The Primary Maths Podcast

Epizodes

• What We Can Learn from This Year’s Maths SATs? 18.06.2026 33min

  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 22min

  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 33min

  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 44min

  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 37min

  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 41min

  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 38min

  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 32min

  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 57min

  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 35min

  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 56min

  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 27min

  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 49min

  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.
• AfterMaths: Kaprekar’s Constant, Odd Numbers and Everyday Problem Solving 10.04.2026 24min

  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.ukJon’s LinkedIn: https://www.linkedin.com/in/joncripwell/Substack: https://primarymathspodcast.substack.com/
• AfterMaths - The Easter Special: Eggs, Estimates and Everyday Maths 03.04.2026 26min

  In this Easter special of The Primary Maths Podcast, Jon and Becky take a slightly lighter turn while still keeping one foot firmly in the world of maths. Recorded on Good Friday, the episode reflects on the welcome arrival of the Easter break and the importance of slowing down after a busy term.The conversation explores a familiar classroom question: what do we do with seasonal contexts like Easter? Jon and Becky discuss the difference between simply dressing up maths with a theme and genuinely finding the mathematics within real-life situations. From hot cross buns to chocolate eggs, they consider how context can support engagement, while also reflecting on the challenge of finding time to explore it properly.There is, of course, an Easter quiz. Jon puts Becky on the spot with a series of statistics, including how many Easter eggs are eaten in the UK each year, the scale of chocolate production and the surprisingly specific history of the first chocolate eggs in Britain. Expect a mix of sensible estimates, near misses and the occasional wildly inaccurate guess.Along the way, the episode returns to a key idea that runs through the podcast: maths is everywhere. Even if there is not always time to build a full lesson around it, simply noticing and talking about the maths in everyday life can make a real difference.To finish, Jon and Becky share their Easter preferences, reflect on how traditions have changed, and make a strong case for bringing back Easter eggs that come with a mug.If you enjoy the episode, don’t forget to subscribe so you never miss one. You can join the conversation on LinkedIn and catch the Friday Takeaway on Substack for practical ideas from each episode.Subscribe on Substack: https://primarymathspodcast.substack.com/Connect with Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/
• AfterMaths: From Capybara Escapes to The MTC: Real World Maths 27.03.2026 35min

  In this Aftermaths episode of The Primary Maths Podcast, Jon and Becky catch up after a short break and reflect on this week’s interview with Professor Lucy Cragg on multiplication and how children learn times tables. The conversation turns to the Multiplication Tables Check (MTC), exploring its origins, purpose and impact since its introduction. Jon shares a short history of the check, from its announcement in 2017 through to its first full national rollout in 2022, and discusses what the latest data and Teacher Tapp findings suggest about its influence on teaching and learning.They consider the benefits of increased focus on multiplication fluency, alongside some of the tensions around assessment, accountability and the risk of prioritising speed over understanding. The discussion raises an important question: does rapid recall alone support deeper mathematical thinking, or are we missing something?Becky then brings this week’s Maths of Life, inspired by a real-life capybara escape near her home. Using the scenario, she explores how maths can be used to model search areas, introducing ideas around radius, area and real-world problem solving. It’s a reminder of how powerful local and engaging contexts can be in the classroom.The episode finishes with Research in 60 Seconds, focusing on Mary Budd Rowe’s work on wait time. Increasing thinking time from one second to three seconds can significantly improve the quality of pupil responses, increase participation and deepen reasoning. Jon and Becky reflect on how this simple shift can have a meaningful impact in everyday classroom practice.As always, the episode blends practical insight, research and a few lighter moments along the way.If you enjoyed this episode, please follow or subscribe so you never miss a new one, and consider leaving a quick review to help others find the show.You can get in touch with the podcast by emailing primarymathspodcast@twinkl.co.ukExplore the free PlanIt Maths taster pack here: https://www.twinkl.co.uk/resource/free-planit-maths-taster-pack-t-m-1691485779Register for upcoming free training on problem solving: https://www.eventbrite.co.uk/e/maths-problem-solving-the-power-of-pattern-spotting-tickets-1981746761912?aff=ebdsoporgprofileExplore research on multiplication from the SUM Project: https://thesumproject.wordpress.com/learning-multiplication-facts/Browse Twinkl’s MTC hub and resources: https://www.twinkl.co.uk/resources/ks2-maths/ks2-calculations-times-tables/year-4-multiplication-tables-check-times-tables-maths-key-stage-2-year-3-4-5-6?utm_source=promo&utm_medium=email&utm_campaign=emex.subject-leads-11-03-2026-maths&utm_content=link1Read more and join the conversation on Substack: https://primarymathspodcast.substack.com/Connect with Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/
• What Cognitive Science Tells Us About Learning Times Tables - with Professor Lucy Cragg 24.03.2026 44min

