59 – The impact on pupils
- 13:12 – Benefits of teaching maths vocabulary for higher attainers
- 16:00 – Explicit teaching of mathematical vocabulary