The Primary Maths Podcast

Episode

• 
  Who Decided How Long a Metre Is? AfterMaths Summer Special 3 07.08.2026 22mnt

  Who decided how long a metre should be? Why is a mile 1,760 yards? And what connects the French Revolution, an expedition from Dunkirk to Barcelona and the speed of light?In this AfterMaths Summer Special, Jon and Becky explore the messy, surprising and occasionally bewildering history of measurement.They begin in a world before standard units, when lengths were measured using hands, feet, cubits, spans and paces. These methods were convenient and widely understood, but rather less useful when accuracy mattered and everybody’s body produced a different answer.From there, they investigate the historical accumulation that gave us imperial units, including the supposed connections between inches and barleycorns, feet and actual human feet, and miles and Roman paces.The story then moves to revolutionary France, where mathematicians and astronomers attempted to create a universal decimal system based on the dimensions of the Earth. Their effort to establish the metre involved years of surveying, triangulation, political upheaval, arrests and the inconvenient discovery that neither the Earth nor their measurements were quite as perfect as hoped.The metre was later represented by a platinum-iridium bar, then by a wavelength of light and, finally, by the distance light travels through a vacuum in a precisely defined fraction of a second.It is a journey from body parts to universal constants, with plenty of mathematical history, questionable conversions and the inevitable disagreement about whether a pace and a “dolly step” are the same thing.Explore The Primary Maths Podcast and more from Twinkl:https://www.twinkl.co.uk/resources/twinkl-podcasts/primary-maths-education-podcast-twinkl-podcastsWe always love hearing from listeners. Send your questions, episode ideas and examples of maths hiding in everyday life to:primarymathspodcast@twinkl.co.ukSubscribe to the podcast newsletter on Substack:https://primarymathspodcast.substack.com/Connect with Jon on LinkedIn:https://www.linkedin.com/in/joncripwell/If you enjoyed the episode, please follow the podcast, leave a rating or review, or share it with a colleague. It really helps more teachers discover the show.Thanks for listening, and as ever, keep doing the maths.
• 
  The Probability Problems That Make Your Brain Hurt - AfterMaths Summer Special 2 2026 31.07.2026 30mnt

  Probability often feels as though it should be intuitive, right up until the mathematics tells us that our instincts are completely wrong.In this AfterMaths Summer Special, Jon and Becky explore the strange mathematics of chance. From rainy-day board games and rolling two dice to coin-toss streaks, lottery numbers and casino myths, they investigate why humans are so determined to find patterns in genuinely random events.Why is seven the most likely total when rolling two dice? How can just 23 people produce a better-than-even chance of two sharing a birthday? Are 1, 2, 3, 4, 5 and 6 genuinely bad lottery numbers? And after choosing between three mysterious doors, why should you abandon your original choice?The episode concludes with the famously counterintuitive Monty Hall problem: three doors, two goats, one car and a very good mathematical reason to switch.Expect hidden maths, questionable gambling strategies and several probability problems capable of making your brain hurt.Explore The Primary Maths Podcast and more from Twinkl:https://www.twinkl.co.uk/resources/twinkl-podcasts/primary-maths-education-podcast-twinkl-podcastsWe always love hearing from listeners. Send your questions, episode ideas and examples of maths hiding in everyday life to:primarymathspodcast@twinkl.co.ukSubscribe to the podcast newsletter on Substack:https://primarymathspodcast.substack.com/Connect with Jon on LinkedIn:https://www.linkedin.com/in/joncripwell/If you enjoyed the episode, please follow the podcast, leave a rating or review, or share it with a colleague. It really helps more teachers discover the show.Thanks for listening, and as ever, keep doing the maths.
• 
  Why Do Summer Holidays Feel Shorter As We Get Older? Summer Special 1 2026 28.07.2026 29mnt