  In this episode of The Primary Maths Podcast, Jon speaks with Lucy Cragg, Professor of Developmental Psychology at the University of Nottingham, about what cognitive science reveals about how children learn multiplication facts.Lucy’s research explores executive function skills such as working memory, inhibitory control and cognitive flexibility, and how these shape children’s mathematical learning. The conversation dives into how multiplication facts are stored and retrieved, why certain errors (like 6 × 7 = 42) are so common, and what this tells us about the structure of memory.Together, Jon and Lucy explore the distinction between fluency and understanding. While more pupils are improving their scores on England’s Multiplication Tables Check, Lucy explains why improved recall does not automatically translate into stronger applied mathematical reasoning. Drawing on findings from the ESRC-funded SUM Project, she discusses how children can improve fact recall without a corresponding gain in multiplicative understanding.The episode also tackles maths anxiety, the impact of timed practice, and why speed may matter for testing but not necessarily for learning. Lucy shares practical insights for teachers, including the benefits of varied practice, careful use of multiple-choice formats, and ensuring that multiplication facts are connected to meaningful mathematical structures rather than learned in isolation.This is a thoughtful and research-informed conversation for teachers and leaders who want to understand not just how to help children remember their times tables, but how to help them truly understand multiplication.SUM Project website:https://www.sumproject.org.uk/Further reading and related articles:Nine-year-olds in England sit a timed multiplication test – but using times tables is about more than quick recall:https://theconversation.com/nine-year-olds-in-england-sit-timed-multiplication-test-but-using-times-tables-is-about-more-than-quick-recall-258320Learning, using and applying multiplication facts – insights from research:https://my.chartered.college/impact_article/learning-using-and-applying-multiplication-facts-insights-from-research/Connect with Lucy Cragg on LinkedIn:https://www.linkedin.com/in/lucy-cragg-b22b0a386/Contact Lucy via email:lucy.cragg@nottingham.ac.ukConnect with Jon Cripwell on LinkedIn:https://www.linkedin.com/in/joncripwell/Subscribe to Jon’s Substack, The Primary Maths Podcast:https://theprimarymathspodcast.substack.com/About Professor Lucy CraggProfessor Lucy Cragg is a developmental psychologist based in the School of Psychology at the University of Nottingham. Her research focuses on the development of executive function skills in children and the role these skills play in learning mathematics.She led a recent ESRC-funded project investigating the cognitive factors involved in multiplication fact learning, examining both multiplication fact retrieval and its contribution to broader multiplicative understanding. Her work bridges cognitive science and classroom practice, helping educators better understand how memory, attention and inhibition influence mathematical learning.She is passionate about making research accessible to teachers and welcomes contact from practitioners interested in applying cognitive science insights in the classroom.The PodcastThe Primary Maths Podcast is for teachers and leaders who believe primary maths can be thoughtful, ambitious and inclusive. Hosted by Jon Cripwell, the show explores lesson design, mathematical habits, maths anxiety, problem solving, curriculum thinking and the research that shapes great teaching.
• Helping Every Child Feel Like a Mathematician - with Tom Oakley 17.03.2026 58min

