Forget the geese-a-laying! Six festive computing activities

It’s that time of year again, and whilst many children’s priorities may not be those of computational thinking skills and creative ICT, there are...

Maths is a universal language, isn't it?

If it is then why might some of our children who are new to the country initially find it puzzling?

Take a look through Ofsted’s three mathematics eyes. What can you see?

This is not about the need now to write out a lengthy statement for three I’s. A quick reflection to ascertain salient points would be helpful. Not...

Help! My pupils just can't reason to problem solve

Are we expecting our children to learn to reason by osmosis?

KS2 SATs Reasoning; Re-presenting the problem

Finding the maths camouflaged by the information in a question.

Detecting shaky learning and dealing with it

“Shaky learning” is often well hidden by pupils. Without getting to the root of the problem, you will only sticky plaster the cracks.

Analysis of 2019 KS2 Maths SATs Arithmetic paper (Part 2)

Helping schools think about how they might interpret the findings of the Arithmetic SATs paper outcomes, and how their findings might be translated...

Analysis of 2019 KS2 Maths SATs Arithmetic paper (Part 1)

What can question level analysis tell you about the KS2 SATs and what is it hiding?

Can't calculate? Could place value be the culprit?

The gaps in place value understanding are the main culprit when children can’t calculate - here are some ideas to fix this.

When is a number not a number?

The representation of the symbol ‘2’ certainly does not have any concrete connection to its value. For a learner to understand the concept of...