  Why did the six-week summer holiday feel endless when we were children, yet now seems to disappear almost as soon as it begins?In the first of the 2026 Aftermaths Summer Specials, Jon and Becky explore the strange relationship between time, age and memory. They consider the popular proportional theory of time, the role of novelty in creating richer memories and the “return-trip effect”, which can make the journey home feel shorter even when the distance is the same.The conversation also takes in unusually long post-GCSE summers, children’s television, World Cup statistics and the role of the railways in creating standardised time across Britain.Before that, Jon and Becky discuss Andy Burnham’s arrival in Downing Street and Lucy Powell’s appointment as education secretary. What might the change mean for schools—and can the sector retain some much-needed continuity around SEND, curriculum reform, funding, recruitment and retention?Why Teaching Time Is So Hard and What We Can Do About It:https://www.twinkl.co.uk/l/1abmzuExplore PlanIt Maths Year 2 time resources:https://www.twinkl.co.uk/l/t9r41Listen to our earlier Summer Special, Making Sense of Time:https://www.twinkl.co.uk/l/1n860nRead the return-trip effect research:https://pubmed.ncbi.nlm.nih.gov/21861201/Subscribe to The Primary Maths Podcast Substack:https://theprimarymathspodcast.substack.com/Get in touch with Jon and Becky at primarymathspodcast@twinkl.co.uk.Subscribe to The Primary Maths Podcast so you don’t miss the next Summer Special: What Are the Chances of That?
• 
  KS2 SATs Results, AI and Outsourcing Mathematical Thinking 17.07.2026 37mnt

  What do this year’s KS2 SATs results really tell us about primary maths—and what might they be hiding?Jon and Becky examine the newly released national data, including the rise in maths attainment, the return of greater-depth results to pre-pandemic levels and the growing number of pupils working below the level of the tests. They discuss why a single score can never tell the whole story, why missing the expected standard does not mean a child “can’t do maths”, and whether the improving headline figures may be masking a widening gap between different groups of pupils.They also explore new research into pupils’ use of AI for mathematical word problems. Homework accuracy increased and answers were completed in seconds—but performance fell when pupils had to work independently under supervision. Are pupils using AI as a helpful learning tool, or simply outsourcing the thinking that helps learning happen?Read Jon’s blog on using AI tools to support maths learning:https://www.twinkl.co.uk/l/ecwcwExplore the newly updated PlanIt Maths scheme:https://www.twinkl.co.uk/l/ndlp8
• 
  Teaching in a Heatwave and is there a Place for Maths Hacks? 10.07.2026 30mnt

  In this episode of the Primary Maths Podcast, Jon and Becky ask whether we need to change the way we teach maths during a heatwave.With classrooms getting hotter and the end of term in sight, they explore what heat can do to attention, working memory, processing speed and classroom engagement. Is it just children being tired and sticky, or is there a genuine cognitive load issue at play?They also tackle one of the classic primary maths debates: when multiplying by 10, is it ever OK to say you “put a zero on the end”? Jon and Becky discuss place value, mathematical shortcuts, misconceptions, decimals, fluency, relational understanding and why seeing the structure matters more than simply getting the answer quickly.Plus, there’s ice cream ratios, hydration breaks, the Fosbury Flop, Richard Skemp, Jerome Bruner and a reminder that the brand-new PlanIt Maths Place Value resources are now available.Explore the new PlanIt Maths Place Value resources here: https://www.twinkl.co.uk/l/ndlp8
• 
  World Cup Maths, Equity and Oracy in the Primary Classroom 03.07.2026 33mnt

  World Cup Maths, Equity and Oracy in the Primary ClassroomIn this episode of the Primary Maths Podcast, Jon and Becky talk end-of-year school chaos, transition days, classroom moves, and the strange joy of finding a trolley when you really need one.The main discussion begins with reflections from the East Midlands West Maths Hub summer conference, where the focus was on equity in maths. Jon shares the powerful question at the heart of the day: who gets to participate in mathematical thinking, and what do we need to do differently in our lesson design so that all pupils can take part?Jon and Becky explore the difference between equality and equity, and consider how barriers in maths lessons are not always about individual pupils, but about the structures, routines and expectations around them. They discuss how silent classrooms, prior attainment labels, narrow learning objectives and the rush to find the correct answer can sometimes limit opportunities for mathematical thinking.There is also a focus on oracy in maths: why talk matters, how pupils benefit from explaining, reasoning and justifying, and why an incorrect answer can be just as valuable as a correct one when we take time to explore the thinking behind it.Later in the episode, attention turns to the World Cup and the many ways teachers can use it as a rich context for maths. Jon shares some World Cup facts and figures, including the first men’s World Cup in Uruguay in 1930, goal totals from past tournaments, stadium capacities, group tables, averages and goal difference.Jon and Becky suggest practical classroom ideas across the primary phase, including:counting, sorting, comparing and creating simple pictograms in EYFS and Year 1;using tables, match results and points totals in Years 2 and 3;exploring goal difference, averages, stadium capacities, fairness and predictions in Years 4, 5 and 6;asking open-ended questions such as “What maths can you see?” while watching or looking at images from a match.There is plenty here for teachers looking for meaningful end-of-year maths activities, especially when half the class is at transition day, sports day practice, or mysteriously missing because of something involving a clipboard.Whether you love football, tolerate football, or only notice it when it interrupts your usual television schedule, this episode is full of ideas for using real-world numbers, live data and sporting excitement to get children talking, thinking and reasoning mathematically.
• 
  Escape Rooms and Problem Solving (AfterMaths) 26.06.2026 37mnt

