Maths Hub

Maths Hub

Local Leaders of Maths Education

Developing Mathematics Teaching in South Yorkshire

The South Yorkshire Maths Hub is committed to supporting teachers of mathematics to develop their practice by creating a local community of educators working collaboratively together.

Along with the National Centre of Excellence in Teaching Mathematics (NCETM) the maths hubs nationally recognise the limited value of professional development programmes that merely “deliver training” but instead promote the collaborative nature of the working group in which colleagues work together on a specific focus of mathematical education with the common aim to recognise, develop and exercise best practice.


Traditional “training” methods and day-courses have been shown to have limited impact on changing teachers’ classroom practice
Programmes that include collaborative professional dialogue has proven to be more successful in developing classroom practice


Each year there are a number of opportunities for teachers to engage in work groups. These usually involve a programme of 4-6 sessions. The length of these workshops differ from group to group but are typically ½ day sessions or twilights. The expectation for participants will be to contribute to the professional discussions and engage in mutually agreed classroom activities that trial specific strategies and feedback their experiences to the group.

The focus areas of work groups in 2017/8 have included; Early Years, Lesson Design, Intervention, Developing Fluency, Evidencing Progress, Supporting SEND pupils as well as subject knowledge programmes for both teachers and teacher assistants.

For a full list of available work groups or to be kept up to date of opportunities in 2018/19, register for the monthly SYMH e-newsletter by emailing This email address is being protected from spambots. You need JavaScript enabled to view it.


Each work group is led by a local leader of mathematics education (LLME) and teachers wishing to join this group of facilitators and help lead local maths development can contact Tara at This email address is being protected from spambots. You need JavaScript enabled to view it.



Work group leaders have their own network of support.

Support for work group leaders (WGL) is facilitated locally through the South Yorkshire Maths Hub and nationally through the NCETM, typically there will be a number of WGLs working together as a team and resources, activities and strategies will be shared.

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The appication process to apply to join the Teaching for Mastery training programme is now open for both Primary & Seconday colleagues.

For secondary - click here

Primary Mastery Specialist Programme

Cohort 4 (2018-19) – Information and Application Form - click here

Following the very successful first three cohorts of the primary Mastery Specialist programme, the NCETM and Maths Hubs are now seeking to recruit a fourth cohort of expert primary school teachers to develop and work as Primary Mastery Specialists. This document gives information about the programme and how teachers and their schools can apply to be involved. The closing date for applications is Monday 5th March 2018 5pm.


Since 2014, The NCETM and Maths Hubs have been working together to develop approaches to teaching for mastery within primary mathematics. This has been informed by the teaching of mathematics in high performing South East Asian jurisdictions. Each year since 2015 the NCETM and Maths Hubs have recruited more than 100 Mastery Specialist teachers. The first year in post is a training and development year, establishing mastery in their own schools, with the support of their senior leadership team. In the following years, they lead Work Groups involving six or seven other schools in the development of teaching for mastery.

The programme

The NCETM and the Maths Hubs now want to recruit a fourth cohort of teachers to develop and work as Mastery Specialists. 2018-19 will be the development year for the teachers and their schools. And subject to confirmation of funding from the DfE then, in 2019-20 and in 2020-21, the Mastery Specialists will each lead a Teaching for Mastery Work Group for their Maths Hub. It is expected that the Mastery Specialist’s school becomes a leading exponent of teaching for mastery in this time and so the school needs to ensure that it has the capacity and desire to take on and develop a teaching for mastery approach in the next few years. Before a teacher applies for the role, headteachers might find it useful to look at the NCETM website where there are interviews with heads who have led the introduction of teaching for mastery in a school. (

In their development year, 2018-19, participating teachers will:

  • attend the NCETM cohort induction day (Monday 9th July 2018) along with their head teacher

  • participate in three two-day residential professional development events led by the NCETM (October 2018, January 2019, and June 2019)

  • develop their own understanding and skills for teaching for mastery in their own class

  • work with colleagues, supported by the head teacher, to develop teaching for mastery approaches across their school, using a range of professional development activity, including regular Teacher Research Group (TRG) meetings

  • lead a pilot TRG with teachers from interested local schools

  • collaborate with the Maths Hub’s leadership and the other Maths Hub Mastery Specialists

This will require 15 days teacher release time and will be fully funded through the Maths Hubs.

