Primary Futures Hamilton Brookes

How we can bring purpose, autonomy and joy into our maths lessons? - ask Professor Ruth Merttens, creator of the Hamilton Maths Scheme, and Jo Skelton, a Mathematics Education lecturer. Through their conversation about the future of mathematics education within the UK curriculum, Ruth and Jo discuss the importance of understanding the 'why' behind mathematical concepts and the need for teachers to have autonomy in their teaching methods. The conversation culminates with ideas on how teachers can regain control of their classrooms and boost their confidence in teaching maths.

(00:45) - Ruth and Jo discuss the aspects of maths education that they are seeing in classrooms that make their hearts sing

(05:20) - Jo discusses international perspectives on Maths education, to understand how the challenges we face in British schools are confronted overseas

(16:24) - Ruth and Jo take an optimistic view of the future of Maths education and uncover the changes that can be made to improve the landscape over the next five years, including the benefits of a curriculum reform

(38:17) - Jo and Ruth now consider what could be done now, with a particular focus on how we can empower both teachers and students to improve the quality of Maths education across the board.

About our guest
Ruth passionately believes that Primary Maths and English in the UK are well-taught by dedicated professionals, and that we have and should value our own distinct ethos, based on creative learning, inspirational teaching and critical thinking. Ruth provides practical, in-service training on creative teaching in mathematics and English, with particular expertise in Early Years. She is the author of many books and has written Planning Guidance for DFE and the NNS. She was on the NC Maths Advisory Group at DfE. She contributes regularly to professional journals and magazines and was Lead Author of Abacus Maths (Pearson).
Connect with Ruth Merttens.
Jo is a senior lecturer in primary mathematics at Oxford Brookes University, where she works with pre-service and in-service teachers in the UK and internationally. She is passionate about helping to make mathematics accessible to all, through building confidence and enjoyment of the subject. Jo’s research interests include maths anxiety in teachers and the role of language in mathematics learning. Her current research projects focus upon how multilingual learners use their languages to build conceptual understanding, particularly when they are learning mathematics in a bilingual context. 

Connect with Jo Skelton

Key takeaways
Consider the needs of your students first and foremost when teaching maths. Reflect on their current understanding and think about their next steps in learning.Use more models and images to help students understand complex concepts. Make use of resources such as those available on the Hamilton-Brookes website to highlight common misunderstandings.Reflect on your own attitudes towards maths and seek to build your confidence in the subject. Consider attending courses or training to improve your skills and confidence in teaching maths.Take a step back from prescribed teaching methods and take control of your classroom. Use teaching resources as a guide, but don't be afraid to adapt and tailor your teaching to your student's needs.Slow down the teaching process to ensure students have a deep understanding of fundamental concepts, rather than rushing through a large amount of content.
Quotes
"The thing that makes my heart sing is when I see children really enjoying and engaging in their mathematical learning." - Jo Skelton
"Our maths curriculum has space for creativity, for problem-solving, for exploration and to really develop the fundamentals of mathematical thinking." - Jo Skelton
"Teaching is a creative process and [...] learning is a creative process and if you do not feel like you're in charge of your classroom, it's very difficult to get that space for creativity." - Ruth Merttens

Resour

Patrick Alexander, an expert in education, discusses the current issues facing the education system, highlighting the overemphasis on assessments and the lack of focus on authentic, human experiences in learning. The conversation covers how radical thinking, the transformation of classroom dynamics, and the role of teachers as public intellectuals can bring potential futures into reality. Moreover, the possibility of re-imagining education without the traditional constraints of schooling is explored. Throughout the conversation, Patrick emphasises the importance of involving children in discussions about education and creating unstructured time in schools for critical discussions.

(00:43) - Patrick shares his thoughts on where schools are right now from the perspective of an anthropologist

(03:44) - Patrick discusses the historical context and evolution of education systems to uncover how the current structure of schools came to be

(05:55) - Ed and Patrick cover teacher well-being and how more could be done to challenge conventional discipline within schools

(15:36) - Patrick explores the meaning of futures literacy and how sustainability in the broadest sense, from political and economical to educational can improve the education of young people

(19:50) - Patrick considers hopeful trends and the potential of generative AI in education

(28:01) - Patrick reinforces the importance of creating spaces for critical conversations and rehumanising education

About our guest
Professor Patrick Alexander is an academic specialising in the anthropology of education, with a particular focus on how young people are socialised through schooling. Formerly trained as a secondary school teacher, Patrick has spent over a decade conducting in-depth research in schools. Much of this work has focused on understanding how young people are socialised into particular ideas about the life course and about what the future will look like. 

Connect with Patrick Alexander.

Key takeaways
Create spaces within the school environment for discussions about the future, allowing students to think beyond the constraints of traditional educational outcomes.Foster a culture of professionalism among teachers, enabling them to take a critical stance and feel empowered.Challenge the overemphasis on assessments and explore the potential of education without such constraints.Involve students in discussions about the purpose and direction of their education, fostering a sense of ownership and engagement.Facilitate constructive disagreement and diverse perspectives within the school community, fostering a richer educational experience.
Quotes
"What I try to bring to research in schools is sometimes described as the familiar strange in anthropological practice. So really trying to go to a situation that is unfamiliar and through a long process of research[...] to kind of understand what might at first seem strange to an outsider." - Patrick Alexander
"Look at the systems and look at the structures [within schools] and say if you were given a blank canvas, if you were to think about the future of education, what would you do differently that would improve your wellbeing?" - Patrick Alexander
"To be able to push against those constraints, those structural problems that sometimes make people feel like they haven't got any power, there has to be some kind of intellectual re-engagement and by that I mean a kind of critical, authentic engagement with the big philosophical questions of education." - Patrick Alexander
"When I think about teacher well-being and obviously[...] behaviour, student well-being, well-being in the round in schools is so kind of interlinked, you can't really think about one without thinking about the other." - Patrick Alexander
Resource recommendations
 ''Intellectual Wellbeing: The Pursuit of Freedom in the Professional Learning of Teachers'' available on Medium here.

''Intellectual Wellbeing in Schools: The Radical Ecological Challenge of V

What could the future of primary education look like? How we can take things from where they are now and improve them to make the situation better for the pupils, for the teachers and for everybody involved in primary education?
In each episode, Ed Finch will be talking to guests within the educational field to talk about how things are, how we want them to be and the actions we can take to get them from here to there.
What will you take away?
Download the Hamilton Brookes' Primary Pledge card to continue the conversation with your teaching community. Share your pledge card by tagging Hamilton Brookes on your preferred social platform.
Hamilton BrookesPrimary Futures is brought to you by Hamilton Brookes, your loved and trusted place for quality lesson plans, materials and resources that you can use in your classroom.
To find resources that work for you and your pupils, go to the Hamilton Brookes website and browse ideas for English, maths, science and cross-curricular topics. You can find more information here.

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