The Primary Maths Podcast

Jon Cripwell

The Primary Maths Podcast is a year-round maths podcast for teachers, leaders and anyone interested in how children learn mathematics. Every Tuesday, join me, Jon Cripwell, for an in-depth interview with an expert voice from across education - teachers, leaders, researchers, authors and thinkers - as we explore what really works in primary maths. We dive into the big ideas shaping maths education, from maths anxiety and fluency to task design, curriculum, reasoning and problem solving. Then on Fridays, Becky Brown and I return for Aftermaths — a shorter, light-hearted, practical debrief where we unpack the week’s key insights, and share clear takeaways for the classroom.. We also share listener stories and discuss The Maths of Life, amongst other topics. Across the week, expect: - Insightful conversations with the people shaping maths education - Clear, actionable takeaways for teachers and maths leads - The Maths of Life — the surprising ways maths shows up in everyday moments - A weekly resource spotlight - New episodes every Tuesday and Friday, all year round If you’re looking for a thoughtful, practical teacher podcast that blends research, real classrooms and conversations that matter, this is the place to start.

  1. Florence Nightingale: The Lady with the Graph

    15h ago

    Florence Nightingale: The Lady with the Graph

    In this lighter half-term Aftermaths episode, Jon and Becky take a wander through some of the unexpected maths hiding in everyday life. First up: Samba the escaped capybara, who, at the time of recording, was still causing confusion somewhere near Hampshire. Is it a capybara? Is it a muntjac deer? Has someone accidentally taken in the world’s largest “stray cat”? Hard to say. Becky then takes us into the very British world of weather watching, comparing forecasts, choosing the one we like best, and wondering what a “40% chance of rain” actually means. Along the way, there’s discussion of probability, percentages, wind speed, temperature, 24-hour time, tide times, and the slightly chaotic business of trying to predict British weather. Jon then shares the story of Florence Nightingale, not just as “the Lady with the Lamp”, but as something else entirely: the Lady with the Graph. Through her use of statistics, record keeping and visual data, Nightingale helped show that far more soldiers were dying from disease and poor hospital conditions than from battle wounds. Her famous polar area diagram became a powerful argument for reform, showing how maths can be used not just to describe the world, but to change it. The Science Museum describes her diagram as showing causes of soldiers’ deaths across two years in Crimea, while the National Army Museum notes the dire conditions at Scutari, where the hospital was dirty, vermin-ridden and lacking basic equipment. There’s also a Derbyshire connection, as Jon explains Florence Nightingale’s links to Lea Hurst near Matlock, the Nightingale family’s Derbyshire home. In this episodeThe ongoing mystery of Samba the capybaraWhy weather apps are full of mathsWhat “chance of rain” really meansBritish weather, rounding, chaos theory and hedging your betsFlorence Nightingale’s Derbyshire connectionsHow Nightingale used data visualisation to argue for hospital reformWhy graphs can sometimes tell a story more powerfully than tables of numbers

    23 min
  2. Why Problem Solving Needs to be Taught - AfterMaths

    May 22

    Why Problem Solving Needs to be Taught - AfterMaths

    In this Aftermaths episode of The Primary Maths Podcast, Jon and Becky chat about the strange, busy, slightly chaotic stretch of the school year just before half term, from transition days and sports events to staffing conversations and year group changes. They reflect on how different primary teaching can feel from one year group to another, and why every phase, from EYFS and Key Stage 1 through to Year 6, needs strong subject knowledge and careful teaching. The main discussion focuses on working systematically as a key problem solving strategy in primary maths. Jon and Becky explore why pupils are often told to “work systematically” without necessarily being taught what that actually means. They discuss how the skill develops from early sorting and ordering in Key Stage 1, through to recording possibilities, finding combinations, identifying factor pairs, proving that all solutions have been found, and eventually supporting algebraic thinking. They also consider why working systematically is not just a SATs strategy, but an important part of pupils’ wider mathematical toolkit. Topics include: why summer term can feel particularly busy in primary schoolsthe challenge of year group moves and staffing decisionswhy early maths teaching matters so muchhow gaps in Key Stage 1 can affect later success in Key Stage 2what working systematically looks like in primary mathswhy problem solving strategies need to be explicitly taughtusing sorting, ordering and recording to support systematic thinkingfactor pairs, common multiples and combinationshelping pupils prove they have found all possible solutionsthe role of manipulatives, representations and talkTwinkl’s new problem solving collectionupcoming TeachMeet CPD on working systematically and using models

