Ollie Lovell sent me a recording of a maths lesson he had recently taught in a school he has been supporting. I suggested we discuss the lesson, centring around Ollie’s planning, the decisions he made, and his responses in the lesson. Fortunately, Ollie agreed, hence what you are listening to now. I have shared the video clips from the sections of the lesson that we discussed on the show-note page here: mrbartonmaths.com/blog/ollie-lesson

In this conversation, Craig Barton and Ollie Lovell discuss various topics related to teaching and professional development. They touch on the importance of aligning pedagogy in schools and the potential benefits and drawbacks of co-constructing instructional practices. They also discuss effective strategies for delivering CPD, including cold calling participants and switching partners during activities. Craig shares his takeaways from attending CPD sessions by Doug Lemov and from Ollie's conversation with Harry Fletcher-Wood. Overall, the conversation highlights the importance of thoughtful and intentional approaches to teaching and professional development. In this part of the conversation, Craig and Ollie discuss the importance of effective training and the role of habits in learning. They also explore the power of writing as a tool for participation and reflection. They highlight the need for visible writing to facilitate discussion and the benefits of rewriting to deepen understanding. They also discuss the importance of pushing conversations to a higher level to uncover underlying beliefs and assumptions. Finally, they reflect on the challenges of one-off PD sessions and the value of distilling wisdom into actionable takeaways. You can view the shownotes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-14 Time-stamps: Should school teaching and learning playbooks be constructed? (07:54) Reflections on Doug Lemov CPD (29:17) Effective training focusses on developing habits (44:08) The power of writing (59:01) During tricky conversations, push to a higher level (1:08:43) The importance (and perils) of models during CPD (1:22:04)

In this conversation, Craig and Ollie discuss various topics, including their health, their rankings as education influencers, and the importance of breaking down concepts into smaller atoms for effective teaching. They also explore the idea of sharing what students need to hear rather than showing off one's knowledge, and the challenges of atomization in teaching. Ollie shares his experience working with a school and the importance of focusing on specific areas for improvement. Craig highlights the value of breaking down routines and processes in teaching and the need to assess or teach each atom separately. They also discuss the curse of knowledge and the benefits of pairing experienced and less experienced teachers. The conversation explores the idea of productive struggle in education and the importance of curriculum resources. It discusses the benefits of students struggling with tasks and the role of teachers in helping them struggle at a higher level. The conversation also delves into the relationship between curriculum and pedagogy, highlighting the need for both to be addressed in teaching and learning. The importance of shared and prescriptive curriculum resources is emphasized, as well as the need for teachers to see themselves as curriculum designers. The conversation concludes with a discussion on gratitude and the power of storytelling. In this conversation, Craig Barton and Ollie discuss the benefits and drawbacks of discovery-based learning in mathematics. Craig shares his experience observing a teacher who used a discovery approach to teach geometry theorems, which initially made him skeptical. However, he found that the students were engaged and able to explain the theorems effectively. They discuss the importance of efficiency and strategic use of discovery activities in the curriculum. Ollie shares his love for teaching in ways that allow students to make connections on their own. You can view the shownotes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-13 Tell teachers what they need to hear (08:01) Breaking things down is the most important thing (13:03) Choose the level of struggle (24:56) What should we spend finite CPD time on (30:35) Dinner table chat (51:44) Circle Theorems discovery lesson (59:27)

In this conversation, Craig Barton and Ollie discuss various topics including recovery from illness, feedback, and teaching methods. They explore different approaches to going through responses from starters in the classroom, such as working through every answer quickly, circulating and addressing specific questions, and using mini whiteboards. They also discuss the importance of setting the tone for the lesson during the do now activity. Additionally, Craig introduces the concept of atomisation in teaching and the NPPPN sequence for teaching categorical atoms. They highlight the importance of using examples and non-examples to help students understand and categorize knowledge. In this part of the conversation, Craig and Ollie discuss the importance of using effective examples and non-examples when teaching concepts. They also explore the key factors that contribute to the success of high-achieving schools, such as sustained professional learning and a shared approach to teaching. Additionally, they discuss how pedagogy may differ when teaching senior students and the importance of providing feedback in a supportive and constructive manner. You can access the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-12 Time-stamps: Responses to the Do Now (05:36) NPPPN (18:16) Ollie's visit to a high-performing school (33:42) How does pedagogy change at A Level? (49:55) Words to avoid when giving feedback (58:51) Triple EPPs (1:05:17)

Kris Boulton returns to the podcast to discuss atomisation and how it can lead to unstoppable learning for our students. You can access the show-notes here: mrbartonmaths.com/blog/atomisation-kris-boulton Timestamps: Atomization in mathematics education, with a focus on expertise-induced blindness and its impact on students' understanding. (10:57) Breaking down complex processes into simpler steps. (15:12) Teaching methods using a taxonomy of seven concepts (categories, comparative, transformation, fact, and process). (19:40) Categorical concepts, comparatives, and transformations in mathematics. (23:43) Identifying and teaching mathematical "atoms" for better instruction. (29:38) Teaching math concepts by breaking them down into smaller, familiar "atoms" to help students understand and build upon them. (38:18) Simplifying math expressions using factoring and atomization. (44:09) Teaching math concepts by breaking them down into smaller, more manageable "atoms" to help students understand and build confidence. (49:48) Categorical concepts in math education, with a focus on non-examples. (53:43) Importance of examples in teaching, with a focus on the limitations of language in conveying concepts. (57:31) Teaching concepts using examples and definitions. (1:03:31) Using correlated features in math teaching. (1:08:50) Teaching quadratics with examples and caveats. (1:13:28) Using examples to teach concepts, including minimally different and maximally different examples. (1:19:20) Teaching language learners using negative examples first. (1:27:01) Teaching math concepts using examples and testing sequences. (1:31:20) Decisions and categorization in math education. (1:35:10) Using language to make math problems easier. (1:39:51) Differentiating between cognitive routines and transformations in math. (1:45:04) Teaching math concepts using different methods. (1:48:25) Teaching math concepts to children using a step-by-step approach. (1:54:18) Using mini whiteboards for testing sequences in math class. (1:59:19) Teaching strategies, emphasizing the importance of interactive learning and using whiteboards. (2:02:36) Using simplified symbols vs. expert-level symbols in math education. (2:07:59) Using continuous conversion in math lessons. (2:12:00) Teaching math concepts using cognitive routines. (2:20:02) Teaching math concepts to students using explicit and implicit methods. (2:25:28) Teaching strategies, including non-examples, identifying concepts, and managing classroom noise. (2:32:03) Math education, examples, and training. (2:35:28) Improving math education with technology and hybrid learning models. (2:39:19) Teaching methods and classroom management. (2:43:42) Teaching math to mixed-ability students, emphasizing the importance of exploration and unveiling mathematical concepts. (2:50:08) Teaching math to high school students, focusing on approach for different learners. (2:53:42) Teaching probability with creative problem-solving strategies. (2:57:47) Breaking down complex math concepts into smaller parts for better understanding. (3:01:57) Sequencing examples in teaching, emphasizing clarity and brevity. (3:06:53) Using "atomization" to teach math concepts more efficiently. (3:11:09)

In this conversation, Craig Barton and Ollie Lovell discuss various teaching strategies and approaches. They cover topics such as the importance of choosing effective examples, the benefits of using green smoothies for breakfast, and the concept of hands-up cold call. They also explore the idea of starting with general examples instead of easy specific cases, and how this can improve student understanding and engagement. Overall, the conversation highlights the importance of thoughtful planning and effective teaching practices. Teachers often spend too much time on questions where understanding is secure and not enough time on questions where understanding is not secure. This can be a result of relying on cold call or hands up instead of using mini whiteboards to assess understanding. It can also stem from a desire to probe further and ensure complete understanding, even when the majority of students have already grasped the concept. This can lead to a missed opportunity to address areas of struggle and allocate time more effectively. Time-stamps Choice of examples (08:53) Hands-up Cold Call (26:14) My 5-point charter (40:06) Behaviour systems (56:10) The teacher mistake (1:07:00) You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-11/

Craig Barton and Jo Morgan discuss Jo's career journey and the context of her school. They then dive into the topic of achieving amazing GCSE results, starting with the importance of a solid Key Stage 3 and 4 curriculum and pedagogy. Jo emphasizes the need for high-quality teaching, a robust curriculum, and going into depth on topics. She also discusses the benefits of setting and the challenges of staffing Key Stage 3. Joe mentions the use of shared resources and the importance of consistency in teaching across the department. In this part of the conversation, Craig and Jo discuss the importance of being prescriptive in teaching methods and the use of calculators in the classroom. Jo emphasizes the need for live modeling and independent practice, while also acknowledging the challenges of using mini whiteboards effectively. They also discuss the benefits of regular calculator use from the start of Year 7 and the impact of embedded retrieval in lessons. In this part of the conversation, Jo discusses the use of warm-up booklets, assessment practices, and the benefits of using the online homework platform Sparks. She also talks about strategies for supporting the lowest and highest attainers at Key Stage 4. In this final part of the conversation, Jo and Craig discuss the impact of different qualifications on student outcomes, the importance of high standards and expectations in the math department, and the effective use of data to identify and address problems. Links to all the resources mentioned can be found in the show notes here: mrbartonmaths.com/blog/jo-morgan-gcse/ Time-stamps: Career journey and GCSE results in a South London comprehensive school. (5:16) GCSE results and progress measures. (10:33) School performance metrics and progress measures. (12:49) The impact of progress 8 measure on students' future opportunities. (18:15) Key stage three math curriculum and pedagogy. (23:47) Math teaching strategies and resources in a school with non-specialist teachers. (28:18) Sharing lesson plans and quality control in a school. (33:15) Lesson planning and resource use in math education. (38:07) Math teaching methods and expectations for lessons. (41:41) Teaching mechanics for the first time. (45:34) Using mini whiteboards in the classroom. (48:41) Math teaching strategies and calculator use. (52:47) Using calculators in math class to improve understanding and skills. (59:15) Math education with a focus on calculator use and retrieval practice. (1:02:40) Retrieval practice in language lessons. (1:07:29) Using retrieval practice to fill knowledge gaps in math classes. (1:09:17) Math warm-ups and booklets for engagement and assessment. (1:13:49) Using retrieval practice, prerequisites, and assessment in math lessons. (1:18:29) Using low-stakes assessments in math class. (1:22:52) Effective whole-class feedback in math lessons. (1:27:40) Teaching and assessment strategies in English grammar school. (1:29:16) The impact of Sparks, an online maths platform, on student performance. (1:33:50) Homework strategies in a UK school. (1:38:23) Homework strategies and student motivation. (1:42:57) Offering additional maths qualification to boost GCSE and A-level results. (1:48:13) Math education, including further maths and entry-level maths. (1:51:58) Teaching maths and setting high standards in a school. (1:55:33) Effective leadership and data analysis in a high school math department. (2:00:38) Data analysis and reporting in education. (2:06:03) Department leadership and communication in schools. (2:13:20) Department meetings and their frequency. (2:19:18) Effective teaching strategies and data analysis in maths. (2:22:24) Math interventions and support for Year 11 students. (2:27:16) GCSE maths teaching strategies and student assessment. (2:32:19) Math teaching strategies and school challenges. (2:36:36) Improving GCSE exam review sessions. (2:41:12)