It is expected, but subject to confirmation of funding, that in 2019-20 and 2020-21, the Mastery Specialists will:

  • lead a Teaching for Mastery Work Group for their Maths Hub involving six/seven schools

  • lead a half-termly Work Group meeting with 12/14 teachers (two lead teachers from each school)

  • carry out a termly support visit to each school to observe teaching, support in-school TRGs, and work with the lead teachers and head teacher

  • continue to develop and embed teaching for mastery approaches across their own school

  • continue to collaborate with the Maths Hub’s leadership and Mastery Specialists

This will require 30/33 days teacher release time and will be fully funded through the Maths Hubs.

Benefits for participating teachers and their schools

Participating in the programme will provide the following benefits to the Mastery Specialists and their schools:

  • Mastery Specialists will develop:

    • understanding of the principles of mastery within the context of teaching mathematics

    • deep subject knowledge of primary mathematics to support teaching for mastery

    • skills of teaching, planning and assessment in order to effectively support pupils in developing a deep and sustainable understanding (i.e. mastery) of mathematics

    • ability to support teachers, within their own school and in other schools, to adopt a teaching for mastery approach, including leading Teacher Research Groups

  • Mastery Specialists will have the opportunity to work closely with the NCETM team and the national and local communities of Mastery Specialists

  • Mastery Specialists, who are not already accredited NCETM PD Leads, will be able to gain this accreditation through successful completion of the programme

  • The Mastery Specialist’s school will benefit from high quality and sustained support in embedding teaching for mastery across the school

Who should apply

The table below shows the essential and desirable criteria for applicants to the programme. This should be evidenced in the application form, which includes both the applicant’s statement and the head teacher’s reference.

Essential Desirable
Qualified Teacher Status Additional Status, e.g. Mathematics SLE/MaST
Employed as a teacher in a Primary/Infant/Junior/Middle School, and regularly teaching mathematics to the same class of children at least three days/week Mathematics Subject Leader
Able to fulfil the programme requirements and time commitment outlined above  
Good teaching skills in mathematics as evidenced by internal/external/Ofsted observation A minimum of four years teaching primary mathematics
Passion and enthusiasm for teaching for mastery A desire to develop as a specialist teacher of primary mathematics
Ability to work collaboratively with others  
Successful track record of working with other professionals effectively within your own school Successful track record of working effectively with other professionals across a group of schools
Excellent communication and interpersonal skills The ability to grow leadership capacity in others
An understanding of what constitutes effective learning in mathematics and the ability and confidence to communicate this  

Maths Hubs will look to appoint Mastery Specialists so that they both meet the criteria as set out above but also fit into the hub’s strategic plan for developing teaching for mastery across the region.

Expectations of participating teachers and their schools

For teachers selected to be part of the programme, there are the following expectations of them and their schools:

  • The head teacher and Mastery Specialist commit to developing and embedding mathematics teaching for mastery approaches across the school, supported by professional development activity, including regular TRG meetings in their own school

  • The head teacher commits to supporting the Mastery Specialist with their outreach work with other schools in ensuring that they are given appropriate release time

  • The Mastery Specialist commits to developing their understanding and practice related to mathematics teaching for mastery including:

    • attending the cohort induction day in Birmingham (Monday 9th July 2018)

    • participating in the three two-day residentials

    • developing mathematics teaching for mastery within their own class

    • completing any assignments required as part of the development programme

  • The Mastery Specialist commits to all aspects of the role and the release time required

    (2018-19: 15 days; and subject to funding from DfE in 2019-20: 30/33 days; 2020-21: 30/33 days) including:

    • supporting teachers within their own school and leading regular TRG meetings

    • running a pilot TRG with interested schools (2018-19)

    • leading a Teaching for Mastery Work Group (2019-20 and 2020-21) involving half-termly cross-school TRG meetings and termly support visits to Work Group schools

    • collaborating with the Maths Hub’s leadership and Mastery Specialists

  • The head teacher commits to support the Mastery Specialist, including:

    • attending the cohort induction day (Monday 9th July 2018)

    • helping the specialist develop and embed teaching for mastery within the school

    • ensuring the teacher receives the required release time

  • The Mastery Specialist and head teacher will provide any reports required by the Maths Hub and participate in any evaluation processes required


In the development year, 2018-19, your Maths Hub will fund the cost of 15 days release time for the Mastery Specialist’s work and the cost of travel to the NCETM induction conference. It is also anticipated but subject to confirmation, that there will also be £2000 matched funding for the school to purchase textbooks from the DfE approved list. In 2019-20 and in 2020-21, your Maths Hub will fund the cost of 30/33 days release time for the Mastery Specialist’s work and the cost of travel for school support visits.

