Advertise on podcast: The NCETM Maths Podcast

In this episode of the NCETM Maths Podcast, Howard Astley-Jones talks with Professor Paul Glaister CBE about the origins, development and impact of Core Maths since its introduction in the mid-2010s. They discuss why the qualification was created to address the gap for students progressing beyond GCSE without taking A level Maths, and how it supports problem solving, quantitative reasoning, statistics and communication for higher education and employment. Paul reflects on policy drivers, including the Royal Society and other reports, and the importance of university support and universal provision. Howard shares recent entry trends and the role of the Core Maths Premium, and outlines AMSP and Maths Hubs professional development pathways and support for teachers. The episode also introduces AMiE and its mission for mathematics education. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Professor Paul Glaister CBE, Professor of Mathematics and Mathematics Education, University of Reading Howard Astley-Jones, Assistant Director for Secondary Mathematics and Level 3 Coordinator, NCETM. Episode chapters 00:00 Welcome and Overview 01:29 Meet Professor Paul Glaister CBE 02:33 Origins of Core Maths 06:58 Why Core Maths matters 09:07 Misconceptions and barriers 13:17 Growth and future ambitions 19:26 Supporters of Core Maths 22:12 What Core Maths involves 28:51 Teacher support and CPD 30:10 Final case for Core Maths 33:18 Introducing the Association for Mathematics in Education (AMiE) 36:28 Closing and resources. Useful links Core Maths qualifications: technical guidance, DfE (2017) Core Maths professional development, NCETM Core Maths professional development, AMSP Report from the Expert Panel on Core Maths, Royal Society (2013) Post-16 Mathematics: A Strategy for Improving Provision and Participation, Royal Society (2012) Is the UK an Outlier? An international comparison of upper secondary mathematics education, Nuffield Foundation (2010) Mathematical Transitions: A Report on the Mathematical and Statistical Needs of Students Undertaking Undergraduate Studies, Higher Education Academy (2011) Report of Professor Sir Adrian Smith's Review of Post-16 Mathematics, Sir Adrian Smith for the DfE (2017) A new approach to mathematical and data education, Royal Society (2024) Association for Mathematics in Education (AMiE) Explore previous episodes of the NCETM podcast in our archive.

In this episode of the NCETM Maths Podcast, Debbie Morgan, Director for Primary at the NCETM, talks with Suzanne Mathews, primary maths adviser across a trust of 25 primary schools and Assistant Maths Hub Lead for Möbius Maths Hub. Suzanne explains how her trust approaches mathematics in Year 6. She discusses which learning to prioritise, how daily fluency and arithmetic routines are structured, and how reasoning is developed so that pupils are well prepared for secondary school. She also shares what secondary teachers value most when students move into Year 7. The episode highlights the free downloadable NCETM resources used across their Year 6 classrooms to secure learning and address gaps. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Susanne Matthews, Assistant Maths Hub Lead at Möbius Maths Hub and Primary Maths Advisor at White Horse Federation Debbie Morgan, Director for Primary, NCETM. Episode chapters 00:00 Introduction to the NCETM Maths Podcast 01:50 Teaching for mastery approaches 02:26 Year 6 priorities beyond SATs 05:01 Daily arithmetic and fluency routines 06:51 Reasoning and goal-free problems 08:40 What domains matter most for secondary 10:14 Diagnosing gaps with the ready-to-progress criteria 11:30 Times table facts 12:47 Applying facts for multiplicative reasoning 14:03 Key takeaways and next steps 15:29 Thanks and resources in show notes. Useful links Mathematics guidance: key stages 1 and 2 Exemplification of ready-to-progress criteria Coordinating mathematical success: the mathematics subject report (Ofsted, 2023) School inspection: toolkit, operating guides and information (Ofsted, 2025) Explore previous episodes of the NCETM podcast in our archive.

