In this episode, we talk to Liz Woodham, Primary Coordinator at NRICH, about the Problem-solving Schools initiative and its aims to support the development of reasoning and problem-solving skills for pupils and students from Reception to post-16. Liz shares insights into the initiative's process, including the use of webinars and rich tasks to support schools, and we also look at the relationship between problem-solving and reasoning and their importance in a well-rounded maths education.

A transcript (PDF) of this episode is available to download.

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• Liz Woodham, Primary Coordinator, NRICH, University of Cambridge
• Julia Thomson, Senior Communications and Marketing Manager, NCETM.

• 00:00 Introduction
• 04:00 Problem-solving Schools initiative
• 05:08 The Kilpatrick Rope Model
• 08:39 The Five Big Ideas in Teaching for Mastery
• 10:26 Framework and goals of the Problem-solving Schools initiative
• 17:22 ‘NRICH-style’ problems and SATs-style problems
• 20:05 Developing a ‘productive disposition’
• 22:16 Making time for problem-solving
• 26:12 What is reasoning and problem-solving?
• 29:52 Exploring and noticing
• 37:26 Conclusion and how to get involved.

• NRICH Problem-solving Schools initiative
• NRICH Kilpatrick Rope Model
• NRICH game mentioned in podcast: Make 37
• Previous NCETM Maths Podcast discussion with NRICH: Episode 77 - Maths Games
• Mentioned by Julia: Five Big Ideas in Teaching for Mastery
• Feature on RIWGs: Research and Innovation in the Maths Hubs Network
• Explore previous episodes of the NCETM podcast in our archive.

In Part 2 of our episode on oracy with Jane Hawkins from the NCETM and Kathleen McBride from Voice 21, we explore the impact of the Maths Hubs’ Research and Innovation Work Groups (RIWGs), strategies for implementing oracy in both primary and secondary education, and the importance of oracy for enhancing student learning and engagement.

A transcript (PDF) of this episode is available to download.

• Kathleen McBride, Senior Learning and Innovation Lead, Voice 21
• Jane Hawkins, Assistant Director for Secondary, NCETM, and Assistant Maths Hub Lead, Jurassic Maths Hub
• Julia Thomson, Communications Manager, NCETM.

• 00:06 Welcome and introductions
• 00:51 Research and Innovation Work Groups (RIWGs)
• 02:28 Impact of Oracy RIWGs
• 04:41 Talk strategies
• 08:25 What does successful oracy look like?
• 10:58 The teacher’s role
• 12:18 Different types of talk
• 18:35 Oracy in secondary education
• 22:17 Ideas for teachers
• 25:44 Misconceptions about oracy
• 28:52 Resources and further reading
• 30:31 Conclusion.

• Listen to Part 1 of this podcast episode
• All-Party Parliamentary Group Report: Speak for Change (2021)
• Voice 21 website
• Voice 21 Talk Tactics and How to develop independent student discussion
• Voice 21 Talking Point publication (2023)
• Voice 21 Oracy Benchmarks report (2019)
• Voice 21 Impact Report (2022-23)
• NCETM Primary Curriculum Prioritisation materials
• NCETM Checkpoints for KS3
• Interthinking: Putting Talk to Work by Karen Littleton & Neil Mercer (Routledge, 2013)
• Talking Points: Discussion Activities in the Primary Classroom by Lynn Dawes (Routledge, 2012)
• Find your local Maths Hub
• Maths Hubs Research and Innovation Work Groups (RIWGs)
• Explore previous episodes of the NCETM podcast in our archive
• The NCETM Maths Podcast on Instagram.

In Part 1 of our discussion with Kathleen McBride from Voice 21 and Jane Hawkins from the NCETM’s Secondary Team and Jurassic Maths Hub, we discuss the definition of oracy, its significance for students' mathematical development, behaviour and overall well-being, and the role of Research and Innovation Work Groups (RIWGs) in exploring oracy's impact in classrooms. We also take a look at Voice 21’s Oracy Framework for schools and teachers.