In this episode, Craig Barton interviews Josh Goodrich, the co-founder and CEO of Step Lab, about his experience as an English teacher and his work in teacher education. They discuss the importance of instructional coaching and the challenges schools face in implementing effective coaching programs. Josh emphasizes the need for schools to de-implement ineffective practices and create a culture that supports coaching. He also introduces the concept of mental models and how they impact teachers' ability to change their practice. The conversation highlights the importance of awareness, insights, goals, and specific technical knowledge in coaching teachers. The conversation explores the coaching process and the importance of challenging misconceptions, using critical evidence, and introducing new ideas. It emphasizes the need for observation, hypothesis formation, and gathering evidence to support coaching sessions. The conversation also discusses the use of a framework for lesson observation and the importance of diagnostic questions. Additionally, it highlights the value of rehearsal and planning for implementation, as well as the inclusion of why diagnostics and suggested actions in coaching. The chapter concludes by emphasizing the significance of rehearsal in building habits and shaping teaching techniques. In this conversation, Josh and Craig discuss the implementation of coaching in education. They explore the journey of overcoming the initial awkwardness of coaching and the importance of planning forward. They emphasize the need to link coaching to learning objectives and the value of scripting and refining coaching sessions. They also share stories of coaching challenges and lessons learned. The conversation delves into the effectiveness of live coaching and the benefits of group rehearsal. They discuss the logistics of small group coaching and the role of diagnostic questions. Finally, they reflect on the changing perspectives on coaching and the importance of mental models in coaching. You can access the show-notes here: mrbartonmaths.com/blog/how-to-coach Education, teaching, and music with a former English teacher. (5:33) Teaching strategies and reflecting on early years of teaching. (12:19) Teacher's struggles with classroom management and improvement with coaching. (15:35) Instructional coaching in education. (20:50) Implementing coaching programs in schools. (27:10) Coaching and changing teacher practice. (30:00) Improving teaching methods through mental models. (35:10) Teacher experience and mental models. (37:52) Coaching teachers to overcome misconceptions in the classroom. (42:55) Teaching framework and lesson planning. (49:35) Coaching techniques for teachers. (52:18) Teaching strategies and classroom observations. (57:44) Coaching techniques for math lessons. (1:01:52) Coaching techniques for teachers. (1:05:22) Coaching techniques for teachers. (1:10:48) Improving teaching methods through rehearsals and planning. (1:15:49) Rehearsing teaching techniques to improve effectiveness. (1:19:30) Coaching techniques for teachers. (1:23:21) Coaching experiences and diagnostic strategies. (1:27:31) Live coaching in education. (1:32:37) Coaching in education, including feedback and classroom management. (1:35:11) Coaching techniques in education. (1:40:32) Improving coaching in a department. (1:45:31) Coaching and teaching methods. (1:48:50) Coaching in education with valuable insights. (1:54:15)

In this conversation, Craig and Ollie discuss various topics including Brian Johnson's quest to beat the aging process, fitness goals, teaching reading using Monster Phonics, treating failures as system failures, effective teacher professional development, and the use of silent teacher and checking for listening in the classroom. In this part of the conversation, Craig Barton and Ollie Lovell discuss various teaching strategies and methods. They explore the use of worked examples and the importance of checking for understanding. They also discuss the idea of tightening feedback cycles and the benefits of more frequent assessments. Finally, they delve into the controversy surrounding exit tickets and their effectiveness as a teaching tool. You can access the show-notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-10/ Time-stamps: Consider failures first as system failures (09:15) My latest lesson observation and coaching template (16:43) Representation, Decomposition, Approximation (32:16) Two different Starts to Finish so pairs don’t copy? (42:20) Tighten feedback cycles (52:57) Are Exit Tickets a waste of time? (1:02:03)

This month Ollie Lovell and I discuss the following things: Why change needs a deep understanding (08:15) The power of using critical evidence during CPD (23:10) Is making feedback into detective work really a good idea? (39:39) The Derring Effect (55:04) What have you got worse at? (1:11:24) I need the toilet (1:20:25) You can view the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-9/

In this episode, Craig, Ollie, and special guest Zach Groschel discuss various topics related to education. They start by introducing themselves and discussing their current locations. Then, they dive into the importance of standardizing entry and exit routines in schools. They also explore the concept of relentless precision in holding high standards and the obstacles to understanding that teachers may face. Overall, the conversation highlights the need for clear expectations, effective coaching, and ongoing support in education. The conversation covers obstacles to understanding, effective explanations, checking for listening, refining the list, gradual release of responsibility, six direct instruction shifts, and self-explanation. The conversation explores the pre-test effect, the value of mass practice, the importance of discriminative contrast in interleaving, and the role of similarity in interleaving. You can access the show notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-8 Time-stamps: Standardizing classroom entry and rewards for students. (8:45) Classroom management strategies for quiet and focused learning. (13:06) Implementing a new behavior system in a school. (16:55) Implementing a behavior change initiative in schools. (22:56) Improving school standards through coaching and precision. (26:07) Holding high standards in schools. (30:42) Sustaining high standards in teaching and coaching. (36:18) Coaching in education, obstacles to understanding. (41:03) Obstacles to understanding in teaching. (44:50) Clear explanations in teaching. (49:57) Teaching strategies and checklists for effective explanations. (55:30) Gradual release of scaffolding in teaching. (1:02:22) Teaching strategies for language learning. (1:07:30) Gradual release of responsibility in teaching. (1:12:21) Teaching strategies and frameworks. (1:16:09) Self-explanation in education. (1:19:37) Self-explanation in teaching and learning. (1:23:42) Self-explanation in teaching and learning. (1:28:28) Pre-testing and interleaving in math education. (1:32:42) Motivating students through math education. (1:37:42) Interleaving and spaced practice in learning. (1:41:05) Teaching math concepts through spaced repetition and interleaving. (1:48:32) Interleaving and practice strategies in education. (1:51:49) Teaching, learning, and poetry. (1:57:31)

Cognitive psychologist, Nick Soderstrom, joins me to talk about all things memory and retrieval. We discuss the important distinction between learning and performance, and then dive into four desirable difficulties: testing, spacing, interleaving and pre-testing. Links can be found in the show notes: mrbartonmaths.com/blog/how-to-remember Time-stamps: Memory, learning, and career paths with a cognitive psychologist. (7:04) The importance of retrieval practice in learning. (12:25) Learning vs performance in education. (17:51) Retrieval practice and testing in education. (24:26) The benefits of testing students and how it can improve learning. (29:35) Effective feedback strategies in teaching. (36:11) Math testing formats and feedback. (43:03) Retrieval practice in math education. (47:37) Using retrieval practice and spacing to improve learning. (51:33) Spaced repetition in teaching fractions. (56:30) Optimal spacing for effective learning. (1:01:01) Optimal retrieval practice for learning. (1:05:36) Using hints and cues in retrieval practice. (1:10:03) Formative assessments and learning vs performance. (1:13:30) Interleaving and its benefits in learning. (1:17:41) Interleaving in math education. (1:23:55) Math education techniques and interleaving. (1:27:53) Interleaving practice in education. (1:31:41) Pre-testing in education. (1:36:57) Assessing students' prior knowledge in math lessons. (1:44:24) Pre-testing in education and its potential effects on students. (1:47:35) Pre-testing and its benefits in education. (1:52:48) Retrieval practice and its effectiveness in learning. (1:57:43) Learning strategies and debunking myths. (2:02:21) Learning styles, desirable difficulties, and technology in education. (2:08:32) Learning vs performance in education. (2:14:37) Learning strategies and research-backed techniques for teachers. (2:20:22)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the seventh of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss CPD, checking for understanding, rehearsal, lesson planning, and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-7 Time-stamps: Plan CPD around the in-between times (10:04) Questions to ask during CPD (17:52) Ask Who got 8/10? (28:16) Importance of rehearsal when coaching (35:42) Move slowly (50:47) What’s harder, planning lessons from scratch, or adapting existing lessons? (57:27)

Where to begin? Mark McCourt has done it all. From maths teacher, head of maths, head teacher, Ofsted inspector, CEO, founder, and the creator of MathsConf. I first met Mark almost 20 years ago, and have learned from him ever since. This is Mark’s 3rd appearance on the podcast, and given he recently announced his retirement, I fear it may be his last. To access the show-notes, please visit: Time-stamps: Retirement and career changes. (4:43) Potential and ability in education. (13:30) The meaning of "ability" in education. (21:31) Teaching methods and class organization. (25:30) Teacher performance and subject-specific knowledge. (33:28) Education trends and subject matter in schools. (38:06) Education sector fear and lack of agency among teachers. (44:14) Assessing student learning and understanding. (53:21) Teaching methods and mini whiteboards. (58:59) Maths education and manipulatives. (1:03:41) Using manipulatives in math education. (1:10:22) Maths education and teacher training. (1:16:35) Inadequate teacher training in the UK. (1:22:47) Teaching math concepts in a personalized manner. (1:28:42) Math education and assessment methods. (1:33:34) Formative assessment and teacher vulnerability. (1:41:00) Teaching mathematics with formal language and forward-thinking methods. (1:44:53) Teaching methods and fear of inspections. (1:51:26) The power of education and knowledge transfer. (1:59:05) Education as a maturation process. (2:05:01) Mastery approach in education with a focus on math and FE. (2:15:16) FE college math reset issues. (2:20:03) Improving mathematical literacy through precise language use. (2:27:29) Educational approach and its impact on school performance. (2:33:45) The importance of shared values and beliefs in schools. (2:40:44) The effectiveness of Ofsted and potential systemic problems. (2:46:23) Ofsted's effectiveness and potential biases. (2:52:34) Education system and curriculum design. (2:56:56) Maths education, curriculum, and technology. (3:04:41) Mastery-based education and assessments. (3:09:48) The role of teachers in education and the potential for online learning. (3:14:19) The importance of classroom experience in teaching. (3:21:58) Career challenges and personal growth. (3:26:44) Teaching, grief, and pride in education. (3:31:41) Retirement, relationships, and personal growth. (3:40:39) Education, values, and priorities with Mark McCourt. (3:45:59)