In this episode of the NCETM Maths Podcast, Julia Thomson from the NCETM’s Communications Team discusses the STEM Ambassador programme with guests Michael Anderson, former education lead for mathematics at STEM Learning, and Garry Packer, a retired electronic engineer and STEM Ambassador. They explore how the programme supports maths education in primary and secondary settings, the roles and experiences of STEM Ambassadors, and practical advice for teachers on how to integrate STEM careers into their curriculum. The conversation highlights the impact of real-world connections on students’ mathematical understanding and career aspirations, providing insights for both educators and potential STEM Ambassadors. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Michael Anderson, teacher of maths and MEI Local Lead Garry Packer, retired electronic engineer and current STEM Ambassador Julia Thomson, Senior Communications and Marketing Manager, NCETM. Episode chapters 00:00 Introduction to the NCETM Maths Podcast 01:10 Meet the guests: Garry Packer and Michael Anderson 02:00 Understanding the STEM Ambassador programme 03:11 Garry's journey as a STEM Ambassador 04:12 Engaging maths workshops for schools 07:08 How to get a STEM Ambassador for your school 09:55 Maximising the impact of STEM Ambassador visits 11:37 The broader impact of STEM Ambassadors 13:01 Volunteering as a STEM Ambassador 14:24 Hidden careers in STEM 17:08 Becoming a STEM governor 19:11 Conclusion and final thoughts. Useful links STEM Ambassador programme The Operational Research Society Register with STEM Learning Explore previous episodes of the NCETM podcast in our archive.

In this episode of the NCETM Maths Podcast, the NCETM’s Gaynor Bahan talks with Professor Dame Allison Peacock, Chief Executive of the Chartered College of Teaching, about the importance of teacher collaboration, professional learning, and the current state and future vision of teaching as a respected profession. They discuss the Chartered College's recent report on revisiting teacher professionalism and how initiatives like the Maths Hubs Programme contribute to building a culture of trust, ethics and knowledge sharing among teachers. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching Gaynor Bahan, Assistant Director for System Leadership, NCETM Julia Thomson, Senior Communications and Marketing Manager, NCETM. Episode chapters 00:00 Introduction to the NCETM Maths Podcast 00:59 Exploring teacher professionalism 02:15 The Chartered College of Teaching 03:27 Domains of teacher professionalism 12:19 Challenges and opportunities in teacher professionalism 16:25 The role of collaboration in professional development 23:26 Empowering teachers through leadership roles 29:14 The importance of professional learning and recognition 40:00 Final reflections on teacher professionalism. Useful links Chartered College of Teaching Report – Revisiting the Notion of Teacher Professionalism (Müller & Cook, May 2024) The Chartered College of Teaching Beyond the maths classroom: how trusts can support teacher professionalism (NCETM, October 2024) Explore previous episodes of the NCETM podcast in our archive.

In this episode of the NCETM Maths Podcast, Jane Hawkins, the NCETM’s Assistant Director for Secondary, speaks to Geoff Barton, chair of the Oracy Education Commission. The conversation dives into the importance of oracy in the classroom, especially in mathematics, exploring how it can transform learning and teaching. They discuss the current state of oracy education, its potential to close the disadvantage attainment gap, and specific recommendations for embedding oracy into professional development for teachers. Geoff references valuable insights and case studies, including contributions from experts such as Tim Oates and David Thomas, as well as practical examples from schools successfully implementing oracy strategies. A transcript (PDF) of this episode is available to download. audio file here Show notes Taking part in the discussion: Geoff Barton, Chair of the Oracy Education Commission Jane Hawkins, Assistant Director for Secondary Mathematics, NCETM Julia Thomson, Senior Communications and Marketing Manager, NCETM. Episode chapters 00:00 Introduction to the NCETM Maths Podcast 01:22 Meet Jane Hawkins and Geoff Barton 01:50 The importance of oracy in education 03:19 Disciplinary oracy in mathematics 04:17 Revelations about oracy from maths 06:49 Challenges and solutions in teaching maths 12:13 The role of teachers in oracy-rich classrooms 15:04 The impact of oracy on student behaviour and engagement 19:53 Assessment and the future of oracy 27:48 Oracy and disadvantaged pupils 36:46 Teacher professional development in oracy 49:46 Conclusion and further resources. Useful links Oracy Education Commission report – We need to talk (October 2024) The Commission Conversations – Tim Oates The Commission Conversations – David Thomas Discover more from the Commission Conversations podcast archive NCETM feature: We need to talk (about maths) (February 2025) Maths Hubs Research and Innovation Work Groups Bullock Report: A Language for Life (HMSO, 1975) EEF Secondary Maths Practice Review (June 2024) The NCETM Maths Podcast – Oracy in the maths classroom NCETM: The role of oracy in the context of teaching for mastery All-Party Parliamentary Group Report, Speak for Change Voice 21 Oracy Framework TES article: Neil Mercer: Oracy is still not properly understood (May 2025) Explore previous episodes of the NCETM podcast in our archive.