A transcript (PDF) of this episode is available to download.

• Kathleen McBride, Senior Learning and Innovation Lead, Voice 21
• Jane Hawkins, Assistant Director for Secondary, NCETM, and Assistant Maths Hub Lead, Jurassic Maths Hub
• Julia Thomson, Communications Manager, NCETM.

• 00:06 Welcome and introductions
• 03:03 Definition, importance and research
• 08:58 Oracy challenges and misconceptions
• 13:01 Oracy Research and Innovation Work Groups
• 14:21 Oracy’s impact on learning
• 15:54 Purposeful talk
• 17:07 The Oracy Framework
• 19:54 Oracy in the maths classroom
• 28:33 Reflecting on teaching practice
• 30:15 Conclusion.

• All-Party Parliamentary Group Report Speak for Change
• Voice 21 Impact Report 2022-2023
• Voice 21 Oracy Framework
• Maths Hubs Research and Innovation Work Groups
• Bullock Report: A Language for Life (Bullock, 1975)
• EEF Dialogic Teaching Report (2017, 2022)
• School 21 and University of Cambridge Oracy Programme Pilot (2013/14)
• Coordinating Mathematical Success: the mathematics subject report (Ofsted, 2023)
• Explore previous episodes of the NCETM podcast in our archive
• The NCETM Maths Podcast on Instagram.

The NCETM Maths Podcast 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.

Most episodes are around 20 minutes long – perfect for your journey to work. So, if you like what you hear, hit subscribe to make sure you don’t miss an episode.

You can also find The NCETM Maths Podcast on Instagram: @themathspodcast. Be the first to hear about new episodes, and join in with the debate.

If there is a topic you would like to hear us discuss on the podcast, let us know at: info@ncetm.org.uk.

In this episode, Early Career Teachers from primary and secondary schools talk about their experiences of training to teach with Teach First, how they have honed their maths teaching skills, and what they have learned in their first years in the classroom.

A transcript (PDF) of this episode is available to download.

• Emily Dixon, Year 1 teacher at Tinsley Meadows Primary Academy, Sheffield
• Lauren Garrigos, maths teacher at Heartlands High School, Haringey, London
• Beth Goodliff, Senior Communications Manager, NCETM.

• 00:06 Introduction and welcome
• 00:40 Meet the guests
• 01:14 The journey to becoming a teacher: decisions and backgrounds
• 02:35 Training with Teach First
• 06:30 Overcoming challenges in the classroom
• 09:24 Celebrating successes: positive moments in teaching
• 12:12 Professional development in the first years of teaching
• 14:22 Advice.

• Teach First teacher training programme
• Specialist Knowledge for Teaching Mathematics: Primary Early Career Teachers Programme
• Specialist Knowledge for Teaching Mathematics: Secondary Early Career Teachers Programme
• Teaching for Mastery
• Explore previous episodes of the NCETM podcast in our archive
• The NCETM Maths Podcast on Instagram.

In this episode of the podcast, Rebecca and Sue explore the foundations of doubles in Reception and discuss how this concept is built on in KS1 and beyond. Having both been teachers in Early Years or KS1, they reflect on their own experiences and share practical tips for the classroom.

A transcript (PDF) of this episode is available to download.

• Sue Evans, NCETM Assistant Director for Primary, and former primary teacher
• Rebecca Fisher, NCETM Communications Manager, and former Early Years teacher

• 00:06 Introduction and welcome
• 01:28 What’s so important about doubles
• 04:01 What experiences do children need at the early stages?
• 08:28 Exploring representations in Reception
• 14:53 Doubles in continuous provision
• 19:18 What does this look like in KS1?
• 27:12 How your local Maths Hub can help and final thoughts.