The episode features a conversation with Ofsted's Maths Subject Lead, Steve Wren. We discuss everything from inspections, subject deep-dive, lesson observations, book scrutinies, COVID and more. For show notes, please visit: mrbartonmaths.com/blog/ofsted Time-stamps: Education career, controversies, and accents. (13:13) Maths education, policy, and personal interests. (15:31) Maths education and refereeing football. (20:56) Football refereeing and teaching career insights. (23:27) Lesson planning and the importance of cutting losses. (26:31) Ofsted inspections and their practicalities. (29:12) School inspection process and expectations. (35:33) School inspection and grading. (39:09) School inspection process and leadership. (42:40) Ofsted inspections and deep dives in a secondary school. (49:15) Maths curriculum and lesson observations. (51:13) Teaching maths in a school. (55:22) Ofsted inspections and lesson quality. (1:00:18) Ofsted inspections and consistency in teaching practices. (1:04:45) Using mini whiteboards in the classroom. (1:07:45) Using books to support deep dives in education. (1:11:37) Effective lesson observations and deep dives in education. (1:15:14) Inspector training and subject expertise in education. (1:18:27) Keeping bias out of inspections and tailoring approaches to individual schools. (1:21:55) Effective department meetings in schools. (1:26:44) Maths education report and its findings. (1:29:32) Maths education challenges and solutions. (1:34:23) Teaching methods and exam preparation in schools. (1:39:01) Secondary school teaching strategies and retention. (1:43:47) Primary and secondary school math education. (1:48:12) Problem-solving in math education. (1:52:30) Effective problem-solving strategies in math education. (1:56:35) Maths education balance and practice. (2:00:12) Problem-solving in math education. (2:04:43) Using departmental meetings to support math problem-solving skills. (2:07:06) Curriculum design and problem-solving strategies. (2:11:02) Problem-solving strategies in math education. (2:16:07) Sharing high-quality educational resources and Ofsted's research review. (2:18:51) Maths education and the importance of balancing different perspectives. (2:23:56) Ofsted's stance on marking and feedback. (2:28:39) Effective math teaching methods and workload management. (2:32:53) Using centrally planned resources in maths lessons. (2:36:26) Maths education during COVID-19 pandemic. (2:40:29) Maths education, homework, and curriculum. (2:45:51) Ofsted inspections and curriculum development. (2:49:35) The future of math teaching and the importance of skilled teachers. (2:53:04) Educational blogs and podcasts for personal growth. (2:57:30)

For this special episode (kindly sponsored by Casio Education), Ollie Lovell and I are joined by Emma Turner and Tom Sherrington to discuss coaching, the view form the back of a lesson, pre-testing, implied competencies and more! Access the show-notes here: mrbartonmaths.com/blog/tools-and-tips-for-teachers-6 Time-stamps: Be wary of the view from the back of your lessons (05:29) Implied competencies at primary (21:52) The Montessori approach (37:01) Why cannot Craig not make pretesting work? (58:45) Is coaching in groups better than one-to-one? (1:21:53) The power of manipulatives (1:35:15)

Vic Simms is a Professor of Developmental Psychology at Ulster University. Her recent research interests have been in understanding the influence of the home environment on early mathematical development, understanding influences on development from cross-country perspectives and developmental differences (for those children born preterm or with genetic conditions). This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-25 Time-stamps: Introduction to today’s topic. (6:29) How parents engage with their children. (11:20) Differences between the quality of the interactions and the frequency. (15:37) The ideal combination of frequency and quality. (19:58) The home mathematics environment in China. (24:35) The hierarchy of what parents should do for their environment. (29:08) The role of shape and space in mathematics development. (34:31) The maths environment at home and literacy. (41:53) The role of first impressions in learning and performance. (49:25) Teacher perception of a student. (52:51) How parents can help their children think more intentionally. (59:04) The weak relationship between mathematics environment and learning outcomes. (1:02:19)

Kinga Morsanyi is a developmental psychologist, and currently a Senior Lecturer in Mathematical Cognition at Loughborough University. Her main focus is on mathematics learning, but her research interests also encompass reasoning and decision-making, the motivational and emotional aspects of learning, and educational approaches to improving thinking and mathematics skills. Kinga is also researching the atypical development of cognitive skills, in autism and in developmental dyscalculia. This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-24 Time-stamps: Introduction to Kinga. (0:14) Craig's background. (2:08) Maths Anxiety. (8:52) The bias for positive findings in research. (15:17) What is dyscalculia and what does it mean? (19:34) Differences between students with dyscalculia and those without. (25:32) Diagnostic criteria for dyscalculia. (32:17) New developments in the field of dyscalculia. (37:02) Gender differences in dyscalculia. (44:23) Is it possible to outgrow dyscalculia? (48:38) Comorbidities between dyslexia and dyscalculia. (58:23) The modularity of the mind. (1:02:54)

Dave Hewitt taught in schools for 11 years, including as Head of Department working with all-attainment classes from Years 7-11. Dave has since been working in teacher education for over 30 years, initially at the University of Birmingham and then setting up the mathematics PGCE at Loughborough University in 2014. Dave was last on the show back in 2020 when we discussed when to tell students how to do something. This episode is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can access the show-notes here: mrbartonmaths.com/blog/research-in-action-23 Time-stamps: Dave's background. (2:07) The law of efficiency and short term success. (7:36) The subordination of teaching to learning. (13:16) Children can abstract from a world of complexity. (19:49) Direct access to students. (25:15) Direct access vs. prior knowledge. (33:12) Assess the knowledge of your students. (41:32) The power of learning generated examples. (45:59) Not enough time for maths. (50:35) Teachers are not assessors. (55:19) Fluency-based learning. (1:00:02) Assessments are not just about assessment. (1:04:45) How to get students to explain things. (1:09:25) Discussing departmental meetings around the task. (1:14:51) How to assess where students are in the mind. (1:18:38) Being creative in the classroom. (1:24:21) What’s an example of something you’ve changed your mind about? (1:29:45) Building Thinking Classrooms. (1:32:36) The importance of enthusiasm and believing in mathematics. (1:38:47) Mimicry and direct instruction. (1:45:05)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fourth of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss instructions, the Split-Attention Effect, backwards-faded worked examples, and the first lesson with a new class. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-5/ Time-stamps: Front-loading instructions (09:09) Backwards fading for worked examples (12:51) Never write what you don't understand (28:36) Hands-up who thinks they know the answer (40:02) Do you really understand the Split-Attention Effect? (49:50) First lesson with a new class (58:36)

Camilla Gilmore is the Developmental Psychology and lead of the Centre for Early Mathematics Learning. She has done research for 20 years focused on learning mathematics in particular looking at cognitive aspects (e.g. executive function skills that we discussed back in episode 151) This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out the show-notes here: mrbartonmaths.com/blog/research-in-action-22/ Time-stamps: The importance of early years maths. (7:38) What are the age groups of early learners? (11:52) How much variation is meaningful and how much incidental? (15:42) Early years and executive functions. (21:11) Cognitive load theory and extraneous load. (27:13) How retrieval practice works in early years. (31:10) The month of birth effect on learning. (35:33) How much do emotional aspects play a role? (39:47) Positive attitudes to maths in early years. (44:26) What secondary teachers can learn from early years teachers? (48:39) How did you change your mind about the centre? (54:20)

Jodie Hunter is a visiting professor at Loughborough University from Massey University, New Zealand. We discuss developing culturally responsive mathematics education in classrooms with students from diverse ethnic groups including Indigenous and migrant groups through building on culture as a strength. This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. You can check out the show-notes here: mrbartonmaths.com/blog/research-in-action-21/ Time-stamps: Jody's background. (1:53) What do you mean by early algebra? (7:34) Cultural representation of mathematics in school. (14:17) The power of geometric patterns. (21:39) How children's academic achievement accelerates. (26:56) Shoehorning in inverted commas and real-life applications. (31:58) Strategies on how to integrate cultural learning into maths. (38:06) Advice for teachers on how to help students. (43:58) The role of comparative judgement in evaluating student responses. (47:45) Getting students to look at other students' responses. (53:07) Quality-assured resources for teachers. (58:58)

Paul Howard-Jones joins me to discuss how and why teachers use (and don't use) research to inform their teaching. This is part of my Research in Action mini-series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. Time-stamps: Paul's background. (4:15) Why research doesn’t play out as well in the classroom? (10:36) How do researchers and educators work together? (16:27) The shift towards evidence of impact in research. (22:30) Understanding the why and how of the research. (29:23) Implementation adaptation and sustainment. (36:26) How to break down barriers to research. (43:10) Advice for teachers who value research. (48:51) Fostering a culture of innovation in the classroom. (54:06) The research community’s take on practical classroom techniques. (59:30) What Paul is currently working on in the field. (1:05:53)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fourth of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss live coaching, shared lesson plans, CPD, Dylan Wiliam and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-4/ Time-stamps: Is this now correct? (5:29) Some elements of good teaching I don't use enough in CPD (11:14) Moving towards shared lesson plans (26:26) Live coaching (44:12) When are you ready to be a head of department? (1:04:26) Task structures (1:14:21)

Science teacher, Pritesh Raichura, shares his insights about how to ensure 100% of our students are listening, thinking and understanding at each stage of a lesson. From All-Hands-Up Cold Calling, to high-frequency checks for listening, this episode is jam-packed with incredible, practical insights. You can access the resources and videos from the episode here: https://www.mrbartonmaths.com/blog/170-how-to-secure-100-student-engagement-with-pritesh-raichura/ Useful time-stamps: Welcome to Pritesh (06:51) Pritesh's favourite failure (10:37) What does Pritiesh mean by attention? (19:25) What does 100% attention look like? (22:53) Is 100% attention really achievable? (28:15) What is the relationship between attention and behaviour? (33:44) All-Hands-Up Cold Call (46:06) How do you secure attention when students are practising independently? (1:16:37) Show Call (1:20:35) High-frequency checks for listening (1:25:20) Desks in rows (1:43:05) S-L-A-N-T (1:58:10) Silence as a default (2:08:36) The instruction sandwich (2:18:44) Making routines work in the classroom when they are not whole-school policies (2:26:51) The three phases of questioning (2:33:41) Backload the means of participation (2:45:51) Turn and Talk (2:52:24) Mini-whiteboards (3:10:59) Head down, fist on head for answering multiple choice questions (3:21:38) Pritesh's Big 3 (3:30:02)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under in the second of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss connections, worked examples, teacher knowledge, iPads and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-3 Time-stamps: Be explicit about connections (05:27) A quadrilogy for worked examples (14:07) Expectations of teacher knowledge have fallen over time (29:44) The best use of iPads I've seen (41:21) Buy some timer dice! (52:02) Rewards for revision (54:55)

Experienced heads of department, Femi Adeniran and Matt Findlay, join me for an epic conversation about leading a maths department. We cover everything from consistency versus autonomy, departmental meetings, handling parental complaints and allocating sets. You can access links to the resources discussed, time-stamps and videos on the podcast show-notes page here: https://www.mrbartonmaths.com/blog/168-how-to-lead-a-maths-department-with-femi-adeniran-and-matt-findlay/ Time-stamps: Matt's favourite failure (06:26) Femi's favourite failure (10:38) Matt's route into becoming a head of department (15:45) Femi's route into becoming a head of department (18:17) How many year's classroom teaching should you have before becoming a head of department? (21:02) How strong a teacher does the head of department need to be? (24:41) What does your timetable as a head of department look like? (28:43) Do you find you are teaching more these days than 5 years ago? (32:38) Does your teaching suffer with all the other things you have to give attention to? (40:00) How does your workload compare to a teacher with a full time-table? (46:39) How often would you be pulled out of a lesson to deal with something? (52:13) How do you balance the need for consistency across your department with a desire for teacher autonomy? (56:46) What are the non-negotiables that members of your team have to follow? (1:32:54) What do your departmental meetings look like? (1:57:13) How do you ensure good practice is shared around the department? (2:21:51) How do you support less experienced colleagues, non-specialists, those who are struggling? (2:23:16) How do you deal with directives from SLT that you don't agree with? (2:41:26) What do you do to help non-specialists (particularly SLT) understand what the characteristics of high-quality T&L in maths are? (2:48:37) How do you deal with difficult members of the department who are reluctant the make changes? (2:54:59) How do you deal with parental complaints? (3:00:48) How do you allocate teaching sets? (3:05:19) Final reflections (3:19:37) Craig's takeaways (3:32:42)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under in the second of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss reasons students don't understand things, behaviour, copying things down, and more! For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-2 Time-stamps: Three reasons students don’t know the answer (06:06) Three reflections on behaviour in schools (19:22) Develop competing hypotheses when observing teaching and learning (37:11) Further thoughts on the Myth of Copying Things Down (47:19) Rethinking To-Do Lists (1:06:13) End the day on a positive (1:16:24)