  In this episode of The Primary Maths Podcast, Jon Cripwell speaks with Tom Oakley about one of the most important — and often overlooked — aspects of mathematics education: belonging.Why do some pupils decide that maths “isn’t for them”? Why do confident learners sometimes disengage from mathematics? And what can teachers do to help every child feel like they belong in the maths classroom?Tom draws on research around motivation, self-perception and classroom culture to explore how children develop their identity as mathematicians. The conversation looks at how pupils’ beliefs about themselves are shaped over time through small classroom experiences — and how teachers can design lessons that help pupils feel successful, valued and able to contribute.The discussion also explores the difference between behavioural engagement and cognitive engagement, why success and motivation reinforce each other, and how carefully designed routines and questioning can help pupils build confidence in mathematics.Along the way, Tom shares practical strategies teachers can use straight away, including partner discussion routines, improving the use of mini whiteboards, and structuring lessons so that pupils experience meaningful success before encountering challenge.If you want to create maths lessons where every child feels like they matter — and where thinking is valued as much as answers — this episode is packed with ideas you can take straight back to the classroom.About Tom OakleyTom Oakley is a Deputy Headteacher at a primary school in Suffolk, England. Previously, Tom worked as a lead teacher for mathematics in south-west London and later as a Local Authority Maths Adviser in Cambridge for six years. In between those roles, Tom taught at an international school on Koh Samui in Thailand. Since 2010, Tom has supported colleagues’ professional learning in a range of roles and settings. He is an enthusiastic reader of education blogs and an occasional writer, with particular interests in professional development, primary mathematics and curriculum design.Links and ResourcesFollow Tom Oakley on LinkedInhttps://www.linkedin.com/in/tom-e-oakley/Follow Jon Cripwell on LinkedIn https://www.linkedin.com/in/joncripwell/Subscribe to The Primary Maths Podcast Substack https://primarymathspodcast.substack.com/Contact the podcast primarymathspodcast@twinkl.co.ukExplore Twinkl’s maths resources https://www.twinkl.co.uk/resources/ks2-mathsSubscribe to the PodcastIf you enjoyed this episode, make sure you follow or subscribe to The Primary Maths Podcast so you never miss an interview or Aftermaths episode.New episodes are released every week, featuring conversations with researchers, teachers and school leaders about what really works in primary mathematics.
• AfterMaths: When Children Decide They’re “Not a Maths Person” 13.03.2026 37min

