The Primary Maths Podcast

In this half-term Aftermaths episode, Jon and Becky take a deep dive into prime numbers and discover that they are far more than a Year 5 objective about “numbers with exactly two factors”.The conversation begins in the classroom, exploring how we define prime numbers and why 1 and 2 are both special cases. They reflect on how primes frustrate our desire for neat patterns, how children often assume odd numbers are prime, and how the Sieve of Eratosthenes gives us a beautifully systematic way of uncovering them.From there, the episode takes a historical journey. Jon revisits the work of Euclid, who proved over 2,000 years ago that there are infinitely many prime numbers. The discussion touches on the mind-bending nature of infinity and how powerful it is to share with pupils that maths is still unfinished.They then explore the work of Eratosthenes, whose famous sieve remains one of the most elegant algorithms for identifying primes. Along the way, Becky shares her fondness for teaching prime factorisation and even introduces her favourite palindromic prime.The episode moves into the 19th century and the still-unsolved Bernhard Riemann hypothesis about the distribution of primes, one of the great Millennium Prize Problems. Yes, there really is a million dollars waiting for someone who can crack it.Finally, the discussion lands firmly in the modern world. Prime numbers underpin the encryption systems that keep online banking, shopping and government communication secure. The episode introduces RSA encryption, developed by Ron Rivest, Adi Shamir and Leonard Adleman, and explains why multiplying large primes is easy but reversing the process is extraordinarily difficult.Key themes in this episode include:• Why prime numbers are the “atoms” of arithmetic • The Fundamental Theorem of Arithmetic and prime factorisation • Infinity as a classroom conversation starter • The beauty and mystery of unsolved problems • How prime numbers quietly protect our digital livesThis episode is a reminder that even the most familiar Key Stage 2 content can open doors to big ideas, rich history and genuine mathematical mystery.If you enjoyed this deep dive, leave a rating or review and let us know what topic you would like explored in a future Aftermaths episode. There are still plenty of mathematical rabbit holes to fall down.And if you’re listening over half term, we hope you’ve had at least a little rest.

Happy half term to those who celebrate. In this slightly re-routed Aftermaths episode, Jon and Becky lean into the fact that it is Friday the 13th and explore whether the date really deserves its unlucky reputation.From Gregorian calendar cycles to cultural superstitions across Europe and Asia, they unpack the mathematics behind how often Friday the 13th actually occurs and what the data really says about risk and coincidence.There is also a wonderfully elegant maths problem to enjoy. If 128 players enter a knockout tennis tournament, how many matches are played? What begins as a procedural halving exercise turns into a beautiful example of structural thinking and the idea that the best mathematicians often do the simplest maths.To round things off, Becky brings some Winter Olympics maths of life. From moguls and big air to 360s and 720s, they explore how angles, turns and even scaled scoring systems appear in freestyle snow events and what that might mean for the way we think about comparison and ranking.There is no interview episode next week due to half term, but Aftermaths will return as usual. If you have a mathematical mystery, historical deep dive or classroom curiosity you would like explored, email primarymathspodcast@twinkl.co.uk or send a message on social media and Jon and Becky will happily fall down the rabbit hole for you.Like and subscribe so you never miss an episode, and if you enjoyed this one, please do leave a rating or review.

What does it really mean to gamify maths, and when do games genuinely support learning rather than simply make practice feel more entertaining?In this episode of The Primary Maths Podcast, Jon is joined by Dr Sam Parkes for a thoughtful and practical conversation about games, play and digital learning in primary mathematics. Together, they explore the difference between games that allow pupils to show how strong they already are and games that actually help them get stronger mathematically.The discussion moves beyond surface level engagement to focus on task design, feedback, time pressure, inclusion and the role of the teacher in making games meaningful. Sam shares insights from research and classroom experience on why some games support reasoning, decision making and resilience, while others risk becoming little more than tests in disguise.They also examine common misconceptions about play based learning, including the idea that play is only about free choice or early years provision. Instead, Sam reframes play as an attitude towards learning that involves curiosity, exploration, safe experimentation and meaningful choice, all of which have a place across the primary age range.The conversation tackles difficult but important questions about digital maths games, including the use of speed, competition, rewards and leaderboards. Jon and Sam consider who these features benefit, who they may disadvantage, and how teachers can make more deliberate, informed choices when selecting and using games in time poor classrooms.There is also a thoughtful discussion about inclusion, SEND and the risks of games being used as a holding activity rather than a scaffold for learning. Throughout the episode, the emphasis remains on professional judgement, clarity of purpose and the idea that games are never a replacement for good teaching, but can be a powerful tool when used well.If you have ever wondered when maths games can help, when they might hinder, and how to evaluate them through a learning focused lens, this episode will give you plenty to think about.As always, Jon and Becky will be back on Friday with an Aftermaths episode to reflect on the conversation and draw out key themes for classroom practice.Guest bioDr Sam Parkes has over twenty years’ experience in mathematics education as a teacher, subject leader, school leader, lecturer and school improvement specialist. She holds a Doctorate in Education from the University of Reading and has a strong research interest in mathematics teaching and evaluation, inclusive learning cultures, communities of practice and playful pedagogy. Sam is currently working in EdTech in a Community Engagement role with NumberClub, where she continues her work to support meaningful, accessible and connected maths learning for all children and teachers.You can find out more about NumberClub at https://numberclub.com Sam can be contacted by email at sam@numberclub.com

