The Primary Maths Podcast

A lively history of the equals sign kicks things off with surprising backstory. The presenters count down six of the toughest primary maths topics, from comparing fractions and long division to analogue time, metric–imperial conversions and angles. They also revisit problem solving’s role in building resilience and explore why some numbers stick in memory.

In this episode, Jon sits down with Phil Herd -, maths specialist, and long-time champion of teaching for understanding - to unpick what problem solving really means in primary maths, and why it remains one of the most misunderstood strands of our curriculum.Together they explore why problem solving is far more than a final question on a worksheet, why pupils struggle to get started on unfamiliar tasks, and how teachers can build a classroom culture where getting stuck is expected rather than feared.This conversation goes deep into the practicalities: the curriculum pressures, misconceptions about “challenge”, and how to elevate reasoning, conjecture, and strategic thinking so that pupils become flexible, resilient mathematicians.✨ What We CoverWhat problem solving is (and what it absolutely isn’t)Why routine and non-routine problems demand different kinds of thinkingHow current curriculum structures shape pupils’ approaches to unfamiliar tasksCreating lessons where success is defined by learning, not just correct answersStrategies that build resilience, metacognition, and “stickability”How to explicitly teach problem-solving strategies without turning them into a checklistThe role of discussion, conjecture, and classroom talk in deepening understandingWhy procedural fluency, reasoning and problem solving must be seen as connected but distinctWhat assessment can (and can’t) tell us about a child’s problem-solving capabilityHow to design lessons and tasks that invite exploration rather than anxiety🔑 Key TakeawaysProblem solving is central to mathematical thinking, not an add-on.Confusion between routine tasks and genuine problem solving leads to poor classroom practice.Pupils need explicit modelling of strategies — and lots of opportunities to try them.Resilience is not fixed; it grows when classrooms normalise “being stuck”.Conceptual understanding is the foundation for true independence in problem solving.Assessment needs to reflect problem-solving behaviours, not just recall and speed.Non-routine problems must appear regularly, not once a term as a novelty exercise.The aim of a lesson should be about learning something mathematical, not scoring a correct answer.Share your thoughts on today's episode by emailing primarymathspodcast@twinkl.co.uk

In this Aftermaths episode, Jon is joined once again by Sally Cole (standing in heroically for Becky!) for a wide-ranging Friday debrief. Together they unpack a huge week in maths education, from the launch of the brand-new Twinkl Maths app on iOS to the University of Nottingham’s State of the Nation review — plus a Maths of Life segment that dives into the mind-bending scale of a trillion.This week’s conversation pulls together classroom practice, national trends, early years pedagogy and variation theory in the way only an Aftermaths episode can.⭐ What We Talk About• The new Twinkl Maths App on iOSWhat’s inside it, how it helps with fluency, MTC practice, SEND-friendly settings, and why the Skills Safari is grounded in the Ready-to-Progress criteria.• Why multiplication and division deserve more curriculum timeJon reflects on a full-day session with SCITT students and why multiplicative thinking underpins fractions, scaling and upper KS2 success.• Insights from the latest maths education reportIncluding:– Why reception pupils begin with overwhelmingly positive attitudes towards maths– A surprising link between attitudes and month of birth– Why most primary teachers feel under-prepared due to workload– The Key Stage 2 → Key Stage 3 transition problem– Why early attainment predicts GCSE outcomes far more than we’d like– Maths anxiety in Year 7 (40% reporting high anxiety)• The EYFS problem for maths leadsMost maths leads teach in Year 6 — and feel least confident about early years. Jon gives a shout-out to Twinkl PD’s EYFS maths course.• Maths of Life: How big is a trillion?Following Elon Musk’s headline-grabbing pay deal, Jon explores the staggering scale of a trillion using comparisons involving seconds, sand, cornflakes, blades of grass and Welsh geography.– 1 trillion seconds = 31,709 years– 1 trillion grains of sand = a small bucket– 1 trillion cornflakes = 55 Olympic swimming pools– 1 trillion blades of grass = would cover Wales 12 times– UK long-scale vs US short-scale number names• Key takeaways from Jon Bee’s interview on variation theorySally and Jon unpack:– The difference between variation and variety– Procedural vs conceptual variation– Jon Bee’s “procedural shock” example– Why representation choices matter– How schema-building across key stages keeps children engaged– The importance of teaching what multiplication means, not just how to execute it

