Episode 231:
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In this episode of Thinking Deeply about Primary Education, we explore the 2025 paper "Curriculum and Mathematical Coherence" , a thought-provoking critique of how early number is introduced in national curricula.
The paper argues that modern mathematics curricula (on a national level) lean too heavily on counting as the dominant conceptual foundation for number, often at the expense of coherence and conceptual progression. It draws a direct line from mid-20th century "New Math" reforms to today’s fragmented curriculum structures, raising questions about what we teach, how we sequence it, and what this means for the learners in front of us.
We discuss:
Why “counting ≠ the whole story” when it comes to early number
How and when coherence was lost, and what we can do to recover it
The persistent tension between curriculum design and classroom practice
What their analysis means for subject leaders
Practical implications for primary teachers, maths leads, and those developing or critiquing maths schemes
Whether you’re a curriculum thinker, subject lead, or classroom teacher keen to understand the research shaping mathematics education, this episode offers critical reflection and concrete takeaways.
