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Useful for isolating students.

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Maths IndexMaths Statistics Mechanics This maths index takes you to Playlists on my YouTube channela cos x ± b sin x Algebra

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ATM book

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Project questions in class.

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Allsorts of resources
BINGO

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SKILLS CHECKS - free samples

Weekly skills checks and record sheets for Key Stage 1 and Year 4 to Year 13.
6 Different 'levels' for Key Stage 4

Great value for money with a school subscription costing only £60 +VAT for 12 months.
Single user subscriptions for individuals also available for only £35 + VAT for 12 months

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SKILLS CHECKS - free samples Great value for money with a school subscription costing only £60 +VAT for 12 months. Single user subscriptions for individuals also available for only £35 + VAT for 12 months

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Maths Teaching Resources | Dr Austin Maths

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Dr Austin Maths is a free-to-use Maths teaching resources website, focussing on quality resources for KS4 IGCSE and GCSE Maths.

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Topmarks: teaching resources, interactive resources, worksheets, homework, exam and revision help

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Searchable site of thousands of quality teaching resources, interactive resources, homework, exam and revision help. Useful for teachers, pupils and parents.

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Students need setting up to use this.

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Year 7 Mastery

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Maths & Science resources | CPD courses | White Rose Education

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White Rose Education delivers maths and science resources, CPD, tools, advice and guidance for schools, teachers and parents.

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Help for form based teaching

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Mixed Attainment Maths

​ Beliefs

Mixed attainment classrooms are a demonstration of social justice and enable children to learn without limits.

Labelling children and setting them according to some notion of their (fixed) 'ability' places limits on learning.

Aims

To promote and support mixed attainment teaching in mathematics classrooms.

To form a community of teachers who share a common belief in mixed attainment teaching in mathematics classrooms.

To develop this website to provide resources, advice, research and discussion about mixed attainment teaching in mathematics classrooms.

Methods
We will communicate the beliefs and pursue the aims by:

Holding regular conferences.

Collaborating with any organisation or individual that supports mixed attainment teaching in mathematics classroom and who offers that support without cost or without the intention of making a profit.

​What every teacher needs to know about setting- Professor Becky Francis talks to Tes Podagogy.
"The international research is very clear that overall there is no positive impact of setting and streaming on young people's attainment says Professor Becky Francis, director of UCL Institute of Education.

Mr Barton Maths Podcast. A podcast interview with Helen Hindle about mixed attainment teaching and developing a growth mindset. (Helen is the Director of Study for Mathematics at a Secondary School in Rainham.)

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​ Beliefs Mixed attainment classrooms are a demonstration of social justice and enable children to learn without limits. Labelling children and setting them according to some notion of their...

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Use for homework to identify misconceptions

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Eedi identifies and resolves over 90% of students' misconceptions using best-in-class pedagogy and fully-qualified tutors.

Create a class

Our tools are trusted by over 160,000 teachers in 19,000 schools around the world.

"We designed Eedi to support the wonderful work you do in the classroom. Together we can help your students reach their full potential."

Craig Barton

Leading UK maths teacher, bestselling author & co-founder of Eedi.

Resolve 90% of students' misunderstandings without adding to teacher workload

No child left behind - FREE personalised learning for everyone

Tens of thousands of questions covering multiple curricula appropriate for ages 9-16

Research-backed pedagogical approaches created by teachers for teachers

Cost-effective online tutoring gives even more support with Eedi Plus

Create a class

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Wish you could provide 1:1 tuition to all your students? Get Eedi.

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Welcome to Corbettmaths! Home to 1000's of maths resources: Videos, Worksheets, 5-a-day, Revision Cards and much more.

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Project questions in class.

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Variety of resources to project and worksheets etc

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SKILLS CHECKS - free samples

Weekly skills checks and record sheets for Key Stage 1 and Year 4 to Year 13.
6 Different 'levels' for Key Stage 4

Great value for money with a school subscription costing only £60 +VAT for 12 months.
Single user subscriptions for individuals also available for only £35 + VAT for 12 months

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SKILLS CHECKS - free samples Great value for money with a school subscription costing only £60 +VAT for 12 months. Single user subscriptions for individuals also available for only £35 + VAT for 12 months

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GCSE section

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Excellent GCSE section.
Starters and topics.

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SKILLS CHECKS - free samples

Weekly skills checks and record sheets for Key Stage 1 and Year 4 to Year 13.
6 Different 'levels' for Key Stage 4

Great value for money with a school subscription costing only £60 +VAT for 12 months.
Single user subscriptions for individuals also available for only £35 + VAT for 12 months

# data[].attributes.attachment_link.description
SKILLS CHECKS - free samples Great value for money with a school subscription costing only £60 +VAT for 12 months. Single user subscriptions for individuals also available for only £35 + VAT for 12 months

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Students need setting up to use this.