    34 min
  3. Building Maths Confidence with National Numeracy

    May 19

    Building Maths Confidence with National Numeracy

    In this episode of The Primary Maths Podcast, Jon is joined by Paul Milner and Julie Pompa from National Numeracy to talk about number confidence, family engagement and the role schools can play in helping children and adults feel more positive about maths. Paul and Julie share the story behind National Numeracy’s work, including why adult numeracy matters and how confidence can be just as important as skill. They discuss the idea that many adults carry negative experiences of maths with them, and how those messages can shape the way children see themselves as mathematicians. The conversation explores National Numeracy’s model of value, belief and persistence, and why adults need to see a reason to improve, believe that improvement is possible, and understand that mistakes and discomfort are part of learning. Jon, Paul and Julie also discuss the Schools and Families Programme, which supports primary schools to work with families so that pupils feel more positive about maths and understand the value of numeracy beyond the classroom. There is also a focus on National Numeracy Day 2026, which takes place on Wednesday 20 May 2026. This year’s theme is Count on Your Community, encouraging schools, workplaces, organisations and community groups to help children and adults feel more confident with numbers at work, at home and at school. In this episode, we discuss: why confidence is such an important part of numeracyhow adults’ experiences of maths can affect childrenthe difference between maths as a school subject and numeracy in daily lifewhy parents and carers do not need to be “maths people” to support their childrenthe role of mistakes, persistence and positive talk in maths learninghow schools can engage families without adding unnecessary workloadwhat National Numeracy Day offers to schools and communities Useful linksNational Numeracy National Numeracy Day 2026 National Numeracy Day 2026 schools sign-up Schools and Families Programme To get in touch with the podcast, email primarymathspodcast@twinkl.co.uk. Becky and Jon will be back on Friday with another Aftermaths episode.

    44 min
  4. Why Doodling Belongs in Maths Lessons - AfterMaths

    May 15

    Why Doodling Belongs in Maths Lessons - AfterMaths

    In this Aftermaths episode of The Primary Maths Podcast, Jon and Becky reflect on a very maths-filled week, from Key Stage 2 SATs to International Women in Mathematics Day, with a little bit of football stadium chat thrown in for good measure. Jon and Becky begin by talking about SATs week and the difficult balance teachers face in preparing children well without making the tests feel bigger than they are. They consider the early reactions to this year’s papers, the pressure pupils can feel, and why the final memories of primary maths really matter. They also look ahead to the Year 4 Multiplication Tables Check. Jon discusses why fluency with multiplication facts matters, but also why recall alone is not the whole story. Knowing a fact is useful, but pupils also need to understand how to use it. Jon then shares reflections from an early maths conference at the King Power Stadium in Leicester, including sessions on maths at home, oracy, bilingual learners and mathematical language. There is plenty to think about here for teachers and maths leads, especially around the role of families in noticing and talking about numbers in the world around them. Becky’s Maths of Life segment marks International Women in Mathematics Day by looking at the work of Maryam Mirzakhani, the first woman to win the Fields Medal. This leads to a lovely discussion about doodling, jotting, visualising and why mathematical thinking does not always need to be neat, polished or trapped inside the squares of a maths book. As ever, there are practical reflections for teachers, school leaders and anyone interested in how children come to see themselves as mathematical thinkers. Listen, subscribe and get in touch: Email: primarymathspodcast@twinkl.co.uk Jon on LinkedIn: https://www.linkedin.com/in/joncripwell/ Primary Maths Podcast Substack: https://primarymathspodcast.substack.com/