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under in the first of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this first episode, we discuss checking for understanding, curriculum, PowerPoint and more! For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-1/ Time-stamps: The crucial role of curriculum (05:18) No hints before a check for understanding (14:19) Diagnosis in coaching (24:12) The Tick Trick (39:29) The power of a slideshow for teaching mathematics (45:32) How to get better sleep (59:24)

For links to the resources discussed in the episode and videos of our conversation please visit the episode show-notes page here: https://tipsforteachers.substack.com/p/how-to-be-more-evidence-informed?sd=pf Time-stamps How does Peps find good quality research to share with teachers? (08:44) How does Peps summarise research so teachers can quickly digest and apply it? (14:29) What is a piece of research we both believe in, but wish was not true? (21:53) Willpower is overrated (48:20) Consistency before challenge (59:26) Interruptions leave a wake (1:07:04) Mind your modes (1:12:47) What's happening in AI right now, and what does it mean for education? (1:23:33) Coaching chat! (1:37:23) Peps' new book (1:49:58) My takeaways (1:51:57)

Hello, and welcome to another episode of the Mr Barton Maths Podcast, with me Craig Barton. This time around I spoke to maths teacher, Craig Latimir. We discussed Craig's process for planning a maths lesson. I asked Craig the following questions, and plenty more: What did your lesson planning process used to look like, and what problems did this lead to in the classroom? What are your overall principles of planning now? Do you plan in terms of individual lessons, or a sequence of lessons, or a hybrid? And then Craig takes us through the key phases of a lesson, describing how he plans them and exactly how they play out in the lesson, including The Do Now Exposition Modelling Checking for understanding Responsive teaching  Practice End I have entitled this episode how to plan a maths lesson, but I suspect the key principles could apply to other subjects. So please feel free to share with your non-maths colleagues if you think this is the case. Resources and videos from the episode: Follow this link: mrbartonmaths.com/blog/how-to-plan-a-maths-lesson Useful time-stamps: Craig and I discuss our past lesson planning crimes (15:01) Craig shares his key principles for lesson planning (22:45) Craig tells us the first thing he thinks about when planning (52:18) Craig discusses how he plans and delivers the Do Now (57:18) Then the exposition (1:20:37) Then modelling (1:29:04) Then how he questions and checks for understanding (1:44:32) Then how he responds to those checks (1:59:56) Then the practice phase (2:08:00) And finally the end of the lesson (2:16:15) I begin my reflection on all I learned from Craig (2:55:36)

This episode of the Mr Barton Maths Podcast is kindly supported by Oxford University Press’s new Key Stage 3 maths curriculum called Mosaic. You can find out more by searching for Oxford Smart Mosaic or visiting here. *** Hello, and welcome to another episode of the Mr Barton Maths Podcast, with me Craig Barton. This time around I spoke to science teacher and author, Adam Boxer. We discussed Adam’s process for observing lessons, giving feedback and coaching teachers. We discussed the following, and plenty more: What were Adam’s early experiences both being observed and observing others? How does Adam now observe and give feedback? Can non-specialists observe as well as subject specialists? Whatever your style of teaching, experience or subject, I think you will get a lot out of this conversation. Useful time-stamps: What did Adam’s lesson observations used to look like? (10:55) What does Adam do before observing a lesson? (41:48) What does Adam do in the lesson he is observing? (54:45) What does Adam do between the lesson and the feedback session? (1:25:18) What does the feedback session look like? (1:27:48) How does this fit into a coaching cycle? (1:49:38) Should non subject specialists observe lessons? (1:58:09) Adam discusses Caroseul and his secret project (2:05:41) My takeaway (2:0957) On Twitter Adam is: @adamboxer1 Adam’s blog is: achemicalorthodoxy.wordpress.com Adam’s book is: Teaching Secondary Science: a complete guide Find out more about Carousel Learning here: carousel-learning.com Sign up for updates about Adam’s secret project here *** My usual plugs: You can sign up for the Tips for Teachers newsletter here: tipsforteachers.co.uk/newsletter My online courses are here: craigbarton.podia.com My books are “Tips for Teachers“, “Reflect, Expect, Check, Explain” and “How I wish I’d taught maths” If you are interested in sponsoring an episode of the show, then drop me an email at [email protected] You can help support the show via my Patreon page at patreon.com/mrbartonmaths ***

Jamie Thom interviewed me for his excellent Beyond Survival podcast - a show aimed at supporting new teachers. Jamie asked me to share five tips that I thought would benefit those teachers new to the classroom. Here is what I came up with: The importance of boosting the participation ratio Respecting both types of wait time Improving paired discussion Embracing Learner-generated examples Asking students to assign confidence scores to their work You can listen to more episodes of Beyond Survival here: https://podcasts.apple.com/gb/podcast/beyond-survival-the-new-teacher-podcast/id1643514835  My own Tips for Teachers podcast is here: https://tipsforteachers.co.uk/podcast/  You can find out about my Tips for Teachers book here: https://tipsforteachers.co.uk/book/ 

Here are the links to the things discussed in the show: Tips for Teachers website Tips for Teachers podcast Tips for Teachers newsletter Tips for Teachers book Online and face-to-face CPD and departmental support Three Tips for Teachers episodes to check out: Jamie Thom Sammy Kempner Craig Latimir The Mr Barton Maths Podcast will be back soon!

Ollie Lovell is a maths teacher from sunny Australia. He is also a head of department, blogger, research ravager, pioneering podcaster, and best-selling author. He joins me to discuss the key ideas from his book: Tools for Teachers. We focus on two key areas: regulation & relationships, and leadership. Ollie offers his usual dose of practical, actionable takeaways that any teacher can try. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/ollie-lovell-tools-for-teachers/

This episode of the Mr Barton Maths Podcast is a taster of my new project: Tips for Teachers (check out the website here: tipsforteachers.co.uk ) Each episode of the Tips for Teachers podcast features a guest sharing 5 tips to improve any aspect of teaching life. To get you in the mood, I wanted to share one tip from each of my first five guests: Adam Boxer: To reduce “choppy time” in lessons, use a Front Loaded Means of Participation and wait for Golden Silence Jo Morgan: Don’t forget the respond part of responsive teaching Tom Sherrington: Start with whoever got 8 out of 10 Jemma Sherwood: Plan sequences not lessons Harry Fletcher-Wood: Do less, but better Please help support the Tips for Teachers podcast by: 1. Subscribing on your podcast platform of choice (you can find links to the most common platforms here: tipsforteachers.co.uk/podcast) 2. Rating and reviewing the Tips for Teachers podcast 3. Telling your friends and colleagues about it 4. Visiting the Tips for Teachers website: tipsforteachers.co.uk Thanks so much!

Adam Boxer is a science teacher, author and creator of Carousel Learning. He joins me to discuss the key ideas from his book: Teaching Secondary Science: a complete guide, including What makes a good explanation? What role does silence play in Adam’s lessons, and how has this changed over the years? Is it important maths and science departments work together? If so, how? What role does technology have to play in terms of retrieval? Observation feedback, engaging with research, and so much more.  For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/adam-boxer-explanations-retrieval-and-maths-science-working-together/

I have been a big fan of Dan’s work for a few years now. Along with last episode’s guest, Paul Rowlandson, Dan’s blog is one of the few I have notifications on for new posts because I find it essential reading. I love the way Dan reflects on his thinking from the ideas he tries out in his lessons. In this episode we discuss overlearning and conceptual leaps. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/dan-draper-overlearning-and-conceptual-leaps/

Paul is a maths teacher with a strong interest in research - so much so that he is now embarking upon a doctorate. He also holds the prestigious title of being Jo Morgan’s favourite maths blogger. In this conversation we discuss Paul's research into Interleaving - what is it, what is it not, and how can teachers harness its power? For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/paul-rowlandson-getting-mixed-up-with-interleaving/

Jo is a legend of the maths teaching community. Her website, resourceaholic, is the go-to site for many teachers to find hand-picked, curated, top-quality resources and her Maths Gems series of posts are a must read for the latest mathematical gold out there. Jo joins me to discuss the importance of depth and sequencing when thinking about maths curricula. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jo-morgan-depth-and-sequencing-of-the-maths-curriculum/

Tom is the CEO at Learning with Parents. Regular listeners might recall that I was lucky enough to attend Tom’s session at the virtual MA conference earlier this year, and I loved it. The session was all about how schools can engage parents in their children’s learning, and dispelled a few myths I held to be true. About 2 minutes into that session, I knew I wanted Tom on the show, and fortunately he was kind enough to accept my invitation. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/tom-harbour-engaging-parents-in-their-childrens-learning/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-19-teaching-mixed-attainment-with-tom-francome/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-18-comparative-judgement-with-ian-jones/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-17-executive-function-with-camilla-gilmore/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-16-writing-a-maths-curriculum-with-colin-foster/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-15-childrens-early-understanding-of-number-with-francesco-sella/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-14-counting-in-the-animal-kingdom-with-krzysztof-cipora/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-13-the-self-explanation-effect-and-how-experts-read-maths-differently-with-lara-alcock/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-12-inquiry-as-a-way-of-being-with-barbara-jaworski/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-11-university-transition-and-oral-assessments-with-paola-iannone/

Christian is an Associate Professor of Maths Education at the University of Southampton. In this conversation we discuss the importance of coherence in a curriculum, why a god textbook is so important, and what are his best bets for education research? For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/christian-bokhove-coherence-textbooks-and-research-best-bets/

Anne Watson and Kris Boulton join me to discuss their answers to 8 big questions in maths education: 1. What do you see as the goals of mathematics education? 2. What does it mean to “be fluent” in something in mathematics, and is fluency important? 3. What does it mean to “understand” something in mathematics, and is understanding important? 4. Please tell us about one of your favourite maths resources/activities. Why do you like it? 5. What do you see as the key similarities and differences between variation theory and Engelmann's approach to direct instruction? 6. Is the distinction between a “novice” and an “expert” a useful one? If not, why not? If so, how might we tell if a student has moved from being one to being the other? 7. What - if anything - are the most important things for teachers to know and implement from cognitive science research? 8. What is an example of something important that you have changed your mind about? You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/anne-watson-and-kris-boulton-in-conversation/

Join Jo Morgan (@mathsjem) and I as we reflect on what we learned from Day 3 of the Mathematical Association 2021 virtual conference, discussing topics such as: Colin Foster's brilliant opening keynote about what it means to "understand" something Angles as a measure of turn TIMMS data Good tasks and how to adapt them And more! You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/conference-takeaways-mathematical-association-conference-2021-day-3/

Join Jo Morgan (@mathsjem) and I as we reflect on what we learned from Day 2 of the Mathematical Association 2021 virtual conference, discussing topics such as: Hannah Fry's keynote on communication Transition from GCSE to A Level this summer Talking maths with your children Parental support for learning in general My session on misconceptions with area and perimeter And more! You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/conference-takeaways-mathematical-association-conference-2021-day-2/