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Making exam papers

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The Viewer - shareable links

Exampro weblinks are perfect for all independent tasks.

Share questions with your students easily without printing - just compile your document, save it in the online library then share the generated weblink*.

Watch this 2 minute video to see how to use the Exampro Viewer, and start sharing questions with your department and students.

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Exampro weblinks are perfect for all independent tasks. Share questions with your students easily without printing - just compile your document, save it in the online library then share the generated weblink*. Watch this 2 minute video to see how to use the Exampro Viewer, and start sharing questions with your department and students.

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Use for homework to identify misconceptions

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Eedi identifies and resolves over 90% of students' misconceptions using best-in-class pedagogy and fully-qualified tutors.

Create a class

Our tools are trusted by over 160,000 teachers in 19,000 schools around the world.

"We designed Eedi to support the wonderful work you do in the classroom. Together we can help your students reach their full potential."

Craig Barton

Leading UK maths teacher, bestselling author & co-founder of Eedi.

Resolve 90% of students' misunderstandings without adding to teacher workload

No child left behind - FREE personalised learning for everyone

Tens of thousands of questions covering multiple curricula appropriate for ages 9-16

Research-backed pedagogical approaches created by teachers for teachers

Cost-effective online tutoring gives even more support with Eedi Plus

Create a class

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Wish you could provide 1:1 tuition to all your students? Get Eedi.

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KS4 Textbook - click on the grey box - it is there.

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Collins Connect | Digital resources for schools

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Digital resources and activities for use in the classroom and at home

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Maths Teaching Resources | Dr Austin Maths

# data[].attributes.attachment_link.description
Dr Austin Maths is a free-to-use Maths teaching resources website, focussing on quality resources for KS4 IGCSE and GCSE Maths.

# data[].attributes.body
Making exam papers

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The Viewer - shareable links

Exampro weblinks are perfect for all independent tasks.

Share questions with your students easily without printing - just compile your document, save it in the online library then share the generated weblink*.

Watch this 2 minute video to see how to use the Exampro Viewer, and start sharing questions with your department and students.

# data[].attributes.attachment_link.description
Exampro weblinks are perfect for all independent tasks. Share questions with your students easily without printing - just compile your document, save it in the online library then share the generated weblink*. Watch this 2 minute video to see how to use the Exampro Viewer, and start sharing questions with your department and students.

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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Integral is an award-winning online teaching and learning platform designed to develop deep independent mathematical understanding.

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Kerboodle is the digital teaching, learning and assessment service from Oxford University Press.

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To video a remote lesson.

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Seating plans and setting homework

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KS3, KS4 & KS5

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PixiMaths | Free Maths Teaching Resources | Homepage | Oakham

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Welcome to PixiMaths where you will find an assortment of resources as well as SOWs and assessments for the new 9-1 maths GCSE.

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A small selection of free resources

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Hi, thanks for dropping by! We've been around now since 2012. Thanks to all of you that have used and recommended our resources - we really appreciate it!

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Selection of puzzles

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search

Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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Resources galore

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Resources and CPD

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Free Maths Teaching Resources on Mr Barton Maths

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Hopefully this set of free resources will make the teaching of mathematics a little bit easier, informed and fun

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Resources & CPD

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Resourceaholic - free resources and ideas for teaching secondary school maths

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Resources and Interactive tools

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With answers

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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard textbook diet that we in the UK feed from. 's 'Best New Resources' ahead of EdExcel's materials to support the new GCSE.
Resourceaholic.com
In February 2020, Craig Barton announced me as 'the master of fluency practice' for these resources.
In April 2017, IDQs was announced as

In between these two times, I've had a promotion at work, a difficult time with a beloved family pet and a new arrival (Elizabeth Taylor, who is now 'not so new'), so time hasn't really been something that I've been accustomed to ...

... but I had turned my attention to randomising the Increasingly Difficult Questions as part of an eTextbook. A sample is available here and any feedback is absolutely welcome.

Anyway... Here are the sets of Increasingly Difficult Questions. I hope they're useful.

LEVEL 2 FURTHER MATHEMATICS

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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard...

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Frayer model, Quiz, Compare and Odd One Out

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NonExamples.com - Something that is not an example of a rule or definition already shown, used for a clearer explanation.

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Topics down the left hand side.