  In this episode of The Primary Maths Podcast, Jon and Becky reflect on the realities of summer term: heatwaves, report writing, and the heroic act of trying to teach when everyone is melting.They then turn to problem solving in primary maths, asking whether it should really be saved for the end of the year, or whether pupils need regular, explicit teaching of the skills that help them tackle unfamiliar problems with confidence.Jon and Becky discuss six key problem-solving strategies:Spotting patterns Working systematically Using models Trialling and improving Changing the process Making connectionsThey also answer a listener question from Priya, a maths lead in Coventry, about what to do when colleagues feel pupils are not fluent enough to access problem solving.Finally, in Maths of Life, Jon shares a short history of escape rooms and makes the case that they are a brilliant real-world example of problem solving in action.Useful linksTwinkl Problem Solving Resources: https://www.twinkl.co.uk/r/8arfiPlanIt Maths: https://www.twinkl.co.uk/r/wke0fGet in touchWe’d love to hear your thoughts, questions and ideas for future episodes. You can email the show at:primarymathspodcast@twinkl.co.uk
• 
  What We Can Learn from This Year’s Maths SATs? 18.06.2026 33mnt

  In this aftermaths episode of The Primary Maths Podcast, Jon and Becky take a look back at this year’s KS2 maths SATs papers and ask what teachers and maths leads might learn from them.They discuss why the tests should be seen as end-of-key-stage assessments rather than simply Year 6 tests, explore the balance of content across the papers, and reflect on the importance of flexible mathematical thinking. From percentage questions that can be solved in several ways to the role of conceptual understanding in arithmetic, they consider how we can help children move beyond simply following procedures.There is also time for Becky’s Maths of Life, where family rounders, mini golf and sporting fairness lead to a chat about the maths hidden in everyday games. Finally, Jon shares a recent meta-analysis on collaborative learning and mathematical creative reasoning, exploring why high-quality tasks, structured discussion and non-routine problem solving can make such a difference.A lively episode covering SATs, shape, strategy, sport, collaboration and, naturally, the enduring power of a hash brown.
• 
  Florence Nightingale: The Lady with the Graph 05.06.2026 22mnt

  In this lighter half-term Aftermaths episode, Jon and Becky take a wander through some of the unexpected maths hiding in everyday life.First up: Samba the escaped capybara, who, at the time of recording, was still causing confusion somewhere near Hampshire. Is it a capybara? Is it a muntjac deer? Has someone accidentally taken in the world’s largest “stray cat”? Hard to say.Becky then takes us into the very British world of weather watching, comparing forecasts, choosing the one we like best, and wondering what a “40% chance of rain” actually means. Along the way, there’s discussion of probability, percentages, wind speed, temperature, 24-hour time, tide times, and the slightly chaotic business of trying to predict British weather.Jon then shares the story of Florence Nightingale, not just as “the Lady with the Lamp”, but as something else entirely: the Lady with the Graph. Through her use of statistics, record keeping and visual data, Nightingale helped show that far more soldiers were dying from disease and poor hospital conditions than from battle wounds. Her famous polar area diagram became a powerful argument for reform, showing how maths can be used not just to describe the world, but to change it. The Science Museum describes her diagram as showing causes of soldiers’ deaths across two years in Crimea, while the National Army Museum notes the dire conditions at Scutari, where the hospital was dirty, vermin-ridden and lacking basic equipment. There’s also a Derbyshire connection, as Jon explains Florence Nightingale’s links to Lea Hurst near Matlock, the Nightingale family’s Derbyshire home. In this episodeThe ongoing mystery of Samba the capybaraWhy weather apps are full of mathsWhat “chance of rain” really meansBritish weather, rounding, chaos theory and hedging your betsFlorence Nightingale’s Derbyshire connectionsHow Nightingale used data visualisation to argue for hospital reformWhy graphs can sometimes tell a story more powerfully than tables of numbers
• 
  Why Problem Solving Needs to be Taught - AfterMaths 22.05.2026 33mnt