Join Jo Morgan (@mathsjem) and I as we reflect on what we learned from Day 1 of the Mathematical Association 2021 virtual conference, discussing topics such as: Black mathematicians,  Creating a Low Threshold High Ceiling Classroom,  What makes a good task?,  Misconceptions Paper folding Ratio and proportion Mathematical diagrams Ofsted You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/conference-takeaways-mathematical-association-conference-2021-day-1/

In a follow-up to Part 1, US teacher, blogger and author Michael Pershan joins me to compare and contrast our two approaches to delivering worked examples. And then we discuss two fresh and fascinating areas: the role of mistakes in worked examples, and then the issue of using names in worked examples (either real or fictions). I loved this conversation.  For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/michael-pershan-teaching-with-worked-examples-part-2/

In a podcast cross-over episode, Ollie Lovell from the wonderful  Education Reading Room podcast interviews US teacher, blogger and author  Michael Pershan about worked examples. How does Michael plan his worked  examples, what do they look like in the classroom, what does the  research say, and why is self-explanation so important? For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/michael-pershan-teaching-with-worked-examples-part-1/ 

Doug Lemov returns to the podcast to share tips for the return to classrooms. Sharing takeaways from 3 books - Teach like a Champion 3.0, Teaching in online classrooms and the Coach's guide to teaching - Doug provides strategies, theories and resources to help make the return to classrooms as effective as possible For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/doug-lemov-tips-for-the-return-to-classrooms/

This is a reissue of a classic episode from back in April 2017. When changing podcast provider, the original episode didn’t copy across, and as it is one of my favourites (and most controversial), I didn’t want to lose it. So, here is it again I all its 3+ hours of glory. Even if you have heard the episode before, it might be worth another listen, bearing in mind that 3 years after we recorded this, Dani and her team helped their students achieve the best GCSE results in the country. The original show notes and links are here: http://www.mrbartonmaths.com/blog/dani-quinn-part-1-michaela-school-planning-lessons-low-stakes-tests/ Enjoy, and I will be back with some new episodes soon

Jo Morgan returns to the show to discuss how she is approaching online teaching 6 months on from when she first experienced it. It turns out lots has changed. Jo has some great advice and resources for making remote teaching effective and manageable. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jo-morgan-teaching-key-stage-3-maths/ 

Ollie Lovell returns to the show to discuss one of our favourite subject - Cognitive Load Theory. But instead of going over the usual stuff, Ollie talks about the things surprised him whilst doing research for his new book, what Cigntive Load Theory has to say about remote teaching and online lessons, and finally Ollie helps me get my head around some aspects of the theory that I have long found confusing! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/ollie-lovell-cognitive-load-theory-in-action/ 

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-10-when-to-tell-and-teaching-algebra-with-dave-hewitt/  

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-9-phds-and-maths-textbooks-with-beth-woollacott/

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-8-numbers-and-space-with-krzysztof-cipora/ 

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-7-designing-and-interpreting-educational-research-with-matthew-inglis/ 

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-6-cognitive-load-theory-with-ouhao-chen/ 

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-5-fingers-and-game-based-apps-with-korbinian-moeller/ 

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-4-maths-anxiety-with-kelly-trezise/ 

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-3-estimation-equals-and-working-memory-with-iro-xenidou-dervou/ 

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-2-parental-engagement-with-tim-jay/ 

The aim of this Research in Action series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/research-in-action-1-language-and-dyscalculia-with-julia-bahnmuller/ 

Peps McCrea returns to the podcast to talk about the secret ingredient in learning - motivation. Peps argues that it is motivation that dictates what students pay attention to, and it is what they pay attention to that determines what they are likely to remember. Peps describes the 5 core drivers of motivation, and provides practical suggestions for how teachers can tap into these in their classrooms. A must listen! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/peps-mccrea-motivated-teaching/ 

Jo Morgan returns to the show to discuss how she is finding it this year with no GCSE or A Level classes. It turns out she is loving it, and we discuss in depth the beauty of teaching Key Stage 3 maths, the mistakes she sees other schools make with this phase, and the simple strategies for improvement that any school or teacher could implement. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jo-morgan-teaching-key-stage-3-maths/ 

Join me and Jo Morgan for a Conference Takeaways podcast from the second ever online MathsConf. We discuss a controversy about moving the decimal point, the importance of tasks, ratio tables, Increasingly difficult questions, technology, maths tricks, Times tables and much, much more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-mathsconf24-online/ 

Mark is a psychology teacher and Deputy Head from Scotland who joins me for the second time to discuss the challenges of teaching amidst the Cobid-19 outbreak, the importance of sleep for both students and teachers, and he thoughts about Dwek's growth mindset. Hopefully this episode will keep you awake... in a good way. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/mark-healy-part-2-sleep-growth-mindset-and-teaching-amid-covid-19/ 

Jemma returns to the show for a surprisingly maths-less episode as she discusses her and her department's plans for what will prove to be a challenging return to school in September 2020, as well as sharing advice for Heads of Department that is timeless. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jemma-sherwood-part-2-preparing-for-september-2020-being-a-head-of-department/ 

Adele has transitioned from an opera singer to a teachers, specialising working with students who have behavioral challenges both in mainstream schools and alternative provision centres. In this episode Adele shares her experiences, anecdotes and advice that will be useful to all teachers no matter how experienced you may be. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/adele-bates-behaviour-and-relationships/ 

Jonathan Hall, the creator of the incredible MathsBot website joins be to discuss why he has moved to teaching in a more visual way, what this looks like in the classroom in terms of physical manipulatives versus virtual manipulatives, and what he means by behaving mathematically. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jonathan-hall-mathsbot-teaching-visually-and-behaving-mathematically/ 

Join me and Jo Morgan for a Conference Takeaways podcast from the first ever online MathsConf. We discuss online CPD, Don Steward, magical maths, exact trig values, misconceptions with angles, teaching the what before the why, and much, much more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-mathsconf23-online/  

Psychology teacher and Deputy Head, Mark Healy, joins me to discuss the distinction between cognitive science and cognitive psychology, their potential misuse in schools, and how schools can build a culture whereby staff willingly engage in meaningful CPD. Mark will also return soon to discuss sleep! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/mark-healy-cognitive-science-versus-cognitive-psychology/ 

Robert is a US maths educationalist and all round legend. He is the brains behind the Open Middle website, and the depth of knowledge framework. In this episode we delve deep into problem solving using those two key ideas as a stimulus, and also discuss effective CPD. It is a good one! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/robert-kaplinky-depth-of-knowledge-open-middle-problems-and-effective-cpd/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-jamie-frost-dr-frost-maths-and-virtual-whiteboards/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-ollie-lovell-and-bryn-humerstone-checking-for-understanding-desmos-and-lessons-learned/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-jules-daulby-supporting-students-with-special-educational-needs/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-helen-williams-supporting-early-years-students/ 

Paul Kirschner and Carl Hendrick join me to discuss their excellent book: How Learning Happens. But over the course of 2 hours we delve into so mich more, including the writing of and reaction to Paul seminal paper, Why Minimal Guidance During Instruction Does Not Work and what advice Paul and Carl would have for teachers trying to help their students learn amidst school closures. For more information about today’s guests, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/paul-kirschner-and-carl-hendrick-how-learning-happens/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-jon-hutchinson-making-videos-for-primary-school-students/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-adam-boxer-retrieval-conducting-interviews-and-staying-safe-and-sane/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-dan-pearcy-google-meets-poll-everywhere-and-5-principles-for-remote-teaching/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-jo-morgan-hegarty-maths-family-life-and-why-she-will-not-be-doing-live-lessons/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-michael-pershan-zoom-assessment-for-learning-and-a-careful-choice-of-questions/ 

“Teaching from home” is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/teaching-from-home-ben-rooney-structure-social-interactions-and-experimenting-with-technology/ 

In the wake of the Covid-19 outbreak, I sat down with 3 teachers from France who are a week ahead of the UK in terms of providing online learning to their students following school closures. Listen as we discuss what works and what doesn't. Stay safe everyone. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/special-episode-online-learning-during-the-covid-19-outbreak/ 

Join me and Dani Quinn for a Conference Takeaways podcast from MathsConf in Manchester, where we discuss percentages, algebraic thinking, surds, circle theorems, and I try to find out exactly how Dani and her team got those incredible GCSE results. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-mathsconf22-manchester-march-2020/ 

Daisy returns to the podcast to talk all things EdTech. What works, what doesn't work, and what does the future of education technology hold? This is a fascinating conversation with one of the sharpest minds out there. Daisy's book, Teachers vs Tech: a case for an edtech revolution is available here. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/daisy-christodoulou-teachers-vs-tech/ 

I have teamed up with Jo Morgan (@mathsjem) and TES to delve deep into key matheamtical topics, looking at progression, misconceptions, resources, etymology and much, much more. Each of these episodes was filimed, and the videos are embedded into the show notes page. You will also find the PowerPoint Jo uses so you can access all the resources. The show notes page is here: http://www.mrbartonmaths.com/blog/topics-in-depth-angles-and-parallel-lineswith-jo-morgan-supported-by-tes/ 

Kris Boulton returns to the show to complete the trilogy - although Parts, 4, 5... and 23 may not be far away as I have so much to talk to him about. Here we delve deep into Kris' belief that cognitive science has severe limitations when it comes to actually helping teachers improve, and what his alternative is. It is a cracker! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/kris-boulton-part-3-is-cognitive-science-almost-useless-for-designing-effective-teaching/ 

You may or may not know that I also host a podcast called Inside Exams, where I go behind the scenes of the English awarding body, AQA, to find out the answers to the questions you want to know. Each episode features an interview with someone from AQA, and then with a teacher who shares practical tips about how they have overcome a particular issue. We have covered everything from how the papers are written, how grade boundaries are set, multiple choice questions, and just how do AQA react on the day of the exam when Twitter is going mental. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/exam-malpractice-inside-exams-with-aqa/ 

Tom is a former maths teacher and head of maths, and now lecturer, researcher and teacher trainer. In this epic conversation I manage to ask about 3 of my planned questions because the answers Tom gives are so insightful. We cover planning lessons, working with novice teachers, where lessons can go wrong, and much, much more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/tom-francome-part-1-supporting-novice-teachers-planning-lessons-and-excel/ 

I have teamed up with Jo Morgan (@mathsjem) and TES to delve deep into key mathematical topics, looking at progression, misconceptions, resources, etymology and much, much more. Each of these episodes was filmed, and the videos are embedded into the show notes page. You will also find the PowerPoint Jo uses so you can access all the resources. You can access the show notes here: http://www.mrbartonmaths.com/blog/topics-in-depth-indices-with-jo-morgan-supported-by-tes/ 

Emma is a former maths teacher who now trains teachers in ITE and FE. She is a self-confessed Maths geek and the author of the superb of 'Making every maths lesson count'. On this episode Emma shares three fantastic ideas from her book, we discuss the challenges novice teachers face, and what the Learning Curriculum is all about. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/emma-mccrea-making-every-maths-lesson-count-training-teachers-and-the-learning-curriculum/ 

