In this episode of The Primary Maths Podcast, Jon is joined by Bryn Llewellyn from Move and Learn, Paula Manser, headteacher at Birkby Infant and Nursery School, and Danielle Laramie, maths lead and assistant headteacher at Birkby.

Together, they explore what active learning really means in primary maths and, just as importantly, what it does not mean. This is not about children running around the classroom for the sake of it. It is about purposeful movement that supports attention, participation, memory, oracy and mathematical thinking.

Paula and Danielle share how active learning has become part of the everyday culture at Birkby Infant and Nursery School, a large, diverse school with high levels of EAL, SEND and pupil mobility. They explain how carefully chosen games and routines help children engage with mathematical ideas, demonstrate understanding, talk in full sentences and take part without always relying on spoken answers.

Bryn explains the thinking behind Move and Learn, including how movement can support retrieval, modelling, connection and creation. He also discusses the importance of simple routines, low-cost resources and building a classroom culture where children understand why movement is being used to support learning.

The conversation includes practical examples such as cone games, tick and cross activities, yoga poses for multiple choice answers, partner talk and sentence stems. It also explores how active learning can fit naturally within a mastery approach, supporting small steps, rehearsal, reasoning and whole-class participation.

This episode is especially useful for primary teachers, maths leads, senior leaders and anyone interested in making maths lessons more active, inclusive and engaging without losing sight of the learning intention.

You can find out more about Move and Learn here:

https://moveandlearn.co.uk/

Bryn also mentions the book How to Move and Learn, written by Ian Holmes, Bryn Llewellyn and Rich Allman, published by Crown House. https://www.crownhouse.co.uk/how-to-move-learn

TEDx Talk with Prof Andy Daly-Smith - https://youtu.be/tARSCzHLF5g?si=4tH_WZEYtkgLgzEo

Birkby Infant & Nursery School (Centre of Excellence video) - https://moveandlearn.co.uk/case-studies

You can get in touch with the podcast by emailing:

primarymathspodcast@twinkl.co.uk

You can connect with Jon on LinkedIn here:

https://www.linkedin.com/in/joncripwell/

And you can subscribe to the Primary Maths Podcast Substack here:

https://primarymathspodcast.substack.com/

If you enjoyed this episode, please subscribe or follow the podcast wherever you listen, leave a rating or review, and share it with a colleague who might be interested in making maths lessons more active, purposeful and engaging.

In this Aftermaths episode of The Primary Maths Podcast, Jon is joined by returning guest Ash Morris for a Friday conversation that begins with National Space Day and ends with one of the most talked-about education reports of the week.

Ash shares some suitably mind-bending space facts, including moon rocks, sunlight, Apollo, Artemis and why the Moon might be thought of as Earth’s child. Jon also remembers the author he forgot during the episode: Andy Weir, who wrote The Martian and Project Hail Mary, both brilliant examples of science-rich storytelling.

The second half of the episode turns to the new Student Grouping Study from the Education Endowment Foundation and UCL Institute of Education. The study looked at Year 7 and Year 8 maths classes, comparing pupils taught in mixed attainment groups with those taught in sets by prior attainment.

Jon reflects on what the findings might mean for primary maths, especially for teachers and leaders thinking carefully about mixed attainment teaching, challenge, lesson design and pupil confidence. The episode does not treat the report as a simple argument for or against setting. Instead, it asks a more useful question: what does any grouping model require teachers to think about?

If mixed attainment teaching is going to work well, pupils need access to the lesson, but they also need sufficient challenge. That means thinking carefully about pitch, representations, questioning, task design and how deeper thinking is built into the learning, rather than added on as a disconnected extension task.

The episode also considers the impact that grouping can have on pupils’ mathematical identity. In primary classrooms especially, children are often very aware of who is seen as “good at maths” and who is not. So the way we group pupils is never just a logistical decision. It can shape confidence, opportunity and how children see themselves as mathematicians.

You can read the EEF Student Grouping Study here:

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/student-grouping-study

You can find Ash on STEM Conversations, another Twinkl podcast, available on YouTube, Spotify, Apple Podcasts and wherever you usually get your podcasts.