In this episode, the NCETM’s Dr Jen Shearman, Paul Rowlandson and Sue Evans discuss the upcoming EEF-funded trials of two important Maths Hubs programmes in 2025/26. The conversation explores the role of external evaluation, the challenges of conducting randomised controlled trials (RCTs), and what the findings could mean for maths education. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Jen Shearman, Director for Evaluation and Impact, NCETM Sue Evans, Assistant Director for Primary, NCETM Paul Rowlandson, Assistant Director for School and Professional Development, NCETM Julia Thomson, Senior Communications and Marketing Manager, NCETM. Episode chapters 00:00 Introduction and welcome 01:12 Meet the team and overview of the EEF trials 01:57 Understanding the EEF and its role 03:31 The NCETM's involvement with the EEF 06:11 Introduction to the SKTM Secondary Non-specialist Teachers Programme 09:28 Introduction to the Mastering Number at Reception and KS1 Programme 12:02 Challenges in conducting the trials 22:01 Hopes and expectations from the trials 31:04 Conclusion and how to get involved. Useful links Specialist Knowledge for Teaching Mathematics Secondary Non-specialist Teachers Programme Mastering Number at Reception and KS1 Mastering Number at KS2 Blog post on the EEF trials: Going for gold standard Evaluating our programmes in 2025/26 EEF trial of the Secondary Non-specialist Teachers SKTM Programme EEF trial of the Mastering Number at Reception and KS1 Programme TIMMS 2023 Report Coordinating mathematical success: the mathematics subject report (2023) Explore previous episodes of the NCETM podcast in our archive.

In this episode, the NCETM’s Dr. Jen Shearman and Carol Knights discuss the EEF’s Secondary maths practice review. The review identifies some of the challenges facing leaders of maths in English schools, including the national shortage of maths teachers, the widening gap between disadvantaged students and their peers, the need for greater focus on students in KS3, and the ways maths departments are approaching these challenges. Jen and Carol also touch upon the implications for the NCETM and the Maths Hubs Programme, and the projects underway to address the issues highlighted in the review. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Carol Knights, Director for Secondary Maths, NCETM Dr. Jen Shearman, Director for Evaluation and Impact, NCETM Julia Thomson, Senior Communications and Marketing Manager, NCETM. Episode chapters 00:00 Introduction and welcome 01:19 Overview of the EEF Secondary maths practice review 03:02 Key findings: teacher skills and expertise 04:24 Addressing the shortage of maths teachers 05:11 Impact of COVID on disadvantaged students 07:35 The importance of mathematical talk 10:01 Integrating problem-solving in maths lessons 13:02 Use of representations and manipulatives in secondary maths 16:16 NCETM and Maths Hubs professional development 18:39 Future directions and recommendations 22:43 Conclusion and final thoughts. Useful links EEF Secondary maths practice review (2024) Maths Hubs Securing Foundations in Year 7 project Maths Hubs Secondary Non-specialist Teachers (SKTM) Programme Maths Hubs Years 5-8 Continuity project Oracy Education Commission We Need to Talk (2024) Ofsted Coordinating Mathematical Success: the mathematics subject report (2023). Explore previous episodes of the NCETM podcast in our archive.