Alex is a journalist, the man who runs the Guardian’s fortnightly Monday puzzle, and the author of some of the best-loved Maths books of recent times, including Alex’s Adventures in Numberland. As I found out, he is also just a brilliant person to have a chat to. We talk about puzzles, writing about maths, the perception of our subject, and plenty more! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/alex-bellos-puzzles-perception-and-pool-tables/ 

Julia is a former teacher, who is now a teacher trainer, author, and pioneer of the 5Rs approach. This simple way of breaking down lessons into manageable chunks, each of which serves a key purpose, has been revolutionary in terms of the impact it has had on GCSE resit students. But, as we examine in this conversation, its application could go much wider. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/julia-smith-teaching-gcse-resit-and-the-5rs/ 

In a special episode of the show, I speak to AQA's resident multiple choice question guru, Zeek Sweiry to discuss the merits of diagnostic multiple choice questions both as a teaching tool and a tool of assessment. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/multiple-choice-questions-on-trial-with-aqas-zeek-sweiry/ 

Rob is a mathematician, author, presenter and puzzle writer. In this episode we delve deep into the importance of estimation, even in the an age of technology. We also cover the public perception of maths, humour in lessons, the writing and answering of maths puzzles, the relationship between cricket and maths, and even a bit of parenting advice. It is a good one! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/rob-eastaway-estimation-perception-of-maths-and-the-importance-of-haha/

Bradley Busch and Edward Watson have worked in the fields of education, sport and business, looking at research-informed strategies that help get the very best out of people. Their book - The Science of Learning - is one of the most accessible, easily-actionable education books I have read. In this conversation we discuss everything from research into memory, mobile phones and motivation. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/the-science-of-learning-77-studies-that-every-teacher-needs-to-know/ 

The band are back together again to reflect on what they learned in 2018/19. Expect contributions from the likes of Dylan Wiliam, Mary Myatt, Harry Fletcher-Wood, Tom Bennett, Oli Caviglioli, and many, many, many more. Roll on the summer! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/slice-of-advice-2019-what-did-you-learn-this-year/ 

Tom Sherrington returns to the podcast to discuss his new book, Rosenshine's Principles in Action. We discuss which of the principles can be put into action straight away, and which can be developed over time. We also discuss the features of successful schools, and plenty more along the way. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/tom-sherrington-rosenshines-principles-in-action/ 

Join me and Jo Morgan for a controversial Conference Takeaways podcast from the wonderful MEI 2019 Maths Conference, where we discuss everything from calculator use, schemes of work, and a potential issue with manipulatives. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-mei-maths-conference-2019/ 

Jonny is a legend of maths education, being the brains behind the wonderful RISP activities. And of course in this conversation we dig into those. But we also delve into lots of other territories, ranging from problem solving, textbook writing, and an important discussion about mental health issues in teaching. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jonny-griffiths-risps-problem-solving-and-mental-health/ 

Chris is a former head of mathematics in Scotland who now works for La Salle education. Like me, he has undergone something of a mid-career crises when he started to engage in educational research. However, we have reached slightly different conclusions in a number of key areas. In this conversation we delve deep into those areas, as well as discussing how to create or choose a good mathematical task. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/chris-mcgrane-task-design-and-changing-your-mind/ 

Michael is a maths teacher and blogger from the US. I have been a fan of Michael's writing for a long time, and it was fascinating to get the opportunity to talk in depth about areas of pedagogy that are close to our hearts. We talked about the difficulty of moving schools, our views on problem solving and then the big one... Example-Problem Pairs (spoiler alert: we don't agree upon the best way to use them!) For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/michael-pershan-example-problem-pairs-problem-solving-and-moving-schools/ 

Mark McCourt returns to the podcast by popular demand! In his previous appearance back in 2016, Mark claimed he had never marked a book in his life. Now in 2019 Mark shares his wisdom on all things to do with teaching for mastery, including his views on problem solving, starters, schemes of work, and much more. This is a corker of an episode. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/mark-mccourt-the-return-teaching-for-mastery/ 

Episode 1 of my new podcast series where I go behind the scenes of an awarding body in an attempt to answer the questions you want to ask. This episode is all about the language used in exam papers! To access all episodes in the series, please visit the Inside Exams home page. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/inside-exams-episode-1/ 

Join me and Jo Morgan for 2 days at the ATM MA joint maths conference, for discussions about the evolution of maths vocabulary, problem solving, lesson observations, listening to learners, visual representations and much much more! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-atmma-2019-conference-day-2/ 

Join me and Jo Morgan for 2 days at the ATM MA joint maths conference, for discussions about the evolution of maths vocabulary, problem solving, lesson observations, listening to learners, visual representations and much much more! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-atmma-2019-conference-day-1/ 

Pete is Director of Maths & Numeracy in a secondary school in the Midlands. He is a Secondary Mastery Lead for the EMS Maths Hub, and Maths SLE & PD Lead. He is also the author of Visible Maths - a book that looks at using visual representations to help students sense-make. In this conversation we take a deep-dive into all things visual, as well as discussing planning sequences of lessons and running a maths department. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/peter-mattock-visible-maths-planning-lessons-and-running-a-department/ 

Join Jo Morgan and I for a jam-packed discussion following the excellent Educating Northants Conference about mastery at primary, a knowledge curriculum, multiple mathematical methods, dual coding, variation starters... and a breathing exercise. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-educating-northants-2019/ 

Simon Cox and I sat down to discuss our key takeaways from the excellent sessions we saw at researchEd Blackpool 2019. Hear reflections on workshops by the likes of Mark McCourt, Mark Lehain, Anne Watson, Oliver Caviglioli, Colin Foster, Simon Cox and Ben Gordon. It's a good one! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-researched-blackpool-2019/ 

Alex Quigley is a former English teacher and now Senior Associate at the Education Endowment Foundation. He is also the author of one of my favourite books of any genre over the last 12 months - Closing the Vocabulary Gap. In this interview we delve into the importance of vocabulary across all subjects, and I discover an exciting way of introducing students to a new concept. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/alex-quigley-closing-the-vocabulary-gap/ 

Jemma is Head of Maths at Haybridge High School and Sixth Form in Worcestershire. Jemma is a governor at a primary school, and a professional development lead for the NCETM. She is also the creator of one of my favourite educational blogs - jemmaths.wordpress.com - and the author of How To Enhance Your Maths Subject Knowledge. In this conversation we go deep into Jemma's planning process for a sequence of lessons, and talk about the importance of silence! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jemma-sherwood-part-1-sequences-of-lessons-and-the-importance-of-silence/ 

Naveen Rizvi is Maths Curriculum Advisor for United Learning, and has previously taught at Michaela and Great Yarmouth schools, both of which have been in the public eye over the last few years. In what will no doubt prove a controversial episode (always good for the listening figures!) Naveen takes us through how she plans a sequence of lessons on rearranging formulae, completed with a scripted resource booklet which you can download from the podcast page. It is fascinating listening. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/naveen-rizvi-part-1-scripted-lessons-examples-and-social-media/ 

Chris Smith is a maths teacher, Pi Day lover, TED Talker, popular newsletter writer, and the 2018 Scottish teacher of the Year. In this conversation we cover everything from lesson planning, time-management, running successful revision days, and the role of fun in maths lessons. Enjoy! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/chris-smith-injecting-fun-into-lessons-resources-pi-day-revision-days/  

David Didau is a former English teacher turned educational consultant, blogger and author. He has written two of my favourite educational books of all time: What If Everything You Knew About Education Was Wrong? and What Every Teacher Needs to Know About Psychology, which he co-wrote with former podcast guest Nick Rose. David now has a new book out - Making Kids Cleverer: A manifesto for closing the advantage gap - and it is a little on the controversial side! In this thought-provoking conversation we cover everything from intelligence, IQ, heritability, cognitive load theory, desirable difficulties, and parenting! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/david-didau-making-kids-cleverer/ 

In this special podcast to celebrate Jo's 100th Maths Gem blog post, we end up talking about so much more than resources - although there is plenty of chat about that, so don't you worry. We also cover the role of fun in lessons, practical use of cognitive science in teaching, SSDD problems, what Jo has learned this year, and plenty more besides. Oh, and there is even a quiz! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jo-morgan-100th-maths-gems-special/ 

Dr Helen Williams has been teaching, and learning about mathematics teaching, for over 30 years. Her particular expertise is in learning maths with children from 3 to 8 years of age, which is most certainly not my area of expertise! In this wide-ranging conversation, we discuss exactly what an early years maths lesson might look like, why manipulatives are so important for children of all ages, and why Helen is not exactly sold on Cognitive Load Theory! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/helen-williams-early-years-teaching-and-manipulatives/ 

Professor Becky Allen is Professor of Education at UCL Institute of Education, co-creator of TeacherTapp, and the co-author of The Teacher Gap. Here we discuss just how happy (or unhappy!) teachers are, and what the very best schools are doing about it. We also discuss the mistakes schools make in terms of Pupil Premium students and measuring progress, both of which may well contribute to teacher unhappiness, with little positive benefits. There is so much in this conversation! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/becky-allen-workload-happiness-expertise-progress-pupil-premium/ 

Bernie Westacott is a master of teaching key mathematical concepts in a visual way, using manipulatives and other representations. In this episode he takes me through 3 demonstrations: introducing number, operations with negative numbers, and simultaneous equations. In a world first for the Mr Barton Maths Podcast, this episode is available in both audio and also video so you can see Bernie in action, and watch me struggle! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/bernie-westacott-teaching-maths-with-visuals-and-manipulatives/ 

Dr Hannah Fry is a mathematician, and a legend. In this interview we discussed her career, books, and TV work, covering topics such as the role maths can play in relationships, parenting, solving crime and driverless cars. The includes a discussion of Hannah's book Hello World, which is outstanding. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/hannah-fry-algorithms-love-and-being-a-mathematician/ 

After MathsConf16 at Glasgow High School on 6th October 2018, Stuart Welsh (@maths180) and I sat down to share our thoughts and takeaways on the sessions we had seen. We discuss atomising - which was very much the word of the day - provocative statements in maths education, teaching perimeter, solving linear equations with 100% success guaranteed, and much, much more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-mathsconf16-glasgow/ 

After researchED Scotland at Dollar Academy on 22nd September 2018, Chris McGrane (@ChrisMcGrane84) and I sat down to share our thoughts and takeaways on the sessions we had seen. We discuss the 7 myths of education, the role of metacogntion, feeding forward, curriculum, variation and smashing the bell-curve. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-researched-scotland-september-2018/ 

Jeremy is a Professor of mathematics education researcher at UCL Institute of Education, the co-author, along with Dylan Wiliam, of Mathematics Inside the Black Box, and the co-creator of the ICCAMS project. We had a fascinating and wide-ranging discussion that covered is findings on a project into the best way to teach low-achieving students, the importance of mathematical stories, how to deal with relevance in mathematics, and the key role fingers have to play in learning! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jeremy-hodgen-teaching-low-ability-students-relevance-and-fingers/ 

In this episode, I got to interview one of my all-time heroes, Simon Singh. Simon is the author of some of my favourite books, including Fermat's Last Theorem and the Codebook. But not content with retelling some of the most wonderful stories about our subject, Simon also wants to help develop mathematics excellence through his work with the Parallel Project. This is an episode not to be missed. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/simon-singh-fermats-last-theorem-and-stretching-high-attainers/  