In this episode, Jon is joined by maths advisor, Primary Mastery Specialist and author John Bee, whose new book Teaching Maths for Mastery: Practical Strategies for Primary Schools digs deep into what great maths teaching really looks like.Together they explore variation theory: what it is, what it isn’t, and why it is often misunderstood in primary classrooms. John breaks down the difference between conceptual variation and procedural variation, shares practical examples teachers can use tomorrow, and explains how careful task design can reveal the underlying structure of the mathematics rather than simply repeat the same procedure.This conversation is packed with insights for classroom teachers, maths leads and anyone interested in teaching for mastery, curriculum design or improving pupils’ mathematical understanding.What We CoverWhy variation is one of the most powerful but least understood ideas in the mastery approachThe difference between conceptual and procedural variationWhat teachers should highlight when they ask pupils “What’s the same and what’s different?”Why showing too many representations can tip into variety rather than variationHow careful sequencing helps pupils make connections instead of relying on tricksThe role of intelligent practice in deepening familiarity without mechanical repetitionHow variation links with representations, structure and lesson designCommon pitfalls when using variation in the classroomHow schemes can help (and sometimes hinder) real understandingWhy subject knowledge is crucial when adapting tasks and modellingPractical examples that reveal commutativity, place value structure, decimals and moreAbout Our GuestJohn Bee is a maths adviser for a large Multi Academy Trust, a Primary Mastery Specialist, and the author of Teaching Maths for Mastery. He holds a Master’s degree in Education and runs mrbeeteach.com, where he shares resources, reflections and CPD for teachers and maths leads.Website: mrbeeteach.comBook: Teaching Maths for Mastery (2025)

In this week’s Aftermaths episode, Jon is joined by two special guests from the Twinkl team. Michelle Windridge, National Education Lead for EYFS and returning guest from last week’s episode, and Ashleigh Morris, National Education Lead for Secondary Science and host of the STEM Conversations podcast. Together they dive into the week’s interview with Cate Fearn and explore why times tables are so often a source of anxiety for children and adults alike.The discussion ranges from conceptual understanding in early maths to the role of practice, memorisation and fluency in Key Stage 2. Michelle explains why deep number sense in the early years is essential before pupils ever attempt multiplication. Ash offers a secondary perspective on how much groundwork primary teachers cover before pupils reach Year 7, and shares reflections on recall, formula sheets and what really matters when preparing pupils for problem solving.Jon then unpacks why primary schools in England teach times tables up to 12, tracing the history back to pre decimal British currency and noting the return of 12 × 12 in the 2014 National Curriculum. The group consider whether competition based times tables approaches help or hinder learning, with personal experiences of public leaderboards, chanting and high pressure classroom quizzes.This week’s Maths of Life segment takes an unexpected turn into the world of professional golf. Jon explains why LIV Golf is called LIV and how Roman numerals quietly sneak into watches, architecture, TV credits and now sporting brands. The conversation leads to surprising links between modern maths teaching, ancient number systems and even Rolex design choices.Listeners will enjoy a mix of humour, practical insights and honest reflections on maths education across the primary and secondary phases.In this episode:• What Cate Fearn gets right about teaching times tables• Why understanding must come before memorising• How EYFS number work sets the foundation for all future maths• Why times tables go up to 12 in the English curriculum• The impact of competition, pressure and public recall• Secondary perspectives on recall, fluency and real maths learning• The story behind LIV Golf’s name and Roman numerals in daily life• Why watches, films and the BBC still use Roman numerals• Confidence, cognitive load and helping all learners succeedMentioned in the episode:• The Primary Maths Podcast interview with Cate Fearn• STEM Conversations podcast with Ashleigh Morris and Sarah Hudson• Curriculum and Assessment Review and times tables expectations• EYFS approaches to number sense and early fluency

Few areas of primary maths cause as much debate as times tables.We all agree they matter, but how pupils develop fluency, understanding and confidence is still up for discussion.In this episode, Jon Cripwell talks to Cate Fearn — primary educator, maths specialist and creator of Table Stick, a classroom tool designed to make multiplication practice more engaging and sticky.Together they explore:Why early experiences of times-table teaching can shape maths attitudes for lifeWhat true fluency means beyond rapid recall – and how efficiency, accuracy and flexibility all play a partThe importance of teaching multiplication conceptually, not just testing itHow manipulatives such as counting sticks, Numicon and ten-frames can deepen understandingWhy little-and-often conceptual teaching beats weekly chanting or random testingHow landmark facts, patterns and connections (like doubles and square numbers) help pupils build lasting recallPractical strategies for teachers to model quick reasoning without fear or pressureCate’s story of transforming her own struggles with maths into a passion for helping others, and the journey behind the Table Stick resourceWhether you’re a maths lead, class teacher, or TA, this conversation will help you rethink how pupils learn their times tables — not just memorise them.🔗 Links mentionedTable Stick – Official Website