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Since I started teaching three years ago, I've been well aware of the problems of traditional textbook exercises when introducing a class to a new concept, procedure. More often than not, textbook exercises became far too varied too quickly, with pupils becoming quickly unstuck, and it became difficult to identify the source of their confusion. Alternatively, it felt as though I was presenting students with 'just more practice of the same', which was deeply unsatisfactory (regardless of the prior attainment of the pupils).

Hence (and I am hugely indebted to Mr Barton and his book), creating sequences of intelligent, minimally varied practice questions seemed a reasonable step. When they are used to introduce pupils to a topic, they enable pupils to make connections and really focus on the underlying concept. The ones presented here are very much initial attempts - they are not a perfect model of how to write minimally varied exercises. All the same, I hope you find them of some use!

I am contactable at fortyninecubed (at) gmail . com, or on Twitter at @fortyninecubed.

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Since I started teaching three years ago, I've been well aware of the problems of traditional textbook exercises when introducing a class to a new concept, procedure. More often than not, textbook exercises became far too varied too quickly, with pupils becoming quickly unstuck, and it became difficult to identify the source of their confusion....

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This website is my attempt to assemble a collection of high-quality, sequences of questions and examples using key principles from Variation Theory. By holding key features between questions and examples constant, together with the mathematical behaviour that I call Reflect, Expect, Check, Explain and the supporting role of the teacher, I believe we can help students better understand key mathematical ideas.

You can find out more about the site and the different types of sequences available by visiting the Introduction.

You can access all the sequences of questions and examples from the Topics menu above.

My 2020 book, Reflect, Expect, Check, Explain: Sequences and behaviour to enable mathematical thinking in the classroom, goes into detail about making the most of these activities in the classroom. You can order the book from Amazon, John Catt, or wherever you get your books.

My 2023 book, Tips for Teachers: 400+ ideas to improve your teaching, details my most recent thoughts on using these sequences effectively. You can order the book from Amazon, John Catt, or wherever you get your books.

I have an online course store which offers low-cost, high-quality CPD on-demand. Each course contains short videos, resources, research, activities and questions to reflect upon. The courses most suited to the sequencers on the Variation Theory website are:

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Sequences and behaviour to enable mathematical thinking in the classroom - by Craig Barton @mrbartonmaths

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Deeper thinking

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Unfortunately, my father Don Steward passed away from Covid-19 on 3rd May 2020.

Throughout his working life he was passionate about improving the teaching of mathematics and has requested that all of his work remains freely available.

As per his wishes, I have uploaded all of his work to this Blog in the pages section which contains links to google drive where slides and presentations can be downloaded for free.

Don has also requested that those who use his work make a discretionary donation to charities supporting education in Africa.

We have set up a Justgiving fundraising page to support this wish below:
https://www.justgiving.com/fundraising/jessesteward

Many thanks for all of the kind messages we have received which are of great comfort to myself and the family.

Kind regards,

Jess

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ideas and resources for mathematics teachers of 10 to 16 year olds

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Scaffolded and challenge resources

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All Key Stages

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Welcome to Goal Free Problems, a place to find and share goal free problems for use with pupils in class and revision

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Making small changes

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maths teacher resources for intelligent practice and challenge at more-same-less.co.uk

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Same surface, different depth.

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SSDD stands for Same Surface, Different Depth. They are a special set of problems that may look the same at first glance, but require different mathematical ideas to solve them.

SSDD Problems have become one of my key strategies to use with my students to help them become better problem solvers.

You can search for different topics using the tags on the right-hand side (or below if using a mobile device), and you can find out more about SSDD Problems on this page.

My books

I have written two books about my use of these types of activities.

My 2020 book, Reflect, Expect, Check, Explain: Sequences and behaviour to enable mathematical thinking in the classroom, goes into detail about making the most of these activities in the classroom. You can order the book from Amazon, John Catt, or wherever you get your books.

My 2023 book, Tips for Teachers: 400+ ideas to improve your teaching, details my most recent thoughts on using SSDD Problems effectively. You can order the book from Amazon, John Catt, or wherever you get your books.

My online courses

I have an online course store which offers low-cost, high-quality CPD on-demand. Each course contains short videos, resources, research, activities and questions to reflect upon. The courses most suited to the questions on the SSDD Problems website are:

Supporting this website

I do not make any money from this website, so if you did want to support its future development - and hopefully learn more about the pedagogy underpinning these ideas - then I would be so grateful if you would consider:

Thanks so much for taking the time to read this - now go and enjoy the site!
Craig

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Same Surface, Different Deep Structure maths problems from Craig Barton @mrbartonmaths

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Inquiry based lessons.