How to apply

Applicants, in conjunction with their head teacher, should complete the form below and submit it to the NCETM (This email address is being protected from spambots. You need JavaScript enabled to view it.) by Monday 5th March 2018. You will receive a confirmation of receipt e-mail from the NCETM. Your Maths Hub will then make contact with you with more details about the selection process. The selection process will be completed by Wednesday 9th May 2018.


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Secondary Mastery Specialist Programme

2018/19 Cohort 3 - Information and Application


Click here to download application form

Following the ongoing success of the first and second cohorts of the secondary Mastery Specialist programme, Maths Hubs, working in conjunction with the NCETM, are now seeking applications from secondary schools that wish to nominate ‘lead teachers’ to take part in an important three-year professional development programme leading to the designation of Secondary Mastery Specialist. Schools nominating teachers for this role would be committed to developing teaching for mastery in their own classrooms, their own mathematics department and, later on, facilitate and support teaching for mastery in a small number of other interested secondary schools within their Maths Hub area.


Since 2014, Maths Hubs and the NCETM have been working together to develop approaches to mathematics teaching for mastery, a pedagogical approach which aims to develop a deep and connected mathematical understanding for all learners, enabling them to better tackle mathematics questions in examinations, giving them a sound basis for future learning and preparing them for their future employment. Two cohorts of primary Mastery Specialists have completed a development programme and are now each leading Work Groups involving other primary schools; a third cohort are part-way through their development year. At secondary, 130 teachers are completing a second year of development ahead of beginning close work with other teachers, although many are already beginning outreach work. During the two years of development they have been exploring how a teaching for mastery approach can work in their own classrooms and in their own departments. A number of them have shared some of their reflections on how they have developed practices within their own schools in a series of short videos. In recent months the government has announced substantial funding to support the expansion of both primary and secondary teaching for mastery, a second cohort of secondary Mastery Specialists has begun and this is the start of the process for a third cohort to begin in September 2018.

The work in both primary and secondary has built upon the positive China-England exchange programmewhere teachers in this country have worked closely with Shanghai teachers and have offered a series of ‘showcase’ lessons for teachers to begin to find out more about the approaches.

What will participation in the programme involve?

Academic year 2018/19: Participating schools nominate a lead teacher to develop as the Mastery Specialist. In the initial stages of the programme, the teacher will attend three residential training events and develop their own skills of teaching for mastery with their own classes. In addition, the Mastery Specialist will spend some time working within the hub (meeting with Teaching for Mastery Lead, visiting primary and/or secondary schools implementing teaching for mastery etc. to broaden their own understanding of the work) and will be funded for planning and developmental work with their own department in the summer term. This amounts to 15 days’ worth of time, funded at £200 per day. In all £3000 will be paid to the secondary Mastery Specialist’s school to enable the specialist and members of their department to participate in the planning and development work carried out in the academic year 2018/9.

Academic year 2019/20: during this year, participants will continue to develop their own classroom practices and also enable their departmental colleagues to explore and implement teaching for mastery approaches. There will be a further 15 days funded at £200 per day to enable the participant to attend two further residentials, work within their own department, liaise with the hub’s Secondary Teaching for Mastery Lead and wider team, and to develop their own skills in leading professional development. This will involve some time (as part of the 15 days) building their PD leadership skills through the separate, NCETM Accredited PD Lead programme*, and as a result they will be well-placed to lead professional development within their own schools and beyond.

In the academic year 2020/21, the Mastery Specialists will have the opportunity to work with colleagues from two other schools, to enable them to each embed teaching for mastery approaches within their own departments. The funding is enhanced at this stage to take into account the PD lead role of the specialist.

This is a fantastic opportunity for participants and their schools to improve maths education through teaching for mastery, and also to develop future leaders.

*unless the participant is already an NCETM Accredited secondary PD Lead, in which case the full 15 days will be spent working on teaching for mastery work.

What are the benefits of participating in the programme?

