Mr Barton Maths Podcast

Doug Lemov, author of Teach Like a Champion, shares key strategies from his book and tips for delivering training sessions. Topics include practical ways to implement teaching strategies in the math classroom, teacher training advice, and the importance of precise teaching methods for engaging students and promoting rigor.

Peps has done it all. He is a former Fasttrack maths teacher and Senior Lecturer in mathematics education. He has been a National Curriculum Advisor for the DfE, External Examiner at the OU, and is the author of Lean Lesson Planning and Memorable Teaching. He now leads on the Institute for Teaching’s Masters in Expert Teaching course. We had a great time digging into three areas that really interest me: lean, effective lesson planning; making our teaching memorable; and helping teachers determine and develop expertise in their profession. Get your pen and paper ready for this one, there are nuggets left, right and centre. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/peps-mccrea-planning-memorable-teaching-and-teacher-expertise/ 

Lucy is the Research and Communications Officer at Cambridge Mathematics. I base my interview around five key questions from Lucy's espresso research series: What are the effects of attainment grouping on mathematics learning? What are the issues in learning and assessing times tables? How does maths anxiety affect mathematics learning? How does assessing confidence affect learning and testing in mathematics? How can mathematics teaching be measured? But we cover a lot more besides! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/lucy-rycroft-smith-cambridge-mathematics-setting-times-tables-anxiety/ 

Kris Boulton, an expert in education, discusses concerns with minimal guided approaches and understanding in maths. They explore teaching the How before the Why, cognitive load theory, and the challenges of assessing student understanding. The conversation touches on lesson planning, teacher training, and the benefits of centrally planned teaching resources.

My first interview with Andrew caused something of a stir (in a good way!), so I thought it would be useful to release an interview I did with Andrew back in 2014 for my TES Maths Podcast. Here Andrew describes a completely open-ended inquiry lesson, as well as sharing some excellent advice on being a Head of Department. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/andrew-blair-prequel-inquiries-and-being-a-head-of-department/ 

Andrew is a head of maths at the creator of inquirymaths.org. We spoke about planning and delivering inquires in mathematics, explicit  instruction, developing fluency, problem solving, and evaluated evidence related to memory, motivation and purpose. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/andrew-blair-inquiry-maths/ 

Rachel is an experienced primary maths teacher. We spoke about what primary maths lessons look like, what topics they have covered, their problem solving skills, their use of manipulatives, what students might be expecting maths lessons to look like at secondary school, and much more. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/primary-school-teacher-rachel-webster-how-your-year-7s-have-been-taught-maths/ 

Trevor is AQA’s Chief Examiner for the Maths GCSE. We spoke about when the GCSE maths writing process starts, who is involved, what makes a good question and what makes a bad question, what are the difficulties, how exams are marked, and much more. This is a great listen now we have finally made it through the first new specification GCSE cohort, and essential listening as we prepare for the next! For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/chief-examiner-trevor-senior-how-gcse-maths-exams-are-written/ 

Former science teacher Nick Rose discusses inducing cognitive conflict, dangers of differentiation, the validity of growth mindset, and dispelling misconceptions in teaching math and science. They explore the challenges of addressing abstract concepts, promoting growth mindset, and navigating classroom dynamics.

Ed returns to the show following the launch of his book Yes, but why? Teaching for Understanding in Maths. This time around we spoke about why maths puzzles are important, what makes a good puzzle, how maths lessons are taught in Japan, what we can learn from this approach, and how much student discussion should happen during examples. For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/ed-southall-part-2-puzzles-and-lessons-from-japan/