Samuel was capable at maths before NumberRamble, but now look - he's manipulating numbers more quickly and fluently than we can keep track of! Can you spot what he's learned about x and ÷ so far? Listen to the audio for help to make sense of the speedy decisions he's making!

What do you believe about how we build better mathematicians? In the final part of this 3-part blog series, we consider how what we believe influences what we think matters most, and the decisions we make when teaching... vist.ly/48vnh

Check out this level of Stick & Split. What reasoning can you see? Where are they demonstrating or developing fluency? To find out how to give your children access to more meaningful and engaging mathematical practice, chat with our maths specialist, Sam vist.ly/48qqs

Check out this level of Stick & Split. What reasoning can you see? Where are they demonstrating or developing fluency? To find out how to give your children access to more meaningful and engaging mathematical practice, chat with our maths specialist, Sam vist.ly/48qqs

What does it really mean to “learn” mathematics? Performance today doesn’t always mean remembering tomorrow. In Part 2 of this 3-part series, we explore generative learning - why doing > receiving, and how we can reshape mathematical practice. vist.ly/48jz7

The Big Question - How do we build better mathematicians? Read the first of our 3-part blog series. Tell us what you think! vist.ly/48a4c

How are your children getting on with the NumberClub games? Tell us your stories and send us your pics/videos - we'd love to see them!

Most 'maths games' are just drills in disguise. At NumberClub we're changing that - games that actually build maths skills, especially for kids other games leave behind. More at vist.ly/47xb4 or book a chat with our maths specialist & teacher Sam vist.ly/47xax

What's going on here? What does this learner know about numbers? Where are they making the best mathematical decisions? Where could they be more fluent? What would you suggest to this student? 👇

Surprisingly, there are people out there who don't buy-in to using games to learn mathematics! At NumberClub we want to change that. If you do too, or even if you're someone with doubts, here are some answers to common questions 👉 vist.ly/47pb7 #mathgames #playfulmath

Six sevens are…? Quick! Quick! (Stares at ceiling, secretly counting on fingers 🙄) Meanwhile, Samuel in Y5 shows us true fluency. We'd love to share how we can get there without the pain. Join our Sam for a quick 'staffroom chat', teacher to teacher. 👉 vist.ly/47e95

'Productive struggle' anyone?

Listen to what teachers and children say about one of our games here vist.ly/47a5f To book a chat with us to find out more about our games and save on your NumberClub membership click here vist.ly/47a5e

What if mastering mathematics felt like playtime? NumberClub turns practising number facts into absorbing games so children can build their skills and confidence without even realising they’re learning. Read more about our mission here vist.ly/4782e

Our short intro video to NumberRamble - for a longer demo of this and our other games, plus a voucher for your new subscription, click here vist.ly/474bz

Our short intro video to Stick and Split - book a longer demo to see more of this (and receive a subscription voucher!) by clicking this link: vist.ly/4747u

Our short intro video to 'BrickUp' - if you'd like to book a longer demo to find out how to get your children enjoying and practising more maths, click here vist.ly/46xxq 😀

Our short intro video to 'BrickUp' - if you'd like to book a longer demo to find out how to get your children enjoying and practising more maths, click here vist.ly/46xxq 😀

Excited to start as Head of Community Engagement at NumberClub! Maths teacher and specialist, I’m committed to making maths accessible for all through playful game-based learning. Read more about me here vist.ly/46tc5

The success of Stick and Split comes from our amazing teacher community. Last week we launched NumberClub - its forever home with another two brilliant new games. Today, we're thrilled to welcome Dr Sam Parkes as our new Head of Community Engagement. Please say hello!

A lockdown project with my 5-year-old has grown into something far bigger than I ever imagined. From one little game — Stick and Split — to 400+ schools in 15 countries… and now, today, we launch NumberClub 🎉 Read the full story here: vist.ly/46j4i

The feedback has started rolling in

If you followed me over at the bad place you may remember how OBSESSED I was with Stick and Split. TT was 3 at the time and even at that age, he was developing a basic understanding of factors and multiples. So imagine my utter delight today to discover MORE mathy games! Off to play Number Ramble!