In this episode, we talk to Liz Woodham, Primary Coordinator at NRICH, about the Problem-solving Schools initiative and its aims to support the development of reasoning and problem-solving skills for pupils and students from Reception to post-16. Liz shares insights into the initiative's process, including the use of webinars and rich tasks to support schools, and we also look at the relationship between problem-solving and reasoning and their importance in a well-rounded maths education. A transcript (PDF) of this episode is available to download. audio file Show notes Taking part in the discussion: Liz Woodham, Primary Coordinator, NRICH, University of Cambridge Julia Thomson, Senior Communications and Marketing Manager, NCETM. Episode chapters 00:00 Introduction 04:00 Problem-solving Schools initiative 05:08 The Kilpatrick Rope Model 08:39 The Five Big Ideas in Teaching for Mastery 10:26 Framework and goals of the Problem-solving Schools initiative 17:22 ‘NRICH-style’ problems and SATs-style problems 20:05 Developing a ‘productive disposition’ 22:16 Making time for problem-solving 26:12 What is reasoning and problem-solving? 29:52 Exploring and noticing 37:26 Conclusion and how to get involved. Useful links NRICH Problem-solving Schools initiative NRICH Kilpatrick Rope Model NRICH game mentioned in podcast: Make 37 Previous NCETM Maths Podcast discussion with NRICH: Episode 77 - Maths Games Mentioned by Julia: Five Big Ideas in Teaching for Mastery Feature on RIWGs: Research and Innovation in the Maths Hubs Network Explore previous episodes of the NCETM podcast in our archive.

In Part 2 of our episode on oracy with Jane Hawkins from the NCETM and Kathleen McBride from Voice 21, we explore the impact of the Maths Hubs’ Research and Innovation Work Groups (RIWGs), strategies for implementing oracy in both primary and secondary education, and the importance of oracy for enhancing student learning and engagement. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Kathleen McBride, Senior Learning and Innovation Lead, Voice 21 Jane Hawkins, Assistant Director for Secondary, NCETM, and Assistant Maths Hub Lead, Jurassic Maths Hub Julia Thomson, Communications Manager, NCETM. Episode chapters 00:06 Welcome and introductions 00:51 Research and Innovation Work Groups (RIWGs) 02:28 Impact of Oracy RIWGs 04:41 Talk strategies 08:25 What does successful oracy look like? 10:58 The teacher’s role 12:18 Different types of talk 18:35 Oracy in secondary education 22:17 Ideas for teachers 25:44 Misconceptions about oracy 28:52 Resources and further reading 30:31 Conclusion. Useful links Listen to Part 1 of this podcast episode All-Party Parliamentary Group Report: Speak for Change (2021) Voice 21 website Voice 21 Talk Tactics and How to develop independent student discussion Voice 21 Talking Point publication (2023) Voice 21 Oracy Benchmarks report (2019) Voice 21 Impact Report (2022-23) NCETM Primary Curriculum Prioritisation materials NCETM Checkpoints for KS3 Interthinking: Putting Talk to Work by Karen Littleton & Neil Mercer (Routledge, 2013) Talking Points: Discussion Activities in the Primary Classroom by Lynn Dawes (Routledge, 2012) Find your local Maths Hub Maths Hubs Research and Innovation Work Groups (RIWGs) Explore previous episodes of the NCETM podcast in our archive The NCETM Maths Podcast on Instagram.

