Mathematical Futures - Primary (5-11) An MDE curriculum would ENCOURAGE THE USE OF CALCULATORS and other computational tools at the appropriate stages to support children’s exploration of number, and to ENHANCE PROBLEM SOLVING and INVESTIGATION Good news! royalsociety.org/news-resources…

🙌Relevant and ambitious #mathsed pathways for all🙌 The Royal Society #MathematicalFutures report is a must read! 👀📖 As a member of ACME I've been lucky enough to see the years of great thinking that have gone into this considered roadmap. Do share!!

The best number is 73. 73 is the 21st prime number. Its mirror (37) is the 12th and its mirror (21) is the product of multiplying 7 and 3. In binary, 73 is a palindrome, 1001001 which backwards is 1001001.

This weeks mathematical 'spot' Louise Pennington FCCT (She/Her) Outdoor Numicon in use in a Special school.

I don't think I've ever resonated more with an image in my life

Kindness counts. 🧡

This! 🙌

Recently visited Bletchley Park and learnt more about the tremendous work done by these veterans - thank you.

A MUST for all Primary Maths Leads - the best way for children to learn times tables and so much more - no speed test so no anxiety. Highly recommend. Adrian Fearn Cosette Crisan Mr Middleburg pooteacher Nathan Crook Laura Tyler Angela Stevenson Rebecca Sanders From TA to Teacher

HeadteacherChat From personal experience as governor a long time ago. A rule of thumb.... Good governorship is defined by its proximity to leadership and its distance from management.

As Pip - Mathematics says, this software provides children with a chance to purposefully practise times-table fact recall, whilst the bar models are useful representations to see. Children can work on the maths without any speed anxiety. Ian Frost - following our recent meeting.

Very pleased to have a delivered a well received session on developing a coaching culture at Riverside Bridge School yesterday afternoon as part of my ongoing support for the school for Partnership Learning Trust

So summer is over and have given in!

What ever happened to educate! Have allowed children (in challenging schools) to use phones in maths lessons - the learning was great and the behaviour was good because they were interested and in control of their learning - not bored by endless PPTs & time filling work sheets!

Teaching KS1-3? Perimeter and Area - Take a look at this task from Build it, Say it, Write it! bit.ly/3Vxkr8Z

“That’s a lot to take on…” Lynne McClure OBE spoke to us on the current landscape of teacher development and expertise at our Community Event last year. Are teachers thrown in the deep end with maths too often? 😕 #expert #speaker #backtoschool #training #mathsspecialist

How do the Japanese curriculum materials treat ratio, rate, and proportional relationship? journals.sagepub.com/doi/10.1177/27… #MTBoS #iteachmath #mathed #mathsed

Coming soon - Tasks not Tests! Watch this space. Dr Helen J Williams she/her🇪🇺🐦 Alison Borthwick Cath Gripton Liz Woodham Helen Drury Christina Moody Ruth Trundley 🇺🇦 🌻🌻 Louise Pennington FCCT (She/Her) Gill Knight Mike Askew Dr Karen Skilling: Sydney; London; Oxford Dr Rebecca Turvill

Pip - Mathematics Dr Helen J Williams she/her🇪🇺🐦 Alison Borthwick Cath Gripton Liz Woodham Helen Drury Christina Moody Ruth Trundley 🇺🇦 🌻🌻 Louise Pennington FCCT (She/Her) Gill Knight Mike Askew Dr Karen Skilling: Sydney; London; Oxford Excellent to see this on the way. Really useful addition to the KS1 maths landscape.

Calling all maths subject leaders and teachers in Key Stage 1/beyond. Much time has been spent constructing this high quality resource to support diagnostic assessment. 👇