The Primary Maths Podcast

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.

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.

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

In this Aftermaths episode of The Primary Maths Podcast, Jon Cripwell and Becky Brown reflect on the week’s conversation about using storybooks in mathematics and share a range of classroom ideas sparked by World Book Day.The episode begins with Jon and Becky recounting their first in-person meeting as colleagues after a slightly confusing start involving two similarly named hotels in Southampton. From there, the discussion turns to the power of storybooks in maths lessons following Tuesday’s interview with Hannah Allison. Jon and Becky explore how narrative can support mathematical thinking and engagement, helping pupils notice patterns, make connections and develop curiosity about number.Becky shares one of her favourite mathematical picture books, Bean 13 by Matthew McKelligott, a story that provides a brilliant context for exploring factors, sharing and prime numbers. The conversation highlights how storybooks can offer low-threshold, high-ceiling entry points into mathematical ideas and why picture books can be just as powerful with older primary pupils as they are in the early years.Jon also reflects on recent work with teachers and raises an important professional discussion about the role of schemes of work. Schemes can be incredibly helpful in planning progression, representations and tasks, but they should be treated as a resource rather than a script. The conversation explores how teachers can adapt schemes thoughtfully to meet the needs of the pupils in front of them while still benefiting from the structure they provide.In Becky’s Etymathsology segment, the pair explore the origins of the word algebra. The term traces back to the Arabic word al-jabr, meaning restoration or reunion, and was used by the ninth-century mathematician Al-Khwarizmi in his work on solving equations. The discussion also challenges the common misconception that algebra only begins in secondary school, highlighting how children begin working algebraically from the earliest years through missing number problems and generalisations.The episode finishes with a piece of mathematical magic: the classic 1089 number trick. Jon walks Becky through a short sequence of calculations using a three-digit number, which always results in the number 1089. Listeners are invited to try the trick themselves and think about how algebra might help explain why it works.If you enjoyed the episode, please consider leaving a rating or review to help other teachers discover the podcast. We also love hearing from listeners.You can send questions, ideas or favourite maths storybooks to primarymathspodcast@twinkl.co.ukSubscribe to the podcast newsletter on Substack: https://primarymathspodcast.substack.comConnect with Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/

Episode 56 of The Primary Maths Podcast focuses on manipulatives in primary maths and asks a simple but important question: do manipulatives automatically lead to mathematical thinking? Jon and Becky reflect on a recent lesson about commutativity where children were building arrays with cubes but describing the task as “making it with cubes” rather than explaining the structure behind three multiplied by four being equal to four multiplied by three. This opens up a wider discussion about the CPA approach, the difference between doing and thinking, and the importance of questioning to help children notice mathematical structure rather than follow procedures.The episode includes a listener question from Priya, a maths lead who has invested in new manipulatives but is finding that they are sitting unused or being used without clear purpose. Jon and Becky discuss how CPD can help teachers understand what each manipulative is designed to reveal, including the difference between base ten equipment and Cuisenaire rods, and how to move beyond a tick-box approach to concrete resources.In Maths of Life, Becky explores the mathematics behind Lego, including the 0.002mm manufacturing tolerance of each brick, the 3,700 different brick shapes, the 915,103,765 possible combinations of six identical 2x4 bricks, and the approximate 1:40 scale of Lego minifigures. The conversation highlights how building blocks can be used to explore arrays, ratios, scale and structure in the classroom.Jon also shares a research summary on maths anxiety among UK primary teachers, based on a recent cross-national study highlighted by Dr Thomas Hunt. While overall levels of maths anxiety are relatively low, UK generalist primary teachers report higher anxiety about maths and teaching maths than colleagues in some other countries, raising important questions about confidence and professional development.The episode concludes with a short maths magic segment that demonstrates how algebraic structure sits behind a simple number trick and how manipulatives can be used to make that structure visible.Jon also references his new Substack article responding to the Education White Paper and its implications for SEND and early numeracy, which you can read here: https://substack.com/@joncripwell.You can join the ongoing discussion on LinkedIn at https://www.linkedin.com/in/joncripwell/.-Next week features an interview with Hannah Allison on Storybook Maths, followed by an Aftermaths episode exploring whether teaching structures genuinely support professional judgement or risk becoming scripts.