📊 Why is the maths gender gap growing? 🎥 Our Director Charlie Stripp explores results from KS2 and beyond, and explains why it matters for all of us. 📖 Read the full blog post: www.ncetm.org.uk/features/reb... #Maths #EduSky #UKMathsChat

Mitchell and Webb on teaching maths… 😂 youtu.be/8AeCo3AD1cM?...

During the summer break, we are revisiting a selection of our blogs from this year. In 'Making meaning with manipulatives through free play and structured opportunities,' Mark Williams (#NCETM Primary Specialist) shares his experiences from a KS1 classroom. 👉 buff.ly/WfuV1Tm

We’re so proud of Alice Williams, who recently represented our school at the ESRI Conference in London as a Bloxham Sustainability Ambassador Alice delivered an outstanding presentation, showcasing her passion for sustainability and the incredible work she’s contributed to the challenge #EsriUC2025

Today, the @theeef.bsky.social have published a new edition of their guidance on teaching assistants. Based on a review of the evidence base, the report offers 5 recommendations to support school leaders to effectively deploy their teaching assistants. Download the report: buff.ly/UVJOUyQ

Coming soon! New guidance on the “Deployment of Teaching Assistants" @theeef.bsky.social are getting ready to launch an update to one of their popular guidance reports, focused on how best to deploy teaching assistants. Launching 26 March 2025

Many teaching schemes follow a predictable pattern—and while structure is helpful, predictability can sometimes work against learning. If a particular slide or character (like a well-known tortoise) always signals a mistake, children learn this pattern, not the maths.

So it looks like Maths Anxiety in the UK has fallen relative to the OECD average?

In 2012, kids in PISA tests scored their maths anxiety. In 2022, they did the same. In almost EVERY country in the world, reported maths anxiety has increased. That's despite different politics, cultures, maths curricula etc. www.edweek.org/teaching-lea...

'Mathematics teaching for mastery assumes everyone can learn and enjoy mathematics' In his blog, A Pedagogy For Equity, Tom Pole asks the question, What can we learn from Teaching for Mastery in Mathematics? 👉 buff.ly/GA9UZVH #UKMathsChat #PrimaryMaths #EduSky

'How to develop disciplinary literacy in maths.' In this blog, Elizabeth Bridgett shares the journey of developing disciplinary literacy in maths throughout Tudor Grange Academies Trust. 👉 https://buff.ly/40DL276

I agree, but also have to remind everyone that there is no statutory curriculum for year 1, only "non-statutory guidance" which was replaced in 2020. These objectives need to be covered in KS1.

A brilliant article from Sue Gifford (ECMG) in the latest @atmmathematics.bsky.social journal 295. Some of the the maths ELGs have no research evidence to suggest that they are achievable or desirable, and also a KS1 maths curriculum some of which is based on wishful thinking! #UKMathsChat

'The tower of ten cubes represents ten aliens. Splitting the tower in two represents the partitioning of aliens between two ships.' In this blog Mark Williams shares his experiences of making meaning with manipulatives in a KS1 classroom. 👉 https://buff.ly/4hSIfOG

Our latest newsletter is now available. Read all the latest from Tudor Grange RS and the Research Schools Network 👉 https://buff.ly/40QRsA4 👈

Further evidence of England's improvement in maths today with the release of the TIMSS 2023 test which allows for comparisons across countries. Particularly good news at year 9 (13 year olds) where we've seen a decent jump despite the pandemic (unlike other countries).