  In this Aftermaths episode of The Primary Maths Podcast, Jon and Becky chat about the strange, busy, slightly chaotic stretch of the school year just before half term, from transition days and sports events to staffing conversations and year group changes.They reflect on how different primary teaching can feel from one year group to another, and why every phase, from EYFS and Key Stage 1 through to Year 6, needs strong subject knowledge and careful teaching.The main discussion focuses on working systematically as a key problem solving strategy in primary maths.Jon and Becky explore why pupils are often told to “work systematically” without necessarily being taught what that actually means. They discuss how the skill develops from early sorting and ordering in Key Stage 1, through to recording possibilities, finding combinations, identifying factor pairs, proving that all solutions have been found, and eventually supporting algebraic thinking.They also consider why working systematically is not just a SATs strategy, but an important part of pupils’ wider mathematical toolkit.Topics include:why summer term can feel particularly busy in primary schoolsthe challenge of year group moves and staffing decisionswhy early maths teaching matters so muchhow gaps in Key Stage 1 can affect later success in Key Stage 2what working systematically looks like in primary mathswhy problem solving strategies need to be explicitly taughtusing sorting, ordering and recording to support systematic thinkingfactor pairs, common multiples and combinationshelping pupils prove they have found all possible solutionsthe role of manipulatives, representations and talkTwinkl’s new problem solving collectionupcoming TeachMeet CPD on working systematically and using models
• 
  Building Maths Confidence with National Numeracy 19.05.2026 44mnt

  In this episode of The Primary Maths Podcast, Jon is joined by Paul Milner and Julie Pompa from National Numeracy to talk about number confidence, family engagement and the role schools can play in helping children and adults feel more positive about maths.Paul and Julie share the story behind National Numeracy’s work, including why adult numeracy matters and how confidence can be just as important as skill. They discuss the idea that many adults carry negative experiences of maths with them, and how those messages can shape the way children see themselves as mathematicians.The conversation explores National Numeracy’s model of value, belief and persistence, and why adults need to see a reason to improve, believe that improvement is possible, and understand that mistakes and discomfort are part of learning.Jon, Paul and Julie also discuss the Schools and Families Programme, which supports primary schools to work with families so that pupils feel more positive about maths and understand the value of numeracy beyond the classroom. There is also a focus on National Numeracy Day 2026, which takes place on Wednesday 20 May 2026. This year’s theme is Count on Your Community, encouraging schools, workplaces, organisations and community groups to help children and adults feel more confident with numbers at work, at home and at school. In this episode, we discuss:why confidence is such an important part of numeracyhow adults’ experiences of maths can affect childrenthe difference between maths as a school subject and numeracy in daily lifewhy parents and carers do not need to be “maths people” to support their childrenthe role of mistakes, persistence and positive talk in maths learninghow schools can engage families without adding unnecessary workloadwhat National Numeracy Day offers to schools and communitiesUseful linksNational Numeracy National Numeracy Day 2026 National Numeracy Day 2026 schools sign-up Schools and Families ProgrammeTo get in touch with the podcast, email primarymathspodcast@twinkl.co.uk. Becky and Jon will be back on Friday with another Aftermaths episode.
• 
  Why Doodling Belongs in Maths Lessons - AfterMaths 15.05.2026 37mnt

  In this Aftermaths episode of The Primary Maths Podcast, Jon and Becky reflect on a very maths-filled week, from Key Stage 2 SATs to International Women in Mathematics Day, with a little bit of football stadium chat thrown in for good measure.Jon and Becky begin by talking about SATs week and the difficult balance teachers face in preparing children well without making the tests feel bigger than they are. They consider the early reactions to this year’s papers, the pressure pupils can feel, and why the final memories of primary maths really matter.They also look ahead to the Year 4 Multiplication Tables Check. Jon discusses why fluency with multiplication facts matters, but also why recall alone is not the whole story. Knowing a fact is useful, but pupils also need to understand how to use it.Jon then shares reflections from an early maths conference at the King Power Stadium in Leicester, including sessions on maths at home, oracy, bilingual learners and mathematical language. There is plenty to think about here for teachers and maths leads, especially around the role of families in noticing and talking about numbers in the world around them.Becky’s Maths of Life segment marks International Women in Mathematics Day by looking at the work of Maryam Mirzakhani, the first woman to win the Fields Medal. This leads to a lovely discussion about doodling, jotting, visualising and why mathematical thinking does not always need to be neat, polished or trapped inside the squares of a maths book.As ever, there are practical reflections for teachers, school leaders and anyone interested in how children come to see themselves as mathematical thinkers.Listen, subscribe and get in touch:Email: primarymathspodcast@twinkl.co.uk Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/ Primary Maths Podcast Substack: https://primarymathspodcast.substack.com/
• 
  Time Zones, Test Week and Teaching with Representations - AfterMaths 08.05.2026 41mnt