The benefits for schools that apply to be part of the programme include:

  • The teachers in the department (including the lead teacher) developing a deep understanding of the principles and pedagogies underpinning teaching for mastery and enhanced mathematics subject knowledge with a particular emphasis on progression within key areas of mathematics

  • The teachers developing teaching, planning and assessment practices which support a teaching for mastery approach

  • The lead teacher developing his/her own understanding and practice in supporting collaborative professional development within and beyond school. (Participants who are not already NCETM Accredited PD Leads will also be able to gain this accreditation through successful completion of the programme.)

  • The department developing a clear set of principles, policies, practices and systems (including curriculum and staffing / timetable developments) which support a mastery curriculum and a teaching for mastery approach

  • The department making effective use of materials and resources, including textbooks to support the design of well-crafted lessons to support pupils’ mastery

  • Pupils developing a deep understanding of the mathematical ideas they are taught so that they fully meet the aims of the National Curriculum (i.e. fluency, reasoning and problem solving); showing a positive attitude towards mathematics; enjoying learning the subject; and demonstrating a growth mind-set

Who can apply?

For teachers being nominated by a school for the programme, the criteria outlined in the table below should be addressed in the application form, in the lead teacher’s statement and in the headteacher/senior leader’s statement.


What are the expectations of participating schools?

Schools that are selected to have their nominated teacher participate in the programme would commit to the following expectations:

  • The lead teacher will participate fully in the development programme and work on developing both understanding and practice

  • Working with the support of the subject leader, the lead teacher will support the department in developing its approach to teaching for mastery

  • Working with the Maths Hub, the lead teacher will help with the wider work of the Hub, particularly in Year 3

  • The school’s senior leadership will support the department in its teaching for mastery development work, including ensuring the lead teacher receives the required release time

What is the funding for the programme?

In 2018/19, the Maths Hub will cover the cost of the 15 days’ release time for the nominated Mastery Specialist and departmental developmental time, amounting to £3000 per school in total. In 2019/20, the Maths Hub will cover the cost of a further 15 days’ release time for the nominated Mastery Specialist (£3000) and will fund the cost of the teacher enrolling and participating in the NCETM Accredited Secondary PD Leads programme. Travel costs to all the training residentials will also be covered.

In 2020/21 Mastery Specialists will be paid at the SLE rate of £350 per day for 15 days of work (£5250) to support two other departments.

How do schools apply to take part?

Applicants should complete the application form below and e-mail it to This email address is being protected from spambots. You need JavaScript enabled to view it. by 5pm on Thursday 7th June 2018. All applications should also be copied to the appropriate headteacher. The selection process will be handled by the Maths Hub. Initial details of Maths Hubs can be found in the Appendix and full details at


Invitation To Participate In A New Project




Mathematics in Key Stage 3 is changing, as more schools focus on the development of mastery, and prepare for a new emphasis at GCSE in solving non-routine problems. Some schools are moving to mixed ability teaching, while others are providing a combination of setted and mixed ability teaching. Teachers recognise that Key Stage 3 is crucial for laying the foundations for GCSE success.


We would like to invite you to be part of a new project working with Key Stage 3 mathematics teachers to:

  • Enable students to develop mastery in mathematics

  • Encourage students to develop a variety of strategies for problem-solving

  • Support the development of a deep conceptual understanding

  • Support students’ progress in both mixed and setted groups


The mathematics team at Manchester Metropolitan University has been working with Realistic Mathematics Education for more than 10 years.  We have designed and developed a range of successful materials based on this approach. We are now inviting schools to take part in a 2-year trial using these materials, fully funded by the Education Endowment Foundation (EEF), and involving students beginning Year 7 in September 2018. 


Please see the attached flyer link below for more details of how the project will work and how your school would be involved as part of the intervention or control groups.  You can also find more details of the trial on the EEF website here.

To register your interest in taking part in this project, please complete our short on-line form via this link. Alternatively, email us at This email address is being protected from spambots. You need JavaScript enabled to view it. providing your name, your school’s name and postcode and your contact details. 

We are looking for 120 schools to participate. Please register your interest as soon as possible.

If you have any questions, we will be very happy to hear from you: email This email address is being protected from spambots. You need JavaScript enabled to view it.

Sue Hough, Steve Gough and Yvette Solomon



SDI trial

Funding opportunity from Y&H Maths Hub (Click here for flyer)

The Education Endowment Fund Same Day Intervention maths efficacy trial is not a recruitment to workgroups for the YHMH - it is something completely different and we need 120 schools!

What is Same Day Intervention?