Nice. We found Stick and Split very helpful during lockdown.

This is Number Ramble, my favourite of the three games we have so far. Take a number for a walk through its prime factors.

A lockdown project with my 5-year-old has grown into something far bigger than I ever imagined. From one little game — Stick and Split — to 400+ schools in 15 countries… and now, today, we launch NumberClub 🎉 Read the full story here: vist.ly/46j4i

@stickandsplit.bsky.social after 4 years, I’m still discovering the power of stick and split: what a great tool for teaching, & practising, the strategy ‘I can’t get from A to C; what is a B that I can get to which would help me get to C?’ Those higher levels are really powerful for developing this.

How do we move beyond quick recall and build real fluency in maths? At a recent @mathsnoproblem.bsky.social PD Pop Up, we explored how fluency grows through flexibility and understanding. Rachel Walters and I share more in this blog.

Wonderful (as ever!) to visit the lovely St Peter's in Budleigh and introduce Willow and Chestnut to Stick and Split. Thanks for the lovely welcome and great to see so much mathematical thinking going on

This would be a great job 👏🏼

Woohoo!!!! We got funded. We're bringing a whole new way to learn and practise mathematics to the world. Thanks so much to our community of teachers, schools and education more widely. We couldn't have done it without you. And now we're hiring!! Link in next post.

Could it possibly be true that being able to answer times tables questions rapidly, means diddlysquat for being good at proper maths? atm.org.uk/write/MediaU...

Evidence informed practice anyone? Maybe all that prep for the MTC is making no difference?

Jacob, I think the emphasis is on memorisation not remembering. Remembering assumes membering occurred in the first place. Membering being the connection in the mind if two or more facts or ideas. Comic strip below was my response to someone who asked me how I learn maths...

This article by Skemp written in 1983 & reproduced in @atmmathematics.bsky.social MT journal 293 is still extremely pertinent: “if we were to teach music the way we teach maths we would only succeed in putting most of them off for life.” >>

**HERE is our new Early Childhood Maths Home page: we hope things are easier to find & you enjoy furkelling! earlymaths.org

Heading to #Bett2025. Been exhibiting or going since 1998! Who's about today?

For a while I've dreamed of running a #BrewEd flavoured 'Festival within a festival' at one of the big summer music fests. Performances, talks, creative workshops. It looks like it might actually happen this year? Might you come along? Let us know your thoughts. docs.google.com/forms/d/e/1F...

I've made a claim for many years that I'm now realizing I only have anecdotal data to support. But it feels like it should be true, so I'm curious. If you self-identify as not a "math person", could you do me a favor and fill in the blank? "I was fine with math until we got to (_topic_)."

3 apples + 5 pears = 8 pieces of fruit 3 apples x 5 pears = 15 apples-pears

On Caleb Gattegno from en.wikipedia.org/wiki/Caleb_G...

To all children answering fractions questions today: you don't have to share pizzas fairly.

Which is why Early Years is the place to be, where we know the difference between ‘memorising’ and remembering, and celebrate shared rule-making, all in the happy world of PLAY 🙂

Introduced it to my children this weekend (ages 10 & 8) and they LOVE it!! They collaborated and discussed options as they decomposed the given factors and those they created along the way. Thank you!😊

Love this game!!! #ITeachMath #ElemMathVhat

Keep hearing that fractions are "just numbers". But are they? Which of these are just numbers?

#maths thought: 1/ "The teacher must be interested in the child’s affect and motivation, even if cognitive researchers typically pay only scant attention to such factors. It does not require research to know that at any age some children do not pay attention, are not interested,>>

Please, join a great chat on 12/5 at 8 pm CST when Shelby Strong @sneffleupagus.bsky.social leads our #ElemMathChat