Slice of Advice returns, and in this episode over 30 world-class educators give their answer to the question: What does the first lesson with your class look like? You will hear about specific activities, setting expectation, establishing routines, and much more from the likes of Bruno Reddy, Mark McCourt, Jemma Sherwood, Jo Facer, and many more besides. I love this episode! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/slice-of-advice-what-does-the-first-lesson-with-your-class-look-like/ 

Following his game-changing appearance on the podcast in early 2017, Greg Ashman returns to talk about his wonderful book, The Truth about Teaching. And this is one sequel that does not disappoint. We cover everything from effect sizes to growth mindset, calling in at game-based learning, slow-motion problem solving and whole class feedback along the way. This is definitely one to share with your non-maths teaching colleagues. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/greg-ashman-the-truth-about-teaching/ 

In an experimental episode, I asked 50+ of my favourite people one question: "what did you learn this year?". You will hear from the likes of Dylan William, Andrew Smith, Katharine Birbalsingh, Claire Sealy, Andrew Percival, Dan Meyer, and many others talking all things from feedback, work-life balance, signalling, metacognition, working abroad, and everything in between. A must listen for teachers of all subjects and age groups. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/slice-of-advice-what-did-you-learn-this-year/ 

After the JustMaths on 25rd June 2018, Jo Morgan (@mathsjem) and I sat down in Alton Towers to share our thoughts and takeaways on the sessions we had seen. We discuss the interesting ways AQA are using their exam questions, Mel and Seagar's secrets of their success, Ofqual's take on last summer's GCSEs, Edexcel's reaction to Year 11s Twitter postings, Jo's favourite new maths resource sites, and just why am I both dangerous and clueless? For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-justmaths-conference-2018/ 

After the LaSalle Maths Conference in Manchester on 23rd June 2018, Jo Morgan (@mathsjem) and I sat down to share our thoughts and takeaways on the sessions we had seen. In a cracker of an episode (if I do say so myself!), we discuss AQA's Level 2 Certificate, the role of storytelling, Desmos, teaching indices in depth, working in a department with non-specialists, intelligent variation, and plenty more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-mathsconf15/ 

I had the pleasure of attending and speaking at the Festival of Education. And if that wasn't enough, I also got to reflect on each day's session with Kris Boulton (@Kris_Boulton) from a sun-soaked Master's garden. So sit back, relax and listen to us discuss everything from curriculum, knowledge, reading, measuring progress, Ofsted, and even Love Island For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-festival-of-education-day-2/ 

With the summer 2018 Maths GCSEs finally behind us, I thought it would be nice to reflect on the experiences of teachers and students over the first two years of sitting of the new GCSE Maths specification. And who better to join me on this voyage of discovery than my very own Head of Department, Karen Wilkinson, and the Head of Maths at Edexcel, Graham Cumming. Settle yourselves down for an enlightening discussion on good and bad questions, tiering decisions, and much, much more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/gcse-maths-exam-special-graham-cumming-and-karen-wilkinson/ 

Tom Sherrington is a vastly experienced teacher and headteacher, blogger, speaker, and the author of one of my favourite books, The Learning Rainforest: Great teaching in real classrooms. In the episode we tackle all the big issues, from curriculum to assessment, lesson observations to different approaches to teaching. No matter what your subject, I think you will enjoy this one. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/tom-sherrington-the-learning-rainforest/ 

After the researchEd in Rugby on 9th June 2018, Jemma Sherwood (@jemmaths) and I sat down to share our thoughts and takeaways on the sessions we had seen. We discussed when it is best to introduce algebra, things we have not borrowed from higher performing regions, knowledge organisers, marking, getting carried away with research, and much more! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-researched-rugby/ 

I have been a huge fan of Harry Fletcher-Wood's writing for many years. He was a great inspiration for my work on Diagnostic Questions, and his innovative use of Twitter to summarise research findings is essential reading. I loved this interview. We structure our conversation around Harry's book, Responsive Teaching, and get into areas including writing lesson objectives, formative assessment, marking, feedback and much more besides! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/harry-fletcher-wood-responsive-teaching/ 

In this special Conference Takeaways episode, myself and English teacher Jon Sellick reflect on what we learned from attending a workshop entitled Refining assessment and reducing workload, delivered by Daisy Christodoulou, which was all about the fascinating concept of Comparative Judgement. And just as you are getting sick of our voices, I am delighted to say that Daisy herself joins us to answer a few key questions, marking her return to the podcast following her very well-received 2017 appearance. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-comparative-judgement-with-a-cameo-from-daisy-christodoulou/ 

Dylan Wiliam's 2016 appearance on the podcast remains the most listened to episode of all-time, and is always the one I direct first-time listeners to. And now Dylan is back to talk about his new book, Creating the Schools our Children need. In this episode we cover so much ground, including why decreasing class sizes is not as effective as you might think, why problem solving and critical thinking are not skills, how to harness the power of forgetting, and what is Dylan's view on how his work on formative assessment has been applied in schools. It is another classic! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/dylan-wiliam-the-return-creating-the-schools-our-children-need/ 

Alison and Charlie work for NRICH, a website of rich maths activities and problems that I am sure most of my maths teaching audience have heard of and visited. But how can we get the very best out of NRICH? Are the activities only suitable for our highest attainers? And how on earth will my students develop fluency in key skills whilst doing them? It is these questions and more that I wanted the answers to, and Alison and Charlie certainly delivered! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/alison-kiddle-and-charlie-gilderdale-nrich/ 

Lucy is the author of one of my favourites books of last year, Cleverlands, which documents her journey and the lessons she learned from visiting some of the highest performing education regions in the world. In this interview we dig deep into why regions such as Japan, Singapore, Finland and Canada do so well and what - if anything - we can learn from them. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/lucy-crehan-cleverlands/ 

Jo Morgan (@mathsjem) and I spent four days at the BCME conference in April of 2018, and decided to record a podcast each night - it sounded a good idea at the time. Hear our thoughts on all things from variation, manipulatives, A Level teaching, tough GCSE questions, pub quizzes and Hannah Fry... For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-bcme-day-4/

Jo Morgan (@mathsjem) and I spent four days at the BCME conference in April of 2018, and decided to record a podcast each night - it sounded a good idea at the time. Hear our thoughts on all things from variation, manipulatives, A Level teaching, tough GCSE questions, pub quizzes and Hannah Fry... For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-bcme-day-3/ 

Jo Morgan (@mathsjem) and I spent four days at the BCME conference in April of 2018, and decided to record a podcast each night - it sounded a good idea at the time. Hear our thoughts on all things from variation, manipulatives, A Level teaching, tough GCSE questions, pub quizzes and Hannah Fry... For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-bcme-day-2/ 

Jo Morgan (@mathsjem) and I spent four days at the BCME conference in April of 2018, and decided to record a podcast each night - it sounded a good idea at the time. Hear our thoughts on all things from variation, manipulatives, A Level teaching, tough GCSE questions, pub quizzes and Hannah Fry... For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-bcme-day-1/ 

After the researchEd in Blackpool on 24th March 2018, Simon Cox (@MathsMrCox) and I sat down to share our thoughts and takeaways on the sessions we had seen, which included sessions from Tom Bennett, Carl Henrdick, Robin Macpherson, Mark Healy, Tom Sherrington and Harry Fletcher-Wood. Hopefully this will be of interest and use to anyone who was unable to make the conference. I even managed to keep the discussion to under an hour! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-researched-blackpool-2018/ 

Ollie Lovell is a high school maths teacher from Australia. He is also an incredible thinker. Like me, he is a little obsessed with educational research and how he can apply it to the greatest effect in his classroom. In an epic 3+ hour interview we dig into how Ollie has planned out a new approach to teaching Year 12, how he runs a maths department, and his views (and questions!) about Cognitive Load Theory. I loved this interview! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/oliver-lovell-planning-running-a-maths-department-and-cognitive-load-theory/ 

After the LaSalle Maths Conference in Kettering on 10th March 2018, Jo Morgan (@mathsjem) and I sat down to share our thoughts and takeaways on the sessions we had seen, which included sessions by Naveen Rizvi, Dani Quinn and Hinal Bhudia, Kris Boulton and Bernie Westacott. Hopefully this will be of interest and use to anyone who was unable to make the conference. I even managed to keep the discussion to under an hour! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/conference-takeaways-mathsconf14/ 

Anne Watson and John Mason are two of the most influential people in the history of mathematics education. Their books, papers and workshops have influenced generations of maths teachers and this directly improved the experience of teaching and learning maths for hundreds of thousands of students. In this interview we look back over their careers, and then dive deep into the principles of Variation Theory, how to ask good questions and the importance of visualisation. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/anne-watson-and-john-mason-variation-questioning-visualising-and-developing-mathematical-thinkers/ 

Helen is an experienced maths teacher and head of department. She is also the organiser of the Mixed Attainment Maths Conference. Mixed attainment (or as I often mistakenly call it, mixed ability) teaching is an area I am woefully inexperienced in and clueless about, so it was incredible to speak to Helen to get to the bottom of why she believes in it so much, and how to make it as effective as possible. Along the way we also tackle the concept of a growth mindset, and how Helen tries to instil that in her students. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/helen-hindle-mixed-attainment-teaching-and-growth-mindset/ 

Amir is an experienced maths teacher, someone who has been head of maths in several schools, and who is now Vice Principal for Raising Achievement at Horizon Community College in Barnsley. Listeners have requested more interviews with experienced and successful teachers, so they can learn from their habits, processes and past mistakes, and Amir certainly delivers. We talk about running successful departments, planning lessons, creating opportunities for deep work, what makes a good scheme of work, and a lot more! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/amir-arezoo-lean-maths-departments-deep-work-schemes-of-work/ 

Jane is a former teacher and head of maths who is now the HMI National Lead for Mathematics - to me and you that means she is the most senior maths specialist in Ofsted. In this revealing interview Jane discusses everything from observation and marking, setting and reasoning, and a lot more besides. Whether you are due an Ofsted inspection, just had one, or simply curious about what Ofsted are looking for, this is the interview for you. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/jane-jones-ofsted-observations-marking-reasoning/ 

Carl and Robin are the authors of the exceptional book: What does this look like in the classroom? The book collects together a quite ridiculously impressive line-up of contributors, including Dylan Wiliam, Doug Lemov, David Didau, Daisy Christodoulou, and more, to summarise and clarify key research findings and how teachers can use them directly in the classroom. In this interview I dig into the key things the authors themselves took away from their book, and what listeners could change tomorrow to have a positive effect. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/carl-hendrick-and-robin-macpherson-what-does-this-look-like-in-the-classroom/ 

Colin Foster is a former maths teacher who is now an Assistant Professor at the Centre for Research in Mathematics Education in the School of Education at the University of Nottingham. We talked about Mathematical Etudes, or what I term Purposeful Practice. I believe this is one of the most important types of practice we can give our students, allowing them to become fluent in key skills, whilst also developing problem solving capabilities. We also discuss the role of confidence in learning, and what makes a good question. I loved this interview. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/colin-foster-mathematical-etudes-confidence-and-questioning/ 