SDI is an approach to teaching in which teachers restructure their maths lessons. After modelling using an ‘I do, you do’ approach, pupils answer some questions independently. This lasts approximately 30 minutes. Pupils then have 15 minutes away from their teacher (attending assembly or a teaching-assistant-led activity) while the teacher marks their answers using a rapid marking code. The remaining 30 minutes of the lesson is an intervention session, where the teacher groups children together based on how they answered the questions so that they can efficiently address common misconceptions. The aim is to use the additional support to ensure that all children reach a certain level of understanding by the end of the day, preventing an achievement gap from forming.

What difference has Same Day Intervention made?

Yorkshire and the Humber Maths Hub was inspired to initiate the Same Day Intervention (SDI) Work Group in 2015 following the teacher exchange visits to Shanghai. Over the last two years, 45 schools have been formally involved with the Work Group and have implemented the programme in their own schools. Pupils from participating schools took part in a pre and post survey to measure the attitudes and attainment. The findings from the survey indicate that pupils involved in Same Day Intervention made progress, and that pupils’ attitudes were shifting in regards to their:

    • Perceptions of mathematics;
    • Views of the subject itself; and
  • Views about themselves as confident, resilient mathematicians.

At the end of its implementation, it was found that the majority of pupils stated that they enjoyed maths and thought they had improved as a result of Same Day Intervention.

To find out more background information about Same Day Intervention, including access to our full report (detailing findings and research) and videos showcasing our work so far, please visit the Yorkshire & the Humber Maths Hub webpage at

Measuring the impact of Same Day Intervention

Following the success of this Work Group, Outwood Institute of Education is now carrying out an efficacy trial sponsored by the Education Endowment Foundation. This will be trialled in Year 5 classes and will run for one school year starting in September 2018.

We are recruiting 120 schools to take part in the trial – 60 of those will be control schools and 60 will be treatment schools that will implement the SDI approach in

Year 5 classes. [IR1]Control schools will not be using the SDI lessons, but pupils’ data and assessments will be used to assess the impact of the trial.

How do I get involved?

Primary schools with at least one Year 5 class (with no other year groups in the class) can take part in this programme. Schools should not have engaged in the SDI Work Group activity to date and would be required to commit to a Memorandum of Understanding. Schools will receive high-quality training to teach all of their Year 5 teachers to deliver SDI. Treatment schools in the trial will receive access to training and visits to open classrooms to see the intervention in practice.  They will be supported by resources and will have access to follow on support from the SDI team.

Control schools will be offered £1,000 on completion of their data and will be offered to opportunity to access the training at a later date.

If you would like further information about the trial, the original research or to have a chat about how it might work in your school, please email the team on This email address is being protected from spambots. You need JavaScript enabled to view it. .

There's not enough words

There are too few words to describe the complexities of our number system.

I am sure there is nothing new about what I am trying to explain here, much of it is to get my own head around some fundamental issues.However the concepts are often poorly understood through a lack of clear and unambiguous language.

The framework I am trying to describe is this..


Additive operation

The operation suggests a before and after, the number sentence (or equation) suggests you start with 5 and there is an operation of 3 added to this to make a new value of 8. This is AUGMENTATION.


The reverse operation is taking away the 3 from the new starting number 8 so the new value is 5. The diagram could be drawn left to right but here I am emphasising the REVERSE operation which is the INVERSE of adding on, that being taking away.


Interesting to note that you can do the same operation (adding on) but with an INVERSE number (in this case negative 3) which also results in getting back to where you started with.This isn’t a point I would necessarily raise with learners early on but is important for comparing the nature of additive and multiplicative systems.

Of course it is also perfectly possible to start with 3 and add on 5 which is another “story” in whatever context the equation is representing but illustrates the COMMUTATIVE nature of addition.


Additive: same amount expressed different ways


Rightly or wrongly I am using a horizontal bar to describe this but this is just for my own benefit and there is nothing mandatory about this.

Consider the amount 8. This can be PARTITIONED into 5 + 3 among many other ways of course. And recombined by AGGREGATING to find the original sum.

There is no before and after, just a value of 8 (or items if we are considering a context) which can be “split” into two or more separate values and then recombined to make the original value.


Additive Comparison

Again there is no before and after, but two values occurring at the same time. The comparison is not specifically linked to adding on or taking away but depends which value is your initial focus.

If we consider 5 first, then 8 in comparison is three more than 5.

If we focus on 8 first then 5 in comparison is 3 less than 8.