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 primarymathspodcast@twinkl.co.uk.You can read the research discussed in this episode here: https://link.springer.com/article/10.1007/s10648-025-10108-1As 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:Why CPA is not a checklist, and how manipulatives support movement between representationsHow different manipulatives highlight different mathematical structuresWhy physical properties such as fixed or loose parts, colour, and layout really matterCommon pitfalls, including choice overload and random variationWhen virtual manipulatives can do things physical resources cannotWhat it means to choose manipulatives with pupils future learning in mindIf 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.

Dominique Miranda, co-founder of Sums of Anarchy and maths communicator with a Masters in Maths and Languages, talks about how early classroom experiences shape lifelong maths confidence. She explores visual representations, colour and patterns to make abstract ideas tangible. They discuss fractions, times tables, curriculum timing, shortcuts versus understanding, and valuing creative problem solving over speed.

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.In this episodeScaffolding vs adaptations: what scaffolding is (temporary, for everyone, faded), and what it isn’t (a permanent crutch or a euphemism for tiered tasks).A construction-site analogy for scaffolding — and why “for all” matters if we care about access and equity. 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”). 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). 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. Key takeawaysScaffolding should help learners reach the maths — then be removed. If the support becomes the method, we’ve stolen the thinking.Not all support is scaffolding. Some needs require specific adaptations, but that’s different from whole-class scaffolds designed into instruction. 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”. Problem solving grows from culture as much as content: curiosity, talk, and collaborative habits aren’t bolt-ons — they’re prerequisites. Mentioned / coming upNext Tuesday’s interview: Dominique from “Sums of Anarchy” on engaging pupils in maths — worth checking out her content ahead of the episode.Get in touchShare your best child logic (money or otherwise), or tell us what “scaffolding” looks like in your school: primarymathspodcast@twinkl.co.uk (Twinkl without the “e”).If you enjoyed the episode…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 solverswhy problem solving cannot be reduced to word problems or strategy postersthe role of mathematical habits such as noticing, conjecturing, visualising, tinkering, and pattern spottinghow metacognition and teacher modelling shape pupils’ willingness to have a gowhy curriculum design, classroom culture, and time allocation matter more than quick fixeshow SATs, fluency, and mastery are often misunderstood in relation to problem solvingWe 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 guestsSteve 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 touchIf you have thoughts on this episode, questions you would like us to explore, or ideas for future guests or themes, email the show at primarymathspodcast@twinkl.co.uk

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.🎒 Money in the modern classroomJon 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 systemHow money quietly introduces additive, multiplicative, decimal, and equivalence structuresWhy money lessons need to be hands-on, not worksheet-heavyHow school trips, chaos and all, create some of the most memorable maths learning momentsAlong the way, expect stories involving mint Matchmakers, ice lollies, and burning holes in pockets.💷 Money and financial educationThe 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.📚 Curriculum drafters: what we know so farThe newly announced maths curriculum drafters are discussed, with reflections on:Familiar names from maths educationThe scale and complexity of the task aheadThe importance of consultation with the professionWhat teachers might hope to see as the process unfolds🧮 SATs tips from the classroomListeners share practical (and reassuring) SATs insights, including:Why children don’t have to answer arithmetic questions in orderHow reading questions aloud can boost confidence and outcomesWays schools reduce stress through flexible test arrangementsA tongue-in-cheek reflection on the “magic week” of teaching long division🔤 Etymathsology: words we use, meanings we forgetBecky 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.🧠 Research in 60-ish secondsJon 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.🔍 Big takeawayAcross 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.