    38 min
  5. Time Zones, Test Week and Teaching with Representations - AfterMaths

    May 8

    Time Zones, Test Week and Teaching with Representations - AfterMaths

    Becky is back from America, which means Aftermaths is back to its usual rhythm of maths chat, gentle chaos and slightly overconfident linking between topics. In this episode, Jon and Becky begin by looking ahead to Key Stage 2 SATs week, reflecting on the pressure pupils, parents and schools can feel, while also remembering some of the stranger moments from past SATs papers, including giraffes, warthogs and the famous “bewilderment” question. Jon then shares a staff meeting idea about representations in maths, using improper fractions, mixed numbers and counters to explore when manipulatives help children see the structure of the mathematics, and when they can become an inefficient crutch. It leads into a wider discussion about fluency, efficiency, conceptual understanding and the importance of moving pupils intentionally from representation towards more efficient methods. For this week’s Maths of Life, Becky brings back some travel-inspired mathematics from her trip to Washington State. A flight from London to Seattle leads to a conversation about time zones, longitude, negative numbers, the international date line, China’s single time zone, and why France technically has more time zones than Russia. Finally, Jon and Becky return to the recent EEF and UCL research on mixed attainment grouping and setting. They discuss why the headline findings need careful interpretation, the importance of what actually happens in the classroom, and why access to high-quality teaching matters for all pupils, particularly those with gaps to close. You can find the updated Twinkl PlanIt Maths time units here: https://www.twinkl.co.uk/l/dltpv You can connect with Jon on LinkedIn here: https://www.linkedin.com/in/joncripwell/ You can subscribe to the Primary Maths Podcast Substack here: https://primarymathspodcast.substack.com/ And you can get in touch with the show by emailing: primarymathspodcast@twinkl.co.uk

    41 min
  6. Why Active Primary Maths Lessons Work

    May 5

    Why Active Primary Maths Lessons Work

    In this episode of The Primary Maths Podcast, Jon is joined by Bryn Llewellyn from Move and Learn, Paula Manser, headteacher at Birkby Infant and Nursery School, and Danielle Laramie, maths lead and assistant headteacher at Birkby. Together, they explore what active learning really means in primary maths and, just as importantly, what it does not mean. This is not about children running around the classroom for the sake of it. It is about purposeful movement that supports attention, participation, memory, oracy and mathematical thinking. Paula and Danielle share how active learning has become part of the everyday culture at Birkby Infant and Nursery School, a large, diverse school with high levels of EAL, SEND and pupil mobility. They explain how carefully chosen games and routines help children engage with mathematical ideas, demonstrate understanding, talk in full sentences and take part without always relying on spoken answers. Bryn explains the thinking behind Move and Learn, including how movement can support retrieval, modelling, connection and creation. He also discusses the importance of simple routines, low-cost resources and building a classroom culture where children understand why movement is being used to support learning. The conversation includes practical examples such as cone games, tick and cross activities, yoga poses for multiple choice answers, partner talk and sentence stems. It also explores how active learning can fit naturally within a mastery approach, supporting small steps, rehearsal, reasoning and whole-class participation. This episode is especially useful for primary teachers, maths leads, senior leaders and anyone interested in making maths lessons more active, inclusive and engaging without losing sight of the learning intention. You can find out more about Move and Learn here: https://moveandlearn.co.uk/ Bryn also mentions the book How to Move and Learn, written by Ian Holmes, Bryn Llewellyn and Rich Allman, published by Crown House. https://www.crownhouse.co.uk/how-to-move-learn TEDx Talk with Prof Andy Daly-Smith - https://youtu.be/tARSCzHLF5g?si=4tH_WZEYtkgLgzEo Birkby Infant & Nursery School (Centre of Excellence video) - https://moveandlearn.co.uk/case-studies You can get in touch with the podcast by emailing: primarymathspodcast@twinkl.co.uk You can connect with Jon on LinkedIn here: https://www.linkedin.com/in/joncripwell/ And you can subscribe to the Primary Maths Podcast Substack here: https://primarymathspodcast.substack.com/ If you enjoyed this episode, please subscribe or follow the podcast wherever you listen, leave a rating or review, and share it with a colleague who might be interested in making maths lessons more active, purposeful and engaging.