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Inquiry Maths is a model of learning that encourages students to regulate their own activity while exploring a prompt (an equation, statement or diagram). Inquiries involve the class in questioning, conjecturing, generalising and proving and, when required, in listening to an explanation. In

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Faded scaffold questioning

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So my journey into finally making a website and a blog begins!

I have recently been having a lot of questions as to how I give examples in my lessons. I am honoured to be asked about this on a regular basis and am now excited to share all the types of examples I use for each topic with you.

It all started back in my training year (not that long ago) when I picked up the book "How I wish I'd taught maths" by the wonderful Craig Barton. I was fascinated by the simple, but incredibly effective method of example-problem pairs. These problem pairs became a regular occurrence in all of my lessons, however, this quickly got a little obsessive and I just thought that this was the answer to everything. I did not pay much attention to the rest of that chapter as I thought that my prayers had been answered! Turns out that there are more ways to present examples and it really does depend on the situation. I use example-problem pairs, supercharged worked-examples, examples by fading and supercharged examples with fading (my favourite).

Example-problem pairs are relatively easy to explain. They involve splitting the board into two with a fully worked example on the left of the board and a question on the right side of the board that students do to test whether they have grasped it or not. I often get students to be completely silent and refrain from answering any questions when I am going through the example. If I allow questions, then this interrupts the flow of me giving the example and can create misconceptions. Students copy the worked example into their books once I have fully explained it. I then get them to do a question from the right side of the board on their mini whiteboards. This is fantastic for AFL and discussing misconceptions that students have. I use example-problem pairs for when I am doing processes which are not particularly long. I sometimes do the process of giving an example followed by them doing a question twice. I like to cover all the situations. An example of an example-problem pair is given below.
Example-problem pair template
Supercharged worked examples involve almost the same thing as an example-problem pair, but we allow students to reflect on what they have done. I use this presentation method quite a lot with A-level groups. I even use this method for problem solving questions with my GCSE group. We write in the middle column about why we are doing each necessary step. This has had very positive results as the class progresses together in wider thinking of mathematical concepts. Here is a couple of examples of this below.
Supercharged template 1

Supercharged template 2

Examples by fading involve presenting a fully complete example on the board and then another example, but this time with one step removed. The number of blanks is increased with each following example until there is just the problem left for the students to solve. Simple but impactful! In Craig's book he references the work and evidence of Renkl and Atkinson towards this method. It is amazing to think that this research was actually written up in 2003, but not many teachers are taking note of this! I tend to use these with questions that involve a few distinct steps.

I have been presenting examples using these three ways for my training year and most of my NQT year, but I have always had the thought "Can they be better?". Turns out that I think they can. The combination of supercharged examples and examples by fading has proved to be a big hit with students. You are probably thinking "I want an example of how this can be achieved" so here is one below.
Supercharged with fading template
This method allows all students to understand how to solve linear equations with unknowns on both sides of the equals sign, whilst allowing deeper thinking. I start from the top left and work across. Rather than me just telling students how to do a question like this, I give them chance to reflect and think about why we have done something in the first place to develop their connections with maths. Once they have thought about it a little and we have discussed it as a class, I move on to an example by fading so that I can pick up any students who just need that extra boost of confidence. I then get them to do the question under the title of "Your turn" for an understanding check. I then do exactly the same with the bottom example. I use this presentation method with topics that have a lot of steps within questions. As you can imagine, this is used a lot in my algebra lessons.

My hope is that you will find this website useful. I will be building this website with more and more examples for each topic, as well as exercises that involve the use of variation theory. Please tell me what you think on twitter by tagging me @BerwickMaths. If you would like to contribute to this website, then please use the templates below the pictures and send it through twitter!

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So my journey into finally making a website and a blog begins! I have recently been having a lot of questions as to how I give examples in my lessons. I am honoured to be asked about this on a regular basis and am now excited to share all the types of examples I use...

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Stater of the day

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A different Mathematics lesson starter for each day of the year designed to engage learners with a range of puzzles, exercises and creative ideas. Click on a date in the calendar above for the Starter Of The Day.

You can embed the Starter Of The Day calendar into your own school website or blog.

"I have used your website for the last four years for free and felt guilty every time I used it as it is so brilliant and I feel guilty getting something so good for free. It has changed the way I teach (and after 35 years of teaching that is a real achievement). I now think it is time I paid for the pleasure of using the site."

Clive, UK

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math maths mathematics numeracy mental starter arithmetic daily starter lesson numbers algebra

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A different Mathematics lesson starter for each day of the year designed to engage learners with a range of puzzles, exercises and creative ideas.