You can find Jon on LinkedIn here:

https://www.linkedin.com/in/joncripwell/

You can subscribe to the Primary Maths Podcast Substack here:

https://primarymathspodcast.substack.com/

And you can listen to The Primary Maths Podcast on Spotify, Apple Podcasts, YouTube or wherever you usually get your podcasts. If you enjoy the episode, please subscribe, leave a rating or review, and share it with a colleague who is thinking carefully about grouping, challenge and mixed attainment teaching.

In this episode of The Primary Maths Podcast, Jon is joined by Kate Henshall and Kat Martin from Rethink Maths for a conversation about lesson design, task design and how we help children move beyond simply completing work towards deeper mathematical thinking.

Kate and Kat share their own experiences of maths at school, including how conceptual understanding, representations and manipulatives transformed the way they thought about the subject. The conversation then explores what we really mean by foundational knowledge in maths, and why that phrase needs careful thought if it is to be useful in classrooms rather than just another piece of educational terminology.

They discuss the importance of knowing what we want children to notice, how teachers can adapt schemes and resources without losing sight of the underlying principles, and why intellectual preparation matters even when high-quality materials are already available. There is also a strong focus on slowing down, asking better questions, choosing representations carefully and creating space for pupils to reason, explain and explore.

Along the way, Jon, Kate and Kat consider the tension between coverage, accountability and deep understanding, as well as the role of oracy, manipulatives, scaffolding and authentic questions in helping children engage more meaningfully with mathematics.

If you are interested in helping pupils think more deeply, make connections and experience maths as something to explore rather than simply complete, this episode is well worth a listen.

Kate Henshall is Education Director at Rethink Maths. She has previously worked as Deputy Director of Education and has experience as a primary teacher, maths leader and mastery specialist.

Kat Martin is Director of Foundations at Rethink Maths. She has previously worked as Head of International Development, supporting foundational numeracy work internationally, and has a background as a primary teacher and senior leader.

You can find out more about Rethink Maths at rethinkmaths.co.uk.

You can connect with Jon on LinkedIn at https://www.linkedin.com/in/joncripwell/

You can subscribe to the Primary Maths Podcast Substack at https://primarymathspodcast.substack.com/

To suggest a topic or guest for the podcast, email primarymathspodcast@twinkl.co.uk

In this Aftermaths episode, Jon and Becky dig into one of the biggest ongoing challenges in primary maths: problem solving.

Despite being one of the three core aims of the curriculum, problem solving is still too often treated as something we “do at the end” rather than something we explicitly teach. Drawing on classroom experience, research, and a classic article by Mike Askew, they explore the difference between routine and non-routine problems, and why that distinction matters more than ever.

The conversation unpicks a familiar issue. Children can often perform well in lessons, yet struggle when faced with unfamiliar problems. The issue isn’t always the maths itself, but the lack of a clear approach to tackling problems. As Jon puts it, we’ve been doing lots of solving of problems, but not enough teaching of problem solving as a skill.

Becky shares insights from her work developing new problem solving resources, including the importance of explicitly teaching strategies, building a toolkit of approaches, and creating opportunities for discussion, curiosity, and resilience. They also reflect on the reality of packed curricula, teacher confidence, and why “Fun Friday” problem solving didn’t always deliver what we hoped.

You’ll hear about:

• The difference between routine and non-routine problems and why it matters
• Why word problems are only a small part of true problem solving
• How approaches like pattern spotting and working systematically can provide a way in
• The role of resilience, discussion, and mistakes in developing confident problem solvers
• What it actually looks like to teach problem solving, not just assign it

The episode also introduces Twinkl’s new problem solving resource, designed to support both teachers and pupils with structured strategies, modelled approaches, and rich tasks that build understanding over time.

If problem solving has ever felt like the missing piece in your maths teaching, this is a great place to start.

Mike Askew article: https://www.teachprimary.com/learning_resources/view/ks1-and-ks2-maths-problem-solving

Twinkl Problem Solving Guide: https://www.twinkl.co.uk/resource/maths-problem-solving-product-guide-t-m-1776075213

Twinkl TeachMeet page (for upcoming webinars):

hhttps://www.twinkl.co.uk/events/teachmeet

Got a question, reflection, or classroom story?