  Episode 60 of The Primary Maths Podcast is an Aftermaths episode where Jon Cripwell and Becky Brown reflect on mathematical thinking in the classroom, the hidden cost of passive maths, and why pupils’ mathematical identity matters as much as their test scores.The episode begins with a lighter moment as Jon points out that it is Friday the 13th again, one of three Friday the 13ths in 2026, the maximum possible in a single year. The conversation then moves to this week’s interview episode with secondary maths teacher Will McLoughlin, which explored direct instruction, conceptual understanding and mathematical thinking.Jon reflects on a moment from a recent school visit where a Year 5 pupil casually said, “I’m not really a maths person.” That comment becomes the starting point for the main discussion: what passive maths can cost learners over time. When pupils spend too much time watching maths rather than doing maths, they may complete work and pass tests, but gradually lose confidence, identity and a sense of belonging in mathematics. The challenge for teachers is that these losses are often invisible in data. Schools can measure answers on a page, but it is much harder to measure what pupils have quietly stopped believing about themselves as mathematicians.Jon and Becky discuss how lesson design and task choice can make a difference. Starting lessons with accessible entry points, encouraging pupils to explain their thinking, and creating collaborative mathematical environments can all help build confidence and participation. While accountability measures such as the KS2 SATs arithmetic paper or the Year 4 Multiplication Tables Check prioritise speed and procedural accuracy, great maths teaching also develops curiosity, reasoning and identity as a mathematician.The episode also includes Becky’s History of Maths segment in honour of Pi Day on 14 March. Becky explains the origins of the number π, how ancient Babylonians and Egyptians approximated it thousands of years ago, and how Archimedes later developed more precise methods for calculating it. The Greek letter π was first used to represent the number by Welsh mathematician William Jones in the early eighteenth century. Becky also explores some fun facts about π, including the world record for memorising its digits.Jon highlights that even though π is not formally taught in the primary curriculum, sharing mathematical curiosities like this can help create a sense of wonder and show pupils that mathematics extends far beyond the classroom.Towards the end of the episode Jon announces that Twinkl’s PlanIt Maths scheme of work is being completely refreshed, with every lesson rewritten to reflect current research and pedagogy. The new scheme builds problem solving, scaffolding and greater depth thinking throughout lessons rather than adding them as optional extras. A free taster pack is now available for teachers who would like to explore the new materials.If you enjoy the podcast, remember to subscribe so you never miss an episode. Jon also invites listeners to continue the discussion on LinkedIn and through the podcast Substack.Links mentioned in this episodeListen to the previous interview episode with Will McLoughlin (Episode 59)https://primarymathspodcast.substack.com/Download the free PlanIt Maths taster packhttps://www.twinkl.co.uk/resource/free-planit-maths-taster-pack-t-m-1691485779Follow Jon Cripwell on LinkedInhttps://www.linkedin.com/in/joncripwellSubscribe to The Primary Maths Podcast Substackhttps://primarymathspodcast.substack.com/Contact the showprimarymathspodcast@twinkl.co.uk
• Direct Instruction Without Losing Thinking: A Conversation With Will Mcloughlin 10.03.2026 51min

  In this international episode of The Primary Maths Podcast, Jon is joined by Will McLoughlin, a maths teacher based in Abu Dhabi, founder of AddvanceMaths.com and current Education Doctorate student researching conceptual understanding, animated instruction and cognitive science.The conversation explores what direct instruction or explicit instruction actually means in practice — and what it doesn’t.Will shares how his thinking has evolved over time, from procedural teaching to a more deliberate, structured approach rooted in clarity, retrieval practice and independent practice. Together, Jon and Will unpack:What “I do, we do, you do” should look like in a maths classroomThe difference between procedural fluency and conceptual understanding — and why they’re not oppositesWhy silent, focused independent practice matters (especially in a world of constant distraction)Retrieval practice as more than memory — including its role in deepening understandingThe importance of modelling with clarity and purposeHow atomising explanations can strengthen mathematical sense-makingThey also explore where direct instruction can go wrong — when it becomes performative, overly procedural or passive — and how dialogue, questioning and attention to structure keep pupils doing maths, not just watching it.This is a thoughtful and balanced conversation for teachers and leaders reflecting on lesson design, cognitive science and mathematical thinking.About the GuestWill McLoughlin is a secondary maths teacher in Abu Dhabi and the developer of AddvanceMaths.com. He is currently studying for an Education Doctorate, with research interests including conceptual understanding, animated instruction and cognitive science.Connect with Will:LinkedIn: https://www.linkedin.com/in/will-mcloughlin-a2898ab6/ Twitter/X: https://x.com/MrMac_Math YouTube (Mathematical Pedagogy Videos): https://youtube.com/playlist?list=PLCG7Y8fJFRr-1tfgc6g0HXkoumj41wQUN&si=ay8kO2H2rQc-nPXF Favourite research on conceptual understanding: https://addvancemaths.com/conceptual-research/Stay ConnectedIf you enjoyed this episode, please consider leaving a quick review or sharing it with a colleague — it really helps the podcast reach more teachers.Email: primarymathspodcast@gmail.com LinkedIn (Jon Cripwell): https://www.linkedin.com/in/jon-cripwell/ Substack: https://primarymathspodcast.substack.comBecky and Jon will be back on Friday with an Aftermaths episode, reflecting further on direct instruction, retrieval and what this means for primary classrooms.Thanks for listening — and as ever, keep doing the maths.