NOTE that we can add 3 on to 5 to result in 8 or take away 3 from 8 to result in 5.

We can also find the difference by taking away 5 from 8 to get 3 but we do not (normally) take 8 from 5 to get a difference of -3, the difference is always positive.

So the difference between 8 & 5 is the same as the difference between 5 & 8, this has implications for interpreting the number sentence.


Multiplicative operation


Here we have a before and after situation where 5 has been multiplied 3 times. In effect we have an ENLARGEMENT of SCALE FACTOR 3 to produce a new number or PRODUCT which in this case is 15


We can do the REVERSE operation with the same number (this being division – whatever that means) but it looks like we are dividing the starting number 15 into 3 equal sections and choosing just one of them. Another way to think of this could be to say 15 (the new starting number) represents 3 parts and I want to know what one part is.

Of course we can (like additive) do the same operation with an INVERSE number (in this case multiply by 1/3) but language helps if we say what is a “third of”.



Multiplicative: same amount expressed different ways

Most easily shown by an array. There is no starting number or new end result, just in this case 15 items but the can be arranged in such a way that shows 5 groups of 3 or three groups of 5 are equivalent to 15. Similar to partitioning and aggregation this form of expressing a value as a product of its factors is called FACTORISING.


Note there is a language issue which can confuse.

Three lots of five in context is not the same as five lots of three, but the product is the same. Five lots of three is the same as 3 multiplied 5 times the latter of these suggests an operation whereas the former leans more to factorising?


Multiplicative comparison

For this example I am going to choose the numbers 10 & 15. Like the additive comparison it depends on which is your initial focus.

In terms of 10, the number 15 is 1 ½ times this.


We can see this by comparing equal parts and in this case can conveniently simplify the comparison of 3 lots of 5 with 2 lots of 5 to 3/2 or 1 ½ .

Note that this also finds us the scale factor to turn 10 into 15 using the multiplicative operation.

But if we focus on 15 first, (I have swapped the bars around) then in terms of 15 the value of 10 is only 2/3 this.


Like the additive comparison there are two ways of looking at it (more than, less than), the multiplicative comparison can also be done both ways, although the comparative RATIO should be written in a specific way depending on the context or focus number, unlike the difference which is always given as a positive number.


Dividing into a ratio

Now we are combining both additive and multiplicative structures such that the two parts of an additive model are in a ratio.

This opens up a whole new set of issues including fractions of amounts.


The whole is divided into equal portions where the word part could be used to describe each of these smaller, equal parts or indeed each of the combined section of portions that constitute the part, part whole of the additive model.

If we take a particular example




This example can be described many ways, e.g. three-fifths of the whole 30 is 18

18 as a comparative multiplicative portion of 30 is 3/5 and 3 is to 5 is in the same proportion as 18 is to 30.

Whereas the ratio of the additive parts 2:3 gives us the constituent parts of the whole in an additive sense, being 18 and 12 which are also in the same proportion as the ratio 2:3


So to go back to my original issue for writing this piece….

There aren’t enough words to describe the complexity of our number system, or perhaps there are but they are not all used commonly. Those that are used do not always clearly express the distinctions that need to be made to gain a full and deep understanding.


Generic terms, particularly the four favourites of Addition, Subtraction , Multiplication & Division and perhaps added to these the words Part & Proportion on their own are not sufficient to distinguish the subtleties that at least need to be understood by teachers if not learners and whilst we continue to use them in a general way ambiguous meanings and therefore misunderstandings will prevail.


The use of diagrammatical models certainly allow us to clarify what we mean and can act as a frame of reference to all when clarifying our meaning but perhaps there is also a need for a clarifying language of terms so we can explain our deeper understanding.

Although I doubt we will ever see KS2 questions quite like this…


“Describe the how the multiplicand and the product in a multiplicative relationship can be used in a comparative way to find the multiplier and the significance of this quotient in describing the proportion between the aforesaid multiplicand and product.”


Although if you have read and understood this blog, you may well be able to give it a go.

Psychosides 2017


Developing Mathematical Fluency

  • Published in Primary

The "Developing Mathematical Fluency" work group is to be led by Amanda Marsh.

There is a launch event for this work group on 27th November at St Wilfrid's Primary, Sheffield 4 - 6pm.

To register an interest in engaging with this work group please email Amanda at This email address is being protected from spambots. You need JavaScript enabled to view it. 


Details of the work group and the schedule of activity can be found below and will be updated as appropriate.





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