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Tutor2U resources

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Much cheaper & more effective than TES or the Guardian. Reach the audience you really want to apply for your teaching vacancy by posting directly to our website and related social media audiences.
Find our more ›

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GCSE Maths Revision Quizzes | Maths | tutor2u

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Much cheaper & more effective than TES or the Guardian. Reach the audience you really want to apply for your teaching vacancy by posting directly to our website and related social media audiences. Find our more ›

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PDF document

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Topic and revision
Skill Reviews are good.

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Practice and best guess predicted papers for GCSE Maths, expanding to the new GCSE soon.

It's important to note that any predicted paper from any website is logical and systematic guess work at best and may not be the topics which come up on the actual exam. However, teachers have used their judgement in creating these papers from previous 'typical' topics and also through the process of elimination from paper 1. This is not to say if a topic came up on paper 1 that it can't come up on paper 2 in a different form.

For example standard form was presented as a compare on paper 1 2018 AQA. This doesn't mean it won't appear on paper 2. You may be asked to carry out a calculation

2019

AQA - Practice Papers

Continue Reading

Wow, what an amazing weekend! The La Salle Education maths team excelled themselves again. Thank you to @LaSalleEd team and Mark (@EmathsUK) for another amazing conference #mathsconf13.

Rob Smith (@RJS2212) deserves a special thanks as well for his dedication to selling raffle tickets and also the amazing tuck shop!

The conference raised a £2000 for Macmillan Cancer today, thanks to the donations of all attendees and a significant donation to round the sum up by Mark.

400 maths teachers gathered on a Saturday morning ready for the maths conference to begin. As usual you could feel the excitement in the room. This time though there was a palpable buzz as people waited for Matt Parker (@Standupmaths) to take the stage.

Continue Reading

Starting teaching or moving schools can be both exciting and daunting to begin with. It's a world filled with lots of unknowns that can make us feel both apprehensive and nervous.

There are several key factors that can make this a stressful situation;

not knowing your way around

not knowing your colleagues

not being embedded yourself as a teacher

having a lack of personal space or classroom

having to learn the new systems of a school

All of these factors are common to any teacher who is new to school, even if they have been teaching over 20 years. Knowing these feelings aren't isolated to only yourself is important. The excitement and apprehension of a new role can be an interest mix.

Here are my top tips on how to manage the stress of the unknowns.

Continue Reading

The NQT year for any new teacher can be rather daunting. It's a weird scenario to be in. You are qualified in terms of passing your training but you still have to pass the year in order to be a fully qualified teacher. It is a sort of limbo. I remember getting to my RQT year and not feeling much different to my NQT year, apart from I now had a piece of paper saying I was a fully qualified teacher. 4 years later I'm slowly starting to not feel like a teacher fraud anymore. It's weird, you don't suddenly wake up one day and feel like a teacher. I'm learning everyday in the profession and I'm a great believer that is the way it should always be.

Your NQT year can be more intimidating than most for many reasons, such as:

Finally being let loose and trusted with your own classes on your own

Teaching lots more students as your timetable has significantly increased

You don't know the names of the memebers of your department let alone the students

This lists only a few things.

So here are my top 5 tips:

Continue Reading

This is the first in a series of blogs I'm going to be publishing this week to help support teachers who have new jobs. The first is one of the most important articles, as this is about how current teachers can support those teachers who are either training, starting their NQT year or moving schools.

The majority of schools this year across the country have new members of staff joining the ranks. Some will be experienced teachers and teaching assistants who are moving jobs and others will be newer to the profession such as trainee teachers and NQTs. As colleagues to these new members of staff we have a vital role to play. People are often very excited and dare I say vulnerable when they start a new post. It's a time in which we can have a big impact. It's important we help and support our new colleagues get off to a good start.

How might we do this? I think it's important to say some of these ideas below will be nothing new. However it doesn't hurt to have a reminder; You never know what little thing you might miss. Every small thing adds up tp make a difference to your new colleagues experience in the first few days. Try to remember how you felt on your first day and in your first week.

Continue Reading

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Miss B's Resouces Free Maths and Numeracy resources Miss B's

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Sharing good practice and ideas blog. Free differentiated Maths worksheets, homework's, Marking, GCSE revision and numeracy across the curriculum resources

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Starter Activities

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Which One Doesn't Belong?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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Ready to use versions

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Podcast

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Mr Barton Maths Podcast

The Mr Barton Maths Podcast consists of long-form conversations with people from the wonderful world of education who interest and inspire me. Links to the show notes of every episode I have recorded are below, and you can also visit the Mr Barton Maths podcast website for collections of episodes and information how to sponsor the show

Happy listening!