In Part 1 of our discussion with Kathleen McBride from Voice 21 and Jane Hawkins from the NCETM’s Secondary Team and Jurassic Maths Hub, we discuss the definition of oracy, its significance for students' mathematical development, behaviour and overall well-being, and the role of Research and Innovation Work Groups (RIWGs) in exploring oracy's impact in classrooms. We also take a look at Voice 21’s Oracy Framework for schools and teachers. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Kathleen McBride, Senior Learning and Innovation Lead, Voice 21 Jane Hawkins, Assistant Director for Secondary, NCETM, and Assistant Maths Hub Lead, Jurassic Maths Hub Julia Thomson, Communications Manager, NCETM. Episode chapters 00:06 Welcome and introductions 03:03 Definition, importance and research 08:58 Oracy challenges and misconceptions 13:01 Oracy Research and Innovation Work Groups 14:21 Oracy’s impact on learning 15:54 Purposeful talk 17:07 The Oracy Framework 19:54 Oracy in the maths classroom 28:33 Reflecting on teaching practice 30:15 Conclusion. Useful links All-Party Parliamentary Group Report Speak for Change Voice 21 Impact Report 2022-2023 Voice 21 Oracy Framework Maths Hubs Research and Innovation Work Groups Bullock Report: A Language for Life (Bullock, 1975) EEF Dialogic Teaching Report (2017, 2022) School 21 and University of Cambridge Oracy Programme Pilot (2013/14) Coordinating Mathematical Success: the mathematics subject report (Ofsted, 2023) Explore previous episodes of the NCETM podcast in our archive The NCETM Maths Podcast on Instagram.

The NCETM Maths Podcast invites teachers, maths experts and anyone with a passion for teaching maths to talk about topics that shine a light on great maths teaching. With ideas for classroom activities, inspirational stories of careers in maths, and lively debates on contemporary topics, the NCETM podcast has something for everyone.  Most episodes are around 20 minutes long – perfect for your journey to work. So, if you like what you hear, hit subscribe to make sure you don’t miss an episode. You can also find The NCETM Maths Podcast on Instagram: @themathspodcast. Be the first to hear about new episodes, and join in with the debate. If there is a topic you would like to hear us discuss on the podcast, let us know at: [email protected].

In this episode, Early Career Teachers from primary and secondary schools talk about their experiences of training to teach with Teach First, how they have honed their maths teaching skills, and what they have learned in their first years in the classroom. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Emily Dixon, Year 1 teacher at Tinsley Meadows Primary Academy, Sheffield Lauren Garrigos, maths teacher at Heartlands High School, Haringey, London Beth Goodliff, Senior Communications Manager, NCETM. Episode chapters 00:06 Introduction and welcome 00:40 Meet the guests 01:14 The journey to becoming a teacher: decisions and backgrounds 02:35 Training with Teach First 06:30 Overcoming challenges in the classroom 09:24 Celebrating successes: positive moments in teaching 12:12 Professional development in the first years of teaching 14:22 Advice. Useful links Teach First teacher training programme Specialist Knowledge for Teaching Mathematics: Primary Early Career Teachers Programme Specialist Knowledge for Teaching Mathematics: Secondary Early Career Teachers Programme Teaching for Mastery Explore previous episodes of the NCETM podcast in our archive The NCETM Maths Podcast on Instagram.

In this episode of the podcast, Rebecca and Sue explore the foundations of doubles in Reception and discuss how this concept is built on in KS1 and beyond. Having both been teachers in Early Years or KS1, they reflect on their own experiences and share practical tips for the classroom. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Sue Evans, NCETM Assistant Director for Primary, and former primary teacher Rebecca Fisher, NCETM Communications Manager, and former Early Years teacher Episode chapters 00:06 Introduction and welcome 01:28 What’s so important about doubles 04:01 What experiences do children need at the early stages? 08:28 Exploring representations in Reception 14:53 Doubles in continuous provision 19:18 What does this look like in KS1? 27:12 How your local Maths Hub can help and final thoughts. Useful links Images referred to in this episode Find your local Maths Hub The Early Years section of our website Mastering Number at Reception and KS1 ‘They can see it straight away’: the impact of Mastering Number Explore previous episodes of the NCETM podcast in our archive The NCETM Maths Podcast on Instagram.