Email: primarymathspodcast@twinkl.co.uk

Connect with Jon:

https://www.linkedin.com/in/joncripwell/

Substack:

https://primarymathspodcast.substack.com/

In this episode of The Primary Maths Podcast, Jon is joined by Cat Eadle from The Dyscalculia Network and Baroness Deborah Bull to explore one of the most overlooked areas in maths education: dyscalculia. Dyscalculia affects around 6% of learners, yet many teachers will go through their entire career without hearing it mentioned in training. So what is it? How does it present in the classroom? And what can we do to better support the pupils who are struggling to make sense of number? Together, Jon, Cat and Deborah unpack what dyscalculia is and what it isn’t, including the difference between general difficulty in maths and a specific learning difficulty. They explore why dyscalculia has historically received far less attention than dyslexia, despite similar prevalence, and how cultural attitudes towards maths may be part of the problem. The conversation moves into the classroom, where Cat shares practical insights into what teachers might notice, from persistent counting in ones to difficulties with number sense, time and memory. The discussion also explores the role of maths anxiety, the importance of early identification, and why some pupils may appear to understand in the moment but struggle to retain learning over time. Jon and his guests also reflect on the wider system, including teacher training, curriculum pressures and the need for greater awareness at policy level. Baroness Bull shares her work in the House of Lords to raise the profile of dyscalculia, including calls for improved recognition, early screening and increased support for schools. This episode is a powerful reminder that for some pupils, maths is not just difficult, it can feel inaccessible. With greater awareness and the right support, that can change. You can find out more about The Dyscalculia Network and access free resources here: https://www.dyscalculianetwork.com/If you enjoyed this episode, make sure you’re following the podcast so you don’t miss future conversations with leading voices in maths education. For questions, feedback or to get in touch, email primarymathspodcast@twinkl.co.ukConnect with Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/Follow along on Instagram: https://www.instagram.com/joncripwellmaths/Problem Solving TeachMeet: https://www.twinkl.co.uk/events/teachmeet/Maths-Problem-Solving-The-Power-of-Pattern-Spotting

Join Jon Cripwell, Baroness Bull, and Cat Eadle as they share insights into neurodiversity in the classroom. This teacher podcast aims to provide practical understanding and foster inclusive learning environments.

In this episode of The Primary Maths Podcast, Jon and Becky explore the mathematics behind space travel, inspired by the recent Artemis mission and the return of astronauts from their journey around the Moon. Starting with the sheer scale of the challenge, they unpack the numbers, distances, and precision required to send humans into space and bring them safely home again.

The conversation compares the Apollo missions of the 1960s with today’s Artemis programme, highlighting how technology has advanced dramatically while the underlying mathematics has remained the same. From trajectory calculations and launch angles to predicting where the Moon will be, this episode brings big mathematical ideas into a form that teachers can share with their pupils.

The episode then focuses on the remarkable story of Katherine Johnson, whose calculations were critical to the success of early space missions, including Apollo 11. Her work reminds us that mathematics is far more than arithmetic. It is about reasoning, modelling, and solving real problems that matter.

Along the way, Jon and Becky reflect on what this means for the classroom, why the maths we teach in primary school matters more than we might think, and how stories like this can inspire children to see themselves as mathematicians.

If you enjoy the podcast, don’t forget to subscribe and leave a review so you never miss an episode. You can also join the conversation on LinkedIn and connect with other educators.

We are also running a free online TeachMeet on problem solving, focusing on the power of pattern spotting. You can sign up here:

https://www.eventbrite.co.uk/e/maths-problem-solving-the-power-of-pattern-spotting-tickets-1981746761912?aff=ebdsoporgprofile

Get in touch with the show: primarymathspodcast@twinkl.co.uk

Follow Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/In this episode of The Primary Maths Podcast, Jon and Becky explore the mathematics behind space travel, inspired by the recent Artemis mission and the return of astronauts from their journey around the Moon. Starting with the sheer scale of the challenge, they unpack the numbers, distances, and precision required to send humans into space and bring them safely home again.