Doug Lemov is a legend. As the author of Teach Like a Champion, he has had a major impact on my teaching and thinking over the last two years. I this interview we discuss several key strategies from the book, looking at the practical ways we can implement them in the maths classroom. We then turn our attention to teacher training, and Doug shares some wonderful advice for anyone delivering a training session to their colleagues. This is a cracker. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/doug-lemov-teach-like-a-champion-and-top-tips-for-delivering-training/ 

Peps has done it all. He is a former Fasttrack maths teacher and Senior Lecturer in mathematics education. He has been a National Curriculum Advisor for the DfE, External Examiner at the OU, and is the author of Lean Lesson Planning and Memorable Teaching. He now leads on the Institute for Teaching’s Masters in Expert Teaching course. We had a great time digging into three areas that really interest me: lean, effective lesson planning; making our teaching memorable; and helping teachers determine and develop expertise in their profession. Get your pen and paper ready for this one, there are nuggets left, right and centre. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/peps-mccrea-planning-memorable-teaching-and-teacher-expertise/ 

Lucy is the Research and Communications Officer at Cambridge Mathematics. I base my interview around five key questions from Lucy's espresso research series: What are the effects of attainment grouping on mathematics learning? What are the issues in learning and assessing times tables? How does maths anxiety affect mathematics learning? How does assessing confidence affect learning and testing in mathematics? How can mathematics teaching be measured? But we cover a lot more besides! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/lucy-rycroft-smith-cambridge-mathematics-setting-times-tables-anxiety/ 

Kris returns to the podcast for another epic. This time we cover Kris' concerns with minimal guided approaches to teaching, such a discovery and inquiry based learning. We also delve into what it actually means to understand something in maths, and whether we as teachers can ever truly assess that understanding. Finally, how do you decide if you should teach the How before the Why? For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/kris-boulton-part-2-minimal-guided-instruction-understanding-how-before-why/ 

My first interview with Andrew caused something of a stir (in a good way!), so I thought it would be useful to release an interview I did with Andrew back in 2014 for my TES Maths Podcast. Here Andrew describes a completely open-ended inquiry lesson, as well as sharing some excellent advice on being a Head of Department. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/andrew-blair-prequel-inquiries-and-being-a-head-of-department/ 

Andrew is a head of maths at the creator of inquirymaths.org. We spoke about planning and delivering inquires in mathematics, explicit  instruction, developing fluency, problem solving, and evaluated evidence related to memory, motivation and purpose. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/andrew-blair-inquiry-maths/ 

Rachel is an experienced primary maths teacher. We spoke about what primary maths lessons look like, what topics they have covered, their problem solving skills, their use of manipulatives, what students might be expecting maths lessons to look like at secondary school, and much more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/primary-school-teacher-rachel-webster-how-your-year-7s-have-been-taught-maths/ 

Trevor is AQA’s Chief Examiner for the Maths GCSE. We spoke about when the GCSE maths writing process starts, who is involved, what makes a good question and what makes a bad question, what are the difficulties, how exams are marked, and much more. This is a great listen now we have finally made it through the first new specification GCSE cohort, and essential listening as we prepare for the next! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/chief-examiner-trevor-senior-how-gcse-maths-exams-are-written/ 

Nick is a former science teacher who now works as a researcher for TeachFirst. He is also the co-author of the outstanding book What Every Teacher needs to know about Psychology. We spoke about inducing cognitive conflict, the dangers of differentiation, whether growth mindset is really a thing, and much more! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/nick-rose-mindset-misconceptions-differentiation/ 

Ed returns to the show following the launch of his book Yes, but why? Teaching for Understanding in Maths. This time around we spoke about why maths puzzles are important, what makes a good puzzle, how maths lessons are taught in Japan, what we can learn from this approach, and how much student discussion should happen during examples. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/ed-southall-part-2-puzzles-and-lessons-from-japan/ 

Kris is, quite possibly, the cleverest person I know. Will Emney describes him as "cerebral". Kris is a former maths teacher who was second in department at King Solomon Academy, where he worked alongside fellow podcast guest Bruno Reddy, achieving incredible GCSE results in challenging circumstances. Kris now works for TeachFirst, where he is Associate Director of Participant Development. We spoke in depth about how Kris plan his lessons, focusing on sequences not individual lessons, the influence of Siegfried Englemann, successful interleaving and the role of differentiation. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/kris-boulton-part-1-planning-lessons-engelmann-and-differentiation/ 

Robert and Elizabeth Bjork are my heroes. The Godfather and Godmother of memory (my name for them, not theirs!), and they have transformed my teaching. It was an honour to talk to them. We spoke about how memory works, why forgetting is so important, why tests are far more than tools of assessment, when and why to make learning difficult, optimal spacing schedules, how to interleave successfully, and a whole lot more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/robert-and-elizabeth-bjork-memory-forgetting-testing-desirable-difficulties/ 

Dani Quinn, the Head of Maths at Michaela Community School, returns! In the follow-up to the controversial first interview we spoke about the behaviour policy at Michaela, the practice of drilling, teaching for understanding and the staff culture. I wonder if I will get told to "go to hell" as a result of this one. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/dani-quinn-part-2-michaela-school-behaviour-drills-culture/ 

Daisy is one of the leading assessment figures in education in the UK. Her two books - Seven Myths about Education and Making good progress? - have transformed my teaching practice. We spoke about what makes a good assessment, the importance of planning examples, the power of multiple choice questions, the dangers of an over-reliance on past papers, comparative judgement and more! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/daisy-christodoulou-assessment-multiple-choice-questions-7-myths-about-education/ 

Greg is a head of maths in Australia and a prolific and influential blogger at Filling the Pail. We spoke about the implications of Cognitive Load Theory for planning and teaching mathematics (although the lessons are applicable to all subjects), and why Greg prefers direct instruction as opposed to inquiry based approaches to learning. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/greg-ashman-cognitive-load-theory-and-direct-instruction-vs-inquiry-based-learning/ 

Paul is a maths teacher and a leading expert on bar modelling. We spoke about planning for understanding, bar modelling, advice on questioning, what Paul learned from his trips to Shanghai and Tokyo, advice for teacher training and much more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/paul-rowlandson-bar-modelling-questioning-shanghai-tokyo-training-teachers/ 

Tom is the UK's leading figure on behaviour in schools, and the founder of ResearchEd. We spoke about in depth about managing behaviour in the classroom, including addressing some common myths. We also spoke about how best to tackle teacher workload, and what Tom considers to be the most important pieces of educational research. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/tom-bennett-behaviour-teacher-workload-and-researched/ 

John is an experienced maths teacher and the legend behind the ridiculously good Corbett Maths. We spoke about planning and delivering lessons using a flipped learning approach, the process that goes into creating maths videos, writing good maths questions, and advice for new teachers. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/john-corbett-flipped-learning-videos-and-corbett-maths/ 

Dylan Wiliam is my hero. I know this is a big claim, but I think this interview is an absolute must-listen for teachers of all subjects, possibly all humans full-stop. We spoke about feedback, planning, questioning, research, lesson observations, what Dylan wishes he had known when he started teaching, and so much more. I genuinely have listened back to this interview more than 5 times, and I pick up something new on each listen. Thank you Dylan! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/dylan-wiliam-author-researcher-trainer-and-assessment-for-learning-expert/ 

Ed is a maths teacher, blogger, Twitterer, teacher trainer, and the author of Yes, but why? Teaching for Understanding in Maths. We spoke about good questioning, dodgy plenaries, creating a safe learning environment, and false conventional wisdom For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/ed-southall-solvemymaths-and-mathematics-pgce-tutor/ 

At the time of recording, Beth had just finished her first year as a maths teacher. We spoke about the pressures of being an NQT, maintaining a work-life balance, and Beth shares her top tips for surviving and thriving during a gruelling year. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/14-beth-lilley-nqt/ 

Jamie is an experienced maths teacher at the high achieving Tiffin School. He is also the creator of the outrageously good Dr Frost Maths website. We spoke about planning sequences of lessons, the importance of internalising concepts, and teaching high achievers. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/13-jamie-frost-dr-frost-maths-and-teaching-high-achievers/ 

Mark is a legend in the world of maths education. He is a former head of maths, Ofsted Inspector, Headteacher, creator of emaths, creator of Complete Maths, and the organiser of the amazing La Salle Maths Conferences. We spoke about Ofsted lesson observations, teacher training, being Head of Department and why Mark has never marked a book in his life! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/12-mark-mccourt-ofsted-emaths-la-salle-education-ncetm-and-more/ 

Stef is in charge of the PGCSE programme at Nottingham University, and was my tutor when I trained there many years ago. We spoke in-depth about the lesson planning process, habits of successful trainees, and the most common reasons for teachers leaving the profession. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/11-stefanie-sullivan-maths-pgce-tutor-from-nottingham-university/ 

Will is a genius. He is a head of maths, blogger, and the creator of Numeracy Ninjas. He also has a keen interested in cognitive science, and memory in particular. We spoke about  being a successful Head of Department, prior learning dependency flow and the fascinating subject of memory. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/10-will-emeny-great-maths-teaching-ideas-and-numeracy-ninjas/ 

Dan is possibly the most famous maths teacher in the world. His TED talk and subsequent work on 3 Act Math had a huge influence on my career. We spoke about good and bad uses of technology in teaching and learning, the future of Desmos and the excellent Aspirin and Headache series. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/9-dan-meyer-3-act-math-desmos-ted-talk-and-more/ 

Charlie is a very important man in the world of maths education. He is the head of both the MEI and the NCETM, as well as still finding time to teach maths. We spoke about the importance of times tables, Mastery teaching and the best and worst features of the new maths GCSE. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/8-charlie-stripp-ncetm-and-mei/ 

Bruno is incredible. He is the former head of maths at the pioneering King Solomon Academy, and the creator of the global dominating Times Tables Rockstars. We spoke about creating the right culture in lessons and in school, homework and written feedback, mixed attainment classes, Mastery, Shanghai, and much, much more! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/7-bruno-reddy-mrreddy-com/ 

Mel is part of the award winning JustMaths team, a prolific blogger, and experienced maths teacher. We spoke about running a maths department, moving to a new school, and her now award-winning way of preparing students for the demands of the Maths GCSE. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/6-mel-muldowney-justmaths/ 

Jo is a maths teacher, head of maths, and award winning blogger. Her Resourceaholic blog is a must visit for all maths teachers, and her Maths Gems posts are always overflowing with gold. We spoke about organising resources, blogging, Twitter and advice for NQTs. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/5-jo-morgan-resourceaholic/ 

On this episode I interviewed four Year 13 students about their experience in their recent Oxford and Cambridge interviews, which should be useful for anyone thinking of applying or helping a student prepare. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/4-oxbridge-interview-special/ 

As part of my trilogy of interviews with the awarding bodies about the new Maths GCSE, and what it is like to do their job, I spoke to Neil Ogden from OCR. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/3-neil-ogden-maths-specialist-at-ocr/ 

As part of my trilogy of interviews with the awarding bodies about the new Maths GCSE, and what it is like to do their job, I spoke to Graham Cumming from Edexcel For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/2-graham-cumming-head-of-maths-at-edexcel/ 

As part of my trilogy of interviews with the awarding bodies about the new Maths GCSE, and what it is like to do their job, I spoke to Andrew Taylor from AQA. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/1-andrew-taylor-head-of-maths-at-aqa/