#001 Andrew Taylor: Head of Maths at AQA

#002 Graham Cumming: Head of Maths at Edexcel

#003 Neil Ogden: Maths Specialist at OCR

#004 Oxbridge Interview Special

#005 Jo Morgan: Resourceaholic

#006 Mel Muldowney: JustMaths

#007 Bruno Reddy: Times Table Rockstars and MrReddy.com

#008 Charlie Stripp: NCETM and MEI

#009 Dan Meyer: 3 Act Math Desmos TED Talk and more!

#010 Will Emeny: Great Maths Teaching Ideas and Numeracy Ninjas

#011 Stefanie Sullivan: Maths PGCE Tutor from Nottingham University

#012 Mark McCourt: Ofsted, emaths, La Salle Education, NCETM and more!

#013 Jamie Frost: Dr Frost Maths and Teaching High Achievers

#014 Beth Lilley: NQT

#015 Ed Southall - Part 1: SolveMyMaths and Mathematics PGCE Tutor

#016 Dylan Wiliam: Author, Researcher Trainer and Assessment for Learning Expert

#017 John Corbett: Flipped Learning, Videos and Corbett Maths

#018 Tom Bennett: Behaviour Teacher Workload and ResearchEd

#019 Paul Rowlandson: Bar Modelling, Questioning, Shanghai, Tokyo & Training Teachers

#020 Greg Ashman: Cognitive Load Theory and Direct Instruction vs Inquiry-Based Learning

#021 Daisy Christodoulou: Assessment Multiple Choice Questions 7 Myths about Education

#022 Dani Quinn - Part 2: Michaela School, Behaviour, Drills & Culture

#023 Robert and Elizabeth Bjork: Memory, Forgetting, Testing & Desirable Difficulties

#024 Kris Boulton - Part 1: Planning Lessons, Engelmann and Differentiation

#025 Ed Southall - Part 2: Maths Puzzles and Lessons from Japan

#026 Nick Rose: Mindset, Misconceptions & Differentiation

#027 Chief Examiner Trevor Senior: How GCSE Maths exams are written

#028 Primary School Teacher Rachel Webster: How your Year 7s have been taught maths

#029 Andrew Blair: Inquiry Maths

#030 Andrew Blair: prequel: Inquiries and being a Head of Department

#031 Kris Boulton - Part 2: Minimally guided instruction, Understanding & How before Why

#032 Lucy Rycroft-Smith: Cambridge Mathematics, Setting, Times Tables & Anxiety

#033 Peps Mccrea: Planning, Memorable Teaching & Teacher Expertise

#034 Doug Lemov: Teach like a Champion and Top Tips for delivering training

#035 Colin Foster: Mathematical Etudes, Confidence & Questioning

#036 Carl Hendrick and Robin Macpherson: What does this look like in the classroom?

#037 Jane Jones: Ofsted, observations, marking & reasoning

#038 Amir Arezoo: Lean maths departments, deep work & schemes of work

#039 Helen Hindle: Mixed attainment teaching and growth mindset

#040 Anne Watson and John Mason: Variation, questioning, visualising & developing mathematical thinkers

#041 Conference Takeaways: MathsConf14

#042 Oliver Lovell: Planning, running a maths department & Cognitive Load Theory

#043 Conference Takeaways: researchEd Blackpool 2018

#044 Conference Takeaways: BCME: Day 1

#045 Conference Takeaways: BCME: Day 2

#046 Conference Takeaways: BCME: Day 3

#047 Conference Takeaways: BCME: Day 4

#048 Lucy Crehan: Cleverlands

#049 Alison Kiddle and Charlie Gilderdale: NRICH

#050 Dylan Wiliam - the return! Creating the Schools our Children need

#051 Conference Takeaways: Comparative Judgement: with a cameo from Daisy Christodoulou!

#052 Harry Fletcher-Wood: Responsive Teaching

#053 Conference Takeaways: researchEd Rugby

#054 Tom Sherrington: The Learning Rainforest

#055 GCSE Maths Exam special: Graham Cumming and Karen Wilkinson

#056 Conference Takeaways: Festival of Education: Day 2

#057 Conference Takeaways: MathsConf15

#058 Conference Takeaways: JustMaths Conference 2018

#059 Slice of Advice 2018: What did you learn this year?

#060 Greg Ashman: The Truth about Teaching

#061 Slice of Advice: What does the first lesson with your class look like?