• Images referred to in this episode
• Find your local Maths Hub
• The Early Years section of our website
• Mastering Number at Reception and KS1
• ‘They can see it straight away’: the impact of Mastering Number
• Explore previous episodes of the NCETM podcast in our archive
• The NCETM Maths Podcast on Instagram.

In this episode of the podcast, we speak to Cat Eadle, a teacher, dyscalculia specialist and co-founder of the Dyscalculia Network. Our conversation explores what dyscalculia is, how it differs from other maths difficulties, and how teachers can facilitate an early diagnosis. We also discuss the importance of teaching ‘maths for life’ skills, dyscalculia in the secondary maths classroom, and how teaching for mastery approaches can support dyscalculic students of all ages to do and enjoy maths.

A transcript (PDF) of this episode is available to download.

• Cat Eadle, The Dyscalculia Network
• Julia Thomson, Communications Manager, NCETM.

• 00:06 Introduction and welcome
• 00:18 Understanding dyscalculia and its impact
• 01:03 Cat Eadle: dyscalculia specialist
• 01:43 The birth of the Dyscalculia Network
• 03:13 Identifying dyscalculia: signs and symptoms
• 05:14 The importance of dyscalculia diagnosis
• 08:03 Supporting students with dyscalculia
• 10:40 The prevalence of dyscalculia
• 14:14 The mastery approach to teaching maths
• 16:42 The struggles of adults with dyscalculia
• 19:56 Resources, further reading and events
• 21:53 Conclusion.

• Dyscalculia Network website
• Dyscalculia Awareness Day 2024: three separate online events for parents (23/02/24), adults (29/02/24) and educators (01/03/24)
• The Dyscalculia Show 2024 at Birmingham NEC on 15/03/24 and 16/03/24
• The Dyscalculia Assessment by Jane Emerson and Patricia Babtie (2013, Bloomsbury)
• The Dyscalculia Solution: Teaching Number Sense by Jane Emerson and Patricia Babtie (2014, Bloomsbury)
• Ronit Bird website: games for dyscalculic learners
• Steve Chinn website
• Judy Hornigold website
• The Maths and Dyscalculia Assessment by Robert Jennings and Jane Emerson (available for pre-order, published on 18/07/24, Jessica Kingsley Publishers)
• Explore previous episodes of the NCETM podcast in our archive.

In this third and final part of this podcast episode, we conclude our conversation with Professors Alf Coles and Nathalie Sinclair about the dogmas they address in their book, I Can’t Do Maths! Why children say it and how to make a difference. In this part of the conversation, we put your questions, shared with us on social media, to Alf and Nathalie, and discuss topics including maths anxiety and enjoyment in the UK compared to other nations, how to support and encourage children who struggle with maths and how to respond when children ask, ‘When will I ever need this again?’.

A transcript (PDF) of this episode is available to download.

• Professor Alf Coles, University of Bristol
• Professor Nathalie Sinclair, Simon Fraser University, British Columbia
• Julia Thomson, Communications Manager, NCETM.

• 00:06 - Introduction and welcome
• 00:39 - Is maths anxiety a global issue?
• 02:31 - When will I ever need this maths?
• 09:18 - How parents can support their children
• 12:33 - The importance of learning maths
• 16:17 - Conclusion and final thoughts

• 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)
• Vihart, maths YouTuber recommended by Nathalie Sinclair
• Maths Games with Bad Drawings by Ben Orlin (Little, Brown, 2022) recommended by Nathalie Sinclair
• Mathematics for Human Flourishing by Francis Su (Yale University Press, 2021) recommended by Nathalie Sinclair
• Learning Mathematics for an Environmentally Sustainable Future by Karl Bushnell (Association of Teachers of Maths, 2018), mentioned by Alf Coles
• NCETM Primary Mastery Professional Development Materials
• 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
• I Can't Do Maths - Podcast Episode 78 - Part 2
• Explore previous episodes of the NCETM podcast in our archive.