Show Notes
GCSE maths teachers will recognise the profile of the disengaged 15-year-old that understands maths easily but hasn’t the motivation to put in the work for a really good grade. This student will often drop maths post-16, or if they don’t, you might lose sight of them as they go to college or join another teacher’s A level group. If you have seen a few of these characters through your doors, you may be encouraged to hear this conversation between Douglas Coates, now a research mathematician at Université Paris Saclay, and his A level teacher, Tom Rainbow. Doug explains how maths came alive for him post-16, and what it was that inspired him. And he poses a great little maths problem (from John Mason) for you and your students to try! Show notes Taking part in the discussion are: Tom Rainbow, Maths Education Support Specialist with the AMSP (Advanced Maths Support Programme) Douglas Coates, Research mathematician, Université Paris Saclay Gwen Tresidder, NCETM Communications Manager (introducing the discussion) Episode chapters 00:06 – Introduction and meet Tom 03:16 – How Doug came to take A level maths and what he has done since 07:23 – How differentiation brought maths alive for Doug 10:30 – Doug explains his hatred of memorisation and calculating, but love of thinking, logic and solving problems 11:27 – How important is ownership of the mathematical process? 11:