#062 Simon Singh: Fermat's Last Theorem and stretching high-attainers

#063 Jeremy Hodgen: Teaching low-attaining students relevance and fingers!

#064 Conference Takeaways: researchED Scotland: September 2018

#065 Conference Takeaways: MathsConf16: Glasgow

#066 Hannah Fry: algorithms, love and being a mathematician

#067 Bernie Westacott: Teaching maths with visuals and manipulatives

#068 Becky Allen: Workload, happiness, expertise, progress & pupil premium

#069 Helen Williams: Early Years teaching and manipulatives

#070 Jo Morgan: 100th Maths Gems Special

#071 David Didau: Making kids cleverer

#072 Chris Smith: Injecting fun into lessons, Resources. Pi Day & Revision Days

#073 Naveen Rizvi: Scripted lessons examples and social media

#074 Jemma Sherwood - Part 1: Sequences of lessons and the importance of silence

#075 Alex Quigley: Closing the vocabulary gap

#076 Conference Takeaways: researchEd Blackpool 2019

#077 Conference Takeaways: Educating Northants 2019

#078 Peter Mattock: Visible Maths, planning lessons & running a department

#079 Conference Takeaways: ATM/MA 2019 Conference: Day 1

#080 Conference Takeaways: ATM/MA 2019 Conference: Day 2

#081 Inside Exams: Episode 1: Language

#082 Mark McCourt - the return! Teaching for mastery

#083 Michael Pershan: Example-Problem Pairs, problem solving & moving schools

#084 Chris McGrane: Task design and changing your mind

#085 Jonny Griffiths: RISPs problem solving and mental health

#086 Conference Takeaways: MEI Maths Conference 2019

#087 Tom Sherrington: Rosenshine's Principles in Action

#088 Slice of Advice 2019: What did you learn this year?

#089 The Science of Learning: 77 Studies That Every Teacher Needs to Know

#090 Rob Eastaway: Estimation, perception of maths & the importance of haha

#091 Multiple Choice Questions on trial with AQA's Zeek Sweiry

#092 Julia Smith: Teaching GCSE resit and the 5Rs approach

#093 Alex Bellos: Puzzles, Perception and Pool Tables

#094 Emma McCrea: Making every maths lesson count and training teachers

#095 Topics in Depth: Indices with Jo Morgan

#096 Tom Francome: Supporting novice teachers and planning lessons

#097 Exam malpractice: Inside Exams with AQA

#098 Kris Boulton - Part 3: Is cognitive science almost useless for designing effective teaching?

#099 Topics in Depth: Angles and parallel lines with Jo Morgan

#100 Daisy Christodoulou: Teachers vs Tech!

#101 Conference Takeaways: MathsConf22: Manchester: March 2020

#102 Special episode: Online learning during the Covid-19 outbreak

#103 Teaching from Home: Ben Rooney: structure, social interactions and experimenting with technology

#104 Teaching from Home: Michael Pershan: Zoom, Assessment for Learning and a careful choice of questions

#105 Teaching from Home: Jo Morgan: Hegarty Maths, family life and why she will not be doing live lessons

#106 Teaching from Home: Dan Pearcy: Google Meets, Poll Everywhere and 5 principles for remote teaching

#107 Teaching from Home: Adam Boxer: retrieval, conducting interviews and staying safe and sane

#108 Teaching from Home: Jon Hutchinson: making videos for primary school students

#109 Paul Kirschner and Carl Hendrick: How learning happens

#110 Teaching from Home: Helen Williams: supporting Early Years students

#111 Teaching from Home: Jules Daulby: supporting students with Special Educational Needs

#112 Teaching from Home: Ollie Lovell and Bryn Humberstone: Checking for understanding, Desmos and lessons learned

#113 Teaching from Home: Jamie Frost: Dr Frost Maths and virtual whiteboards

#114 Robert Kaplinsky: Depth of Knowledge, Open Middle Problems and effective CPD

#115 Mark Healy - Part 1: Cognitive science versus cognitive psychology

#116 Conference Takeaways: MathsConf23 (online!)

#117 Jonathan Hall: MathsBot, teaching visually and behaving mathematically

#118 Adele Bates: Behaviour and relationships

#119 Jemma Sherwood: Part 2: Preparing for September 2020 & being a Head of Department

#120 Mark Healy - Part 2: Sleep, growth mindset and teaching amid Covid-19

#121 Conference Takeaways: MathsConf24 (online!)