    38 min
  7. Attainment Grouping vs Setting in Primary Maths - AfterMaths Episode

    May 1

    Attainment Grouping vs Setting in Primary Maths - AfterMaths Episode

    In this Aftermaths episode of The Primary Maths Podcast, Jon is joined by returning guest Ash Morris for a Friday conversation that begins with National Space Day and ends with one of the most talked-about education reports of the week. Ash shares some suitably mind-bending space facts, including moon rocks, sunlight, Apollo, Artemis and why the Moon might be thought of as Earth’s child. Jon also remembers the author he forgot during the episode: Andy Weir, who wrote The Martian and Project Hail Mary, both brilliant examples of science-rich storytelling. The second half of the episode turns to the new Student Grouping Study from the Education Endowment Foundation and UCL Institute of Education. The study looked at Year 7 and Year 8 maths classes, comparing pupils taught in mixed attainment groups with those taught in sets by prior attainment. Jon reflects on what the findings might mean for primary maths, especially for teachers and leaders thinking carefully about mixed attainment teaching, challenge, lesson design and pupil confidence. The episode does not treat the report as a simple argument for or against setting. Instead, it asks a more useful question: what does any grouping model require teachers to think about? If mixed attainment teaching is going to work well, pupils need access to the lesson, but they also need sufficient challenge. That means thinking carefully about pitch, representations, questioning, task design and how deeper thinking is built into the learning, rather than added on as a disconnected extension task. The episode also considers the impact that grouping can have on pupils’ mathematical identity. In primary classrooms especially, children are often very aware of who is seen as “good at maths” and who is not. So the way we group pupils is never just a logistical decision. It can shape confidence, opportunity and how children see themselves as mathematicians. You can read the EEF Student Grouping Study here: https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/student-grouping-study You can find Ash on STEM Conversations, another Twinkl podcast, available on YouTube, Spotify, Apple Podcasts and wherever you usually get your podcasts. You can find Jon on LinkedIn here: https://www.linkedin.com/in/joncripwell/ You can subscribe to the Primary Maths Podcast Substack here: https://primarymathspodcast.substack.com/ And you can listen to The Primary Maths Podcast on Spotify, Apple Podcasts, YouTube or wherever you usually get your podcasts. If you enjoy the episode, please subscribe, leave a rating or review, and share it with a colleague who is thinking carefully about grouping, challenge and mixed attainment teaching.

    33 min
  8. How to Encourage Mathematical Thinking In Primary Maths Lessons

    Apr 28

    How to Encourage Mathematical Thinking In Primary Maths Lessons

    In this episode of The Primary Maths Podcast, Jon is joined by Kate Henshall and Kat Martin from Rethink Maths for a conversation about lesson design, task design and how we help children move beyond simply completing work towards deeper mathematical thinking. Kate and Kat share their own experiences of maths at school, including how conceptual understanding, representations and manipulatives transformed the way they thought about the subject. The conversation then explores what we really mean by foundational knowledge in maths, and why that phrase needs careful thought if it is to be useful in classrooms rather than just another piece of educational terminology. They discuss the importance of knowing what we want children to notice, how teachers can adapt schemes and resources without losing sight of the underlying principles, and why intellectual preparation matters even when high-quality materials are already available. There is also a strong focus on slowing down, asking better questions, choosing representations carefully and creating space for pupils to reason, explain and explore. Along the way, Jon, Kate and Kat consider the tension between coverage, accountability and deep understanding, as well as the role of oracy, manipulatives, scaffolding and authentic questions in helping children engage more meaningfully with mathematics. If you are interested in helping pupils think more deeply, make connections and experience maths as something to explore rather than simply complete, this episode is well worth a listen. Kate Henshall is Education Director at Rethink Maths. She has previously worked as Deputy Director of Education and has experience as a primary teacher, maths leader and mastery specialist. Kat Martin is Director of Foundations at Rethink Maths. She has previously worked as Head of International Development, supporting foundational numeracy work internationally, and has a background as a primary teacher and senior leader. You can find out more about Rethink Maths at rethinkmaths.co.uk. You can connect with Jon on LinkedIn at https://www.linkedin.com/in/joncripwell/ You can subscribe to the Primary Maths Podcast Substack at https://primarymathspodcast.substack.com/ To suggest a topic or guest for the podcast, email primarymathspodcast@twinkl.co.uk

    57 min
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About

The Primary Maths Podcast is a year-round maths podcast for teachers, leaders and anyone interested in how children learn mathematics. Every Tuesday, join me, Jon Cripwell, for an in-depth interview with an expert voice from across education - teachers, leaders, researchers, authors and thinkers - as we explore what really works in primary maths. We dive into the big ideas shaping maths education, from maths anxiety and fluency to task design, curriculum, reasoning and problem solving. Then on Fridays, Becky Brown and I return for Aftermaths — a shorter, light-hearted, practical debrief where we unpack the week’s key insights, and share clear takeaways for the classroom.. We also share listener stories and discuss The Maths of Life, amongst other topics. Across the week, expect: - Insightful conversations with the people shaping maths education - Clear, actionable takeaways for teachers and maths leads - The Maths of Life — the surprising ways maths shows up in everyday moments - A weekly resource spotlight - New episodes every Tuesday and Friday, all year round If you’re looking for a thoughtful, practical teacher podcast that blends research, real classrooms and conversations that matter, this is the place to start.

Information

  • Creator
    Jon Cripwell
  • Years Active
    2025 - 2026
  • Episodes
    77
  • Rating
    Clean
  • Copyright
    © Copyright 2026 Jon Cripwell
  • Show Website
    The Primary Maths Podcast

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