In this episode of the podcast, we speak to Cat Eadle, a teacher, dyscalculia specialist and co-founder of the Dyscalculia Network. Our conversation explores what dyscalculia is, how it differs from other maths difficulties, and how teachers can facilitate an early diagnosis. We also discuss the importance of teaching ‘maths for life’ skills, dyscalculia in the secondary maths classroom, and how teaching for mastery approaches can support dyscalculic students of all ages to do and enjoy maths. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Cat Eadle, The Dyscalculia Network Julia Thomson, Communications Manager, NCETM. Episode chapters 00:06 Introduction and welcome 00:18 Understanding dyscalculia and its impact 01:03 Cat Eadle: dyscalculia specialist 01:43 The birth of the Dyscalculia Network 03:13 Identifying dyscalculia: signs and symptoms 05:14 The importance of dyscalculia diagnosis 08:03 Supporting students with dyscalculia 10:40 The prevalence of dyscalculia 14:14 The mastery approach to teaching maths 16:42 The struggles of adults with dyscalculia 19:56 Resources, further reading and events 21:53 Conclusion. Useful links Dyscalculia Network website Dyscalculia Awareness Day 2024: three separate online events for parents (23/02/24), adults (29/02/24) and educators (01/03/24) The Dyscalculia Show 2024 at Birmingham NEC on 15/03/24 and 16/03/24 The Dyscalculia Assessment by Jane Emerson and Patricia Babtie (2013, Bloomsbury) The Dyscalculia Solution: Teaching Number Sense by Jane Emerson and Patricia Babtie (2014, Bloomsbury) Ronit Bird website: games for dyscalculic learners Steve Chinn website Judy Hornigold website The Maths and Dyscalculia Assessment by Robert Jennings and Jane Emerson (available for pre-order, published on 18/07/24, Jessica Kingsley Publishers) Explore previous episodes of the NCETM podcast in our archive.

In this third and final part of this podcast episode, we conclude our conversation with Professors Alf Coles and Nathalie Sinclair about the dogmas they address in their book, I Can’t Do Maths! Why children say it and how to make a difference. In this part of the conversation, we put your questions, shared with us on social media, to Alf and Nathalie, and discuss topics including maths anxiety and enjoyment in the UK compared to other nations, how to support and encourage children who struggle with maths and how to respond when children ask, ‘When will I ever need this again?’. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion: Professor Alf Coles, University of Bristol Professor Nathalie Sinclair, Simon Fraser University, British Columbia Julia Thomson, Communications Manager, NCETM. Episode chapters 00:06 - Introduction and welcome 00:39 - Is maths anxiety a global issue? 02:31 - When will I ever need this maths? 09:18 - How parents can support their children 12:33 - The importance of learning maths 16:17 - Conclusion and final thoughts Useful links I Can’t Do Maths! Why children say it and how to make a difference by Professor Alf Coles and Professor Nathalie Sinclair (Bloomsbury, 2022) Vihart, maths YouTuber recommended by Nathalie Sinclair Maths Games with Bad Drawings by Ben Orlin (Little, Brown, 2022) recommended by Nathalie Sinclair Mathematics for Human Flourishing by Francis Su (Yale University Press, 2021) recommended by Nathalie Sinclair Learning Mathematics for an Environmentally Sustainable Future by Karl Bushnell (Association of Teachers of Maths, 2018), mentioned by Alf Coles  NCETM Primary Mastery Professional Development Materials Gattegno’s ‘numbers as lengths’ as mentioned by Alf Coles, Working with Rods and Why (Association of Teachers of Mathematics, 2017) I Can't Do Maths - Podcast Episode 78 - Part 1 I Can't Do Maths - Podcast Episode 78 - Part 2 Explore previous episodes of the NCETM podcast in our archive.