The conversation compares the Apollo missions of the 1960s with today’s Artemis programme, highlighting how technology has advanced dramatically while the underlying mathematics has remained the same. From trajectory calculations and launch angles to predicting where the Moon will be, this episode brings big mathematical ideas into a form that teachers can share with their pupils.

The episode then focuses on the remarkable story of Katherine Johnson, whose calculations were critical to the success of early space missions, including Apollo 11. Her work reminds us that mathematics is far more than arithmetic. It is about reasoning, modelling, and solving real problems that matter.

Along the way, Jon and Becky reflect on what this means for the classroom, why the maths we teach in primary school matters more than we might think, and how stories like this can inspire children to see themselves as mathematicians.

If you enjoy the podcast, don’t forget to subscribe and leave a review so you never miss an episode. You can also join the conversation on LinkedIn and connect with other educators.

We are also running a free online TeachMeet on problem solving, focusing on the power of pattern spotting. You can sign up here:

https://www.eventbrite.co.uk/e/maths-problem-solving-the-power-of-pattern-spotting-tickets-1981746761912?aff=ebdsoporgprofile

Get in touch with the show: primarymathspodcast@twinkl.co.uk

Follow Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/

Hello and welcome to this interview episode of The Primary Maths Podcast, the show where we talk all things primary maths. I’m Jon Cripwell.

In this episode, I’m joined by Paula Fieldhouse for a wide-ranging conversation about financial literacy, parental engagement, and what it really means to prepare children for the financial decisions they will face later in life.

We explore what financial literacy actually is, beyond budgeting worksheets and coin recognition, and why children’s early experiences of money at home play such a powerful role in shaping their attitudes, confidence and behaviours. Paula shares insights from her research into how families talk about money, how inequality shows up long before formal financial education begins, and why schools on their own cannot solve this issue.

We also discuss common misconceptions, including the idea that financial education is something that can be bolted on later, or that it sits outside the maths curriculum. Paula explains why parental engagement matters so much, what meaningful support for families can look like, and how initiatives like Learning with Parents are helping to bridge the gap between home and school in a practical, respectful way.

This episode will be particularly relevant for teachers, maths leads and school leaders thinking about inclusion, equity and real-world application in mathematics, as well as anyone interested in how education systems can support families rather than work around them.

You can find out more about Paula’s work and connect with her on LinkedIn at

https://www.linkedin.com/in/dr-paula-fieldhouse-7291a6189

You can also explore the work of Learning with Parents at

https://learningwithparents.com

If you’d like to get in touch with the show, you can email us at

primarymathspodcast@twinkl.co.uk

You can connect with me on LinkedIn at

https://www.linkedin.com/in/joncripwell

And you can follow me on Instagram at

https://www.instagram.com/joncripwellmaths/

If you enjoyed this episode, please consider liking, subscribing, or leaving a review. It really helps more people find the podcast.

In this Aftermaths episode of The Primary Maths Podcast, Jon and Becky return after the Easter break with a lighter, curiosity-driven conversation that blends real mathematics with everyday life.

Jon introduces a fascinating mathematical quirk known as Kaprekar’s constant. Starting with almost any four-digit number and following a simple process of rearranging and subtracting digits, you will always arrive at 6174. It is a brilliant example of how pattern, structure and curiosity can bring maths to life, and offers a simple but engaging classroom investigation.

The conversation then shifts into “Maths of Life”, as Becky shares a very relatable problem: calculating the area of an awkwardly shaped driveway. What follows is a great discussion about different ways to break down complex shapes, and how mathematical thinking allows us to approach the same problem in multiple valid ways.

Finally, Becky brings back “Etymathsology”, exploring the origins of mathematical language. This week includes the surprising Norse roots of the word “odd”, the evolution of “even”, and the historical meaning of “score” as a way of counting in twenties.

As ever, the episode is a reminder that maths is everywhere, from number curiosities to home improvements to the words we use every day.

If you enjoy the podcast, please follow, subscribe and leave a review. It really helps more people discover the show.

We always love hearing from you. If you’ve spotted some maths in your everyday life, get in touch and we might feature it in a future episode.

Email: primarymathspodcast@twinkl.co.uk

Jon’s LinkedIn: https://www.linkedin.com/in/joncripwell/

Substack: https://primarymathspodcast.substack.com/