Associate Professor at the University of Warwick, Sue Johnston-Wilder, discusses the prevalence of anxiety in our maths classrooms. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Sue Johnston-Wilder, Associate Professor of Mathematics Education at the University of Warwick and co-founder of the international Mathematical Resilience Network Rebecca Longworth, Communications Manager at the NCETM. Episode chapters 01.06 – Introduction and background of Sue’s work 04.29 – The brain and maths anxiety 10.34 – Who does maths anxiety affect? 16.00 – What signs to look out for 18.11 – Tips for teachers 23.07 – Where can we learn more about maths anxiety? Final thoughts from Sue Useful links A Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning Mathematics Overcoming Mathematical Helplessness and Developing Mathematical Resilience in Parents: An Illustrative Case Study Addressing Mathematics Anxiety: A Case Study in a High School in Brazil Dan Siegel's Hand Model of the Brain video (YouTube) Explore previous episodes of the NCETM podcast in our archive. Background reading Siegel D (2011) Mindsight: The New Science of Personal Transformation Benson H (2000) The Relaxation Response.

We explore how number lines can be used at KS2 to support children to develop a greater understanding of the linear number system and prepare them for secondary maths. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Jennifer Ruddock, deputy headteacher, Corrie Primary School, Denton Jordanna Worrall, head of maths, Denton Community College, Denton Julia Morgans, Maths Hub Lead, Turing North West Maths Hub Julia Thomson, Communications Manager at the NCETM. Episode chapters 00:05 – Introduction 02:23 – Why participants in the Work Group focused on the number line 06:25 – Exploring use of the number line at KS2 09:06 – Why drawing and understanding number lines is important at KS3 and beyond 11:20 – The importance of collaboration between KS2 and KS3 for progression 12:40 – How KS2 teachers can prepare children for KS3 maths using number lines 14:44 – Using number lines and the midpoint to support children in rounding 16:14 – Using number lines to find fractions of an hour and solve time problems 18:37 – Using number lines to find equivalent ratio 21:44 – Concluding thoughts on possible uses for number lines in KS2 and KS3 Useful links Issue 35 of Espresso provides useful reading on the number line Number Sense on the Number Line by Woods et al (2017) There are a wealth of activities designed to explore the linear number system, featuring number lines, in the NCETM Ready-to-Progress Criteria Years 5-8 Continuity professional development project Video summary of the research report, Understanding Structured Number Lines, which inspired the focus on number lines taken by Turing North West’s Years 5-8 Continuity Work Groups Find your hub Explore previous episodes of the NCETM podcast in our archive. Diagnostic task Children from Year 5, 6 and 8 classes were asked to draw a number line, either from 1 to 100 or from 50 to 70, with intervals of 10 marked on the line. Teachers observed the spacing of the intervals and paid particular attention to whether children could accurately indicate the location of the midpoint. Diagram The number lines referred to by Jordanna can be viewed on the NCETM website.  

A secondary maths teacher explains the benefits of using algebra tiles, and shares some practical tips. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Lizi Pepper, secondary maths teacher and KS3 maths lead at Tytherington School, and Secondary Mastery Specialist Becky Donaldson, NCETM Assistant Director for Secondary Beth Goodliff, Senior Communications Manager at the NCETM. Episode chapters 00:34 – Introductions 01:16 – The big picture: why use algebra tiles? 03:39 – Where to start with algebra tiles 09:09 – Evidence that they are impacting on students’ understanding 11:16 – A learning sequence 17:24 – Limitations and benefits of the tiles Useful links Lizi is @mathspeptalk on Twitter Becky is @donaldson_maths on Twitter Lizi’s blog is at https://mathspeptalk.blogspot.com/ NCETM feature: Completing the square NCETM resource: Using mathematical representations at KS3.

Two Secondary Mastery Specialists explain the benefits of mastery to them, their departments, and their students. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Beth Goodliff, Senior Communications Manager at the NCETM Paula Kelly, Secondary Mastery Specialist, LLME, Maths PGCE tutor, and teacher at Fulford School in York Tom Lumley, Secondary Mastery Specialist, LLME, SCITT tutor, and teacher at South Hunsley School in East Yorkshire. Episode chapters 00:17 – Introductions 01:50 – The decision to become a Mastery Specialist 02:33 – Benefits to you as a teacher and benefits to the department 07:38 – Changes that have taken place in the maths department 10:39 – How the department have been trained in teaching for mastery 18:51 – Benefits to a school of having an LLME Useful links Secondary Mastery Specialists Secondary teaching for mastery resources .

A primary maths lead in an area of high social and economic deprivation explains how a mastery approach to teaching precise mathematical vocabulary is giving pupils in her school a voice. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Julia Thomson, Communications Manager at the NCETM Victoria Moore, maths lead and Year 5 teacher, Usworth Colliery Primary School. Episode chapters 00:06 – Introductions and school context 02:10 – How the school’s approach to teaching maths vocabulary has changed 03:40 – The purpose of using ambitious, higher-level maths vocabulary 05:32 – The approach to vocabulary across the school 07:00 – How staff have adapted to using higher-level maths vocabulary 09:59 – The impact on pupils 13:12 – Benefits of teaching maths vocabulary for higher attainers 16:00 – Explicit teaching of mathematical vocabulary Useful links Curriculum Prioritisation Materials Primary Professional Development Materials Find your hub. .