#122 Jo Morgan: Teaching Key Stage 3 maths

#123 Peps McCrea: Motivated teaching

#124 Research in Action 1: Language and Dyscalculia with Julia Bahnmuller

#125 Research in Action 2: Parental engagement with Tim Jay

#126 Research in Action 3: Estimation, equals and working memory with Iro Xenidou-Dervou

#127 Research in Action 4: Maths anxiety with Kelly Trezise

#128 Research in Action 5: Fingers and game-based apps with Korbinian Moeller

#129 Research in Action 6: Cognitive Load Theory with Ouhao Chen

#130 Research in Action 7: Designing and interpreting educational research with Matthew Inglis

#131 Research in Action 8: Numbers and space with Krzysztof Cipora

#132 Research in Action 9: PhDs and maths textbooks with Beth Woollacott

#133 Research in Action 10: When to tell and teaching algebra with Dave Hewitt

#134 Ollie Lovell: Cognitive Load Theory in Action

#135 Jo Morgan: tips and resources for teaching online

#136 CLASSIC EPISODE (April 2017): Dani Quinn - Part 1: Michaela School Planning Lessons Low Stakes Tests

#137 Doug Lemov: Tips for the return to classrooms

#138 Michael Pershan: Teaching with worked examples: part 1

#139 Michael Pershan: Teaching with worked examples: part 2

#140 Conference Takeaways: Mathematical Association Conference 2021: Day 1

#141 Conference Takeaways: Mathematical Association Conference 2021: Day 2

#142 Conference Takeaways: Mathematical Association Conference 2021: Day 3

#143 Anne Watson and Kris Boulton in conversation

#144 Christian Bokhove: Coherence, textbooks and research best bets

#145 Research in Action 11: University transition and oral assessments with Paola Iannone

#146 Research in Action 12: Inquiry as a way of being with Barbara Jaworski

#147 Research in Action 13: The self-explanation effect and how experts read maths differently with Lara Alcock

#148 Research in Action 14: Counting in the animal kingdom with Krzysztof Cipora

#149 Research in Action 15: Children's early understanding of number with Francesco Sella

#150 Research in Action 16: Writing a maths curriculum with Colin Foster

#151 Research in Action 17: Executive function with Camilla Gilmore

#152 Research in Action 18: Comparative judgement with Ian Jones

#153 Research in Action 19: Teaching mixed-attainment with Tom Francome

#154 Tom Harbour: engaging parents in their children's learning

#155 Jo Morgan: depth and sequencing of the maths curriculum

#156 Paul Rowlandson: Getting mixed up with interleaving

#157 Dan Draper: Overlearning and conceptual leaps

#158 Adam Boxer: explanations, retrieval and maths & science working together

#159 Introducing... Tips for Teachers!

#160 Ollie Lovell: relations regulation leadership & tools for teachers

#161 The future of the Mr Barton Maths podcast

#162 Beyond survival: a conversation with Jamie Thom

#163 How to observe a lesson with Adam Boxer

#164 How to plan a maths lesson with Craig Latimir

#165 How to be more evidence-informed with Peps Mcrea

#166 Tools and Tips for Teachers: Episode 1

#167 Tools and Tips for Teachers: Episode 2

#168 How to lead a maths department with Femi Adeniran and Matt Findlay

#169 Tools and Tips for Teachers: Episode 3 (with Ollie Lovell)

#170 How to secure 100% student engagement with Pritesh Raichura

#171 Tools and Tips for Teachers: Episode 4 (with Ollie Lovell)

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Mr Barton Maths Podcast The Mr Barton Maths Podcast consists of long-form conversations with people from the wonderful world of education who interest and inspire me. Links to the show notes of every episode I have recorded are below, and you can also visit the Mr Barton Maths podcast website for collections of episodes and information how to sponsor the show Happy listening!

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Links to all sessions

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Dr Frost Maths

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1. Set and monitor work, either with fixed questions of your choice, an exam past paper, or flexibly adapts to each individual student.

2. Advanced data analytics allow you to identify class misconceptions, see task performance by topic, see student working and provide formative feedback to students.

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Go Teach Maths: Handcrafted Resources for Maths Teachers

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Homepage - Go Teach Maths: Handcrafted Resources for Maths Teachers

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Ready-to-use mathematics resources for Key Stage 3, Key Stage 4 and GCSE maths classes.

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Go Teach Maths: Handcrafted Resources for Maths Teachers

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Homepage - Go Teach Maths: Handcrafted Resources for Maths Teachers

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Ready-to-use mathematics resources for Key Stage 3, Key Stage 4 and GCSE maths classes.

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Maths Teaching Resources | Dr Austin Maths

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Dr Austin Maths is a free-to-use Maths teaching resources website, focussing on quality resources for KS4 IGCSE and GCSE Maths.