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...

The magnificent seven: 7 ways to plan ahead for effective maths leadership

Rachael Brown (Primary Mathematics Adviser), provides her top 7 tips for effective leadership in mathematics.

The beautiful array

The problem is that this lack of understanding can stay hidden on our classrooms until about mid-year 4, then many pupils start to hit the...

Maximising maths progress across your school

Kate Kellner-Dilks asks schools- Does the picture of maths at your school suggest that more pupils are securing more of their learning? Is this likely...

Off to 'big school': reflections on how we navigate transition in maths

As children transition into junior, middle and secondary schools, Siobhan King reflects on how well we set our compasses to ensure that children...

Hang on I’ve seen this somewhere before; is any maths really all new learning?

There is a myth which is pervasive that what we teach to our children is all novel. That they learn it first with us. Is that quite true?

Bar modelling and the KS2 maths SATs

Charlie Harber loves to bar model, here she dives into the maths papers to consider ways bar modelling can help thinking.

Ready to meet the summer six challenge?

Read how the summer six challenge can be extended to add greater challenge.

The place of assessment in the new Ofsted Framework

Ben Fuller shares his thoughts on the place of assessment in the 2019 Ofsted Education Inspection Framework.