This week’s Aftermaths dives deep into one of the trickiest topics in the primary maths curriculum — division. Why do so many pupils (and teachers) find it difficult? Jon and Becky unpack the cognitive, linguistic and conceptual challenges behind division and explore what teachers can do to make it more meaningful.They also reflect on the Curriculum and Assessment Review and Twinkl’s new Curriculum & Assessment Review Hub, which summarises the 197-page report (plus appendices!) and the Government’s response for every subject — including a must-read summary for maths.👉 Explore the Curriculum and Assessment Review HubLater in the episode, Becky’s Maths of Life takes a theatre-themed turn, revealing how ticket discounts and Halloween offers show why calculators aren’t the answer to every maths problem. And Jon reflects on why conceptual understanding beats procedural fluency — especially when pupils (and adults) reach for technology to “do the maths” for them.They also look back on the EYFS Maths episode with Michelle Windridge, discussing the lessons older year groups could learn from play-based, curiosity-driven learning in Reception. From “joyful chaos” to task design and continuous provision, they highlight why EYFS maths is anything but easy — and why it matters more than ever.🔑 Key TopicsThe Curriculum and Assessment Review: implications for the new curriculum landing by September 2028Why division is conceptually harder than addition, subtraction, or multiplicationUnderstanding the difference between partitive (sharing) and quotative (grouping) divisionHow inconsistent mathematical language (divide by, goes into, shared between) confuses pupilsThe role of times tables fluency in supporting divisionHow subject knowledge and models & representations impact teaching successRemainders, flexibility, and efficient written or mental methodsDivision as a gateway to fractions, ratio, and algebraic thinkingThe misconception that calculators replace understandingLessons from EYFS maths and what KS1–2 can learn from early conceptual play💬 Questions for ListenersWhat’s the biggest barrier to children mastering division in your classroom?How do you define success in division — getting the answer right, or understanding the process?Are your pupils more confident with sharing or grouping models?Get in touch at primarymathspodcast@twinkl.co.uk🧠 Maths of LifeBecky reflects on the maths behind ticket discounts and why a calculator can’t replace mathematical reasoning. From Halloween theatre offers to shopping deals, it’s a real-life reminder that fluency isn’t just speed — it’s knowing what calculation to do, and why.🪜 Related EpisodesEYFS Maths with Michelle Windridge – Episode 27Curriculum and Assessment Review: Emergency EpisodeAI and Maths Education with Simon Bond – Episode 25

In this special emergency episode of The Primary Maths Podcast, Jon is joined by Becky, Sally and first-time guest Lisa to unpack the government’s newly released Curriculum and Assessment Review – and the official response that landed alongside it.Together, they explore:Why the review was commissioned and what it aims to achieveThe key takeaways for primary maths – from number fluency and multiplicative reasoning to problem solvingWhat might move from Key Stage 2 to 3 (and why)Changes to assessment, including the MTC, KS1 and KS2 SATsThe growing role of financial education and citizenship in primary schoolsWhether this review represents evolution or revolution for the curriculum💭 Have thoughts on what the new maths curriculum should include? Email primarymathspodcast@twinkl.co.uk or message us on social media.

This week, Jon is joined by Michelle Windridge, Twinkl’s National Education Lead for School-Based EYFS, for a deep dive into what early years maths really looks like - and what it definitely doesn’t.Even the most confident maths leads can find EYFS a bit of a mystery, so Jon and Michelle unpack the Early Years Foundation Stage framework, explore the importance of talk and play, and discuss how to spot great mathematical learning in the mess and magic of a reception classroom.They talk about:Why the EYFS framework changed and why “numbers to 10” is such a big dealThe balance between adult-led input and child-led explorationHow maths happens everywhere — not just in a “maths area”The importance of consistent language and confident support staffWhat assessment really looks like in EYFS (and why it’s not about tick boxes)The dangers of chasing Good Level of Development (GLD) scores instead of good practiceWhether you’re a maths lead wanting to understand EYFS, or an early years teacher hoping to connect more with the rest of your school, this episode is full of practical insights and friendly reassurance.Resources mentioned:Twinkl EYFS Maths CourseTwinkl TeachMeets for Teaching AssistantsQE Insights and Twinkl news for curriculum updates🎧 Subscribe and share with a colleague who could use a confidence boost in early maths.

This week, Jon and Becky are back for a half-term special that explores the foundations of mathematical understanding — and the curious maths behind our PIN codes.Jon unpacks what number sense really means, why it underpins everything else in maths, and how fragile number sense can often go unnoticed until it becomes a barrier to progress. They discuss what teachers can look out for, from over-counting and weak part-whole relationships to over-reliance on formal methods, and share practical classroom routines to help strengthen number sense — including number talks, subitising games, estimating, and developing mathematical vocabulary.Becky’s Maths of Life segment takes an unexpected turn, starting with the Battle of Hastings and ending with data on the world’s most common PIN numbers. Along the way, she reveals what our number choices say about us and why probability makes the world more surprising than we think.Jon then wraps up with a Research in 60 Seconds(ish) segment, sharing a new study from the British Educational Research Journal on how peer and self-assessment shape motivation, metacognition, and resilience. The findings suggest that peer assessment, in particular, helps pupils clarify their own thinking — and why talk and reflection are central to real learning.Next week, Jon is joined by early years specialist Michelle Windridge to discuss what effective early maths looks like in practice and why every phase can learn something from EYFS.