  Becky is back from America, which means Aftermaths is back to its usual rhythm of maths chat, gentle chaos and slightly overconfident linking between topics.In this episode, Jon and Becky begin by looking ahead to Key Stage 2 SATs week, reflecting on the pressure pupils, parents and schools can feel, while also remembering some of the stranger moments from past SATs papers, including giraffes, warthogs and the famous “bewilderment” question.Jon then shares a staff meeting idea about representations in maths, using improper fractions, mixed numbers and counters to explore when manipulatives help children see the structure of the mathematics, and when they can become an inefficient crutch. It leads into a wider discussion about fluency, efficiency, conceptual understanding and the importance of moving pupils intentionally from representation towards more efficient methods.For this week’s Maths of Life, Becky brings back some travel-inspired mathematics from her trip to Washington State. A flight from London to Seattle leads to a conversation about time zones, longitude, negative numbers, the international date line, China’s single time zone, and why France technically has more time zones than Russia.Finally, Jon and Becky return to the recent EEF and UCL research on mixed attainment grouping and setting. They discuss why the headline findings need careful interpretation, the importance of what actually happens in the classroom, and why access to high-quality teaching matters for all pupils, particularly those with gaps to close.You can find the updated Twinkl PlanIt Maths time units here: https://www.twinkl.co.uk/l/dltpvYou can connect with 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 get in touch with the show by emailing: primarymathspodcast@twinkl.co.uk
• 
  Why Active Primary Maths Lessons Work 05.05.2026 38mnt

  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-learnTEDx Talk with Prof Andy Daly-Smith - https://youtu.be/tARSCzHLF5g?si=4tH_WZEYtkgLgzEoBirkby Infant & Nursery School (Centre of Excellence video) - https://moveandlearn.co.uk/case-studiesYou can get in touch with the podcast by emailing:primarymathspodcast@twinkl.co.ukYou 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.
• 
  Attainment Grouping vs Setting in Primary Maths - AfterMaths Episode 01.05.2026 32mnt

  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-studyYou 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.
• 
  How to Encourage Mathematical Thinking In Primary Maths Lessons 28.04.2026 57mnt

  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
• 
  AfterMaths: How To Teach Primary Maths Problem Solving 24.04.2026 35mnt

  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 mattersWhy word problems are only a small part of true problem solvingHow approaches like pattern spotting and working systematically can provide a way inThe role of resilience, discussion, and mistakes in developing confident problem solversWhat it actually looks like to teach problem solving, not just assign itThe 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.🔗 Links and ResourcesMike 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📩 Get InvolvedGot a question, reflection, or classroom story? Email: primarymathspodcast@twinkl.co.ukConnect with Jon: https://www.linkedin.com/in/joncripwell/Substack: https://primarymathspodcast.substack.com/
• 
  Dyscalculia Explained: The Difficulty Affecting 6% of Pupils 21.04.2026 56mnt

  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-SpottingJoin 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.
• 
  AfterMaths: From Apollo to Artemis - The Maths Behind Space Travel 17.04.2026 27mnt

  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=ebdsoporgprofileGet 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=ebdsoporgprofileGet in touch with the show: primarymathspodcast@twinkl.co.uk Follow Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/
• 
  Financial Literacy, Inequality and the Role of Parents - With Dr Paula Fieldhouse 14.04.2026 49mnt

  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-7291a6189You can also explore the work of Learning with Parents at https://learningwithparents.comIf you’d like to get in touch with the show, you can email us at primarymathspodcast@twinkl.co.ukYou can connect with me on LinkedIn at https://www.linkedin.com/in/joncripwellAnd 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.