Mr Barton Maths Podcast

Adam Boxer, a science teacher and education writer who co-runs Carousel Learning, brings a sharp, critical eye to AI in schools. He discusses AI marking, hallucinations and accuracy limits. He weighs workload savings against lost intellectual labour. He examines student-facing AI risks, ethical scraping concerns, and realistic, constrained uses that keep teachers in control.

Barbara Oakley, distinguished engineering professor and learning-science author behind Learning How to Learn. She explores AI as a research partner and personal tutor, the risks AI poses for assessment, and how it can boost lesson planning and teacher development. She also discusses using frequent low-stakes testing, building foundational fluency, and the ethical challenges of AI in classrooms.

Daisy Christodoulou, Director of Education at No More Marking and author on assessment, discusses AI in assessment and the history of automated marking. She covers comparative judgment versus absolute marking, why human oversight remains crucial, AI transcription pitfalls, effects on teacher development, and visions for blended high-tech infrastructure alongside traditional classrooms.

Iro Xenidou-Dervou, Reader in mathematical cognition and early financial literacy researcher, discusses how young children learn about money. She explains the Arlo's Adventures comic-based assessment and five core components of early financial literacy. The conversation covers tangible money experiences, cash versus digital payments, socioeconomic influences, and practical classroom and home strategies.

In this episode of the Mr Barton Maths podcast, Professor Victoria Simms discusses her research on children's mathematical thinking and the importance of family involvement in early education. She emphasises the role of the home environment in shaping children's mathematical experiences and the need for supportive resources for parents. The discussion also covers the challenges of early education, the impact of sibling interactions, and the long-term effects of early mathematical experiences. Vic shares insights on data-collection methodologies in educational research and highlights the importance of fostering positive mathematical experiences at home. Access the show notes here: podcast.mrbartonmaths.com/213-research-in-action-30-supporting-families-with-mathematics-with-vic-simms

In this episode of the Mr. Barton Maths podcast, Craig is joined by Chris Shaw, a mathematics educator with nearly 30 years of experience. They discuss Chris's transition from secondary school teaching to a full-time role at Loughborough University, where he is involved in teacher training and research. The conversation delves into the importance of effective explanations in mathematics education, the challenges of pursuing a PhD, and the role of sense-making in teaching. Chris shares insights from his research on what constitutes a good mathematical explanation and the significance of example selection in teaching. The episode concludes with reflections on the complexities of teaching and the ongoing quest for effective educational practices. Read the show notes here: podcast.mrbartonmaths.com/212-research-in-action-29-explanations-and-reasoning-with-chris-shore

Hugo Lortie-Forgues, senior lecturer in psychology and education who studies mathematical cognition and fractions. He talks about common fraction misconceptions in students and teachers. He explains how intervention effects are measured and how different metrics change perception. He explores communicating uncertainty, why ranges can reduce trust, and practical heuristics for judging study quality.

Andrew Manches, Professor of Children and Technology at the University of Edinburgh, explores how young children interact with physical and digital materials. He discusses blending screens with hands-on toys, balancing screen benefits and harms, gesture and embodied cognition, design-based research in real classrooms, and the rising role of AI in early learning.

In this conversation, Silke Goebel, a professor at the University of York, discusses her research on number processing in children, the cognitive and cultural aspects of numerical cognition, and the influence of language on learning mathematics. She explores how numbers are represented in the brain, the concept of subitizing, and the challenges posed by different number systems across cultures. The discussion also touches on the impact of bilingualism and reading direction on numerical understanding, as well as practical takeaways for teachers and parents to support children's mathematical development. Access the show notes here: https://podcast.mrbartonmaths.com/209-research-in-action-26-linguistic-influences-on-number-processing-with-silke-goebel/

Chris Bolton, author and curriculum thinker focused on atomization. Duncan Grantham, maths teacher and deputy head who codes AI-driven resources. They explore using LLMs to generate LaTeX, scale bespoke worksheets, and refine prompting workflows. Discussions cover voice-to-text, project memory, where AI shines and its limits with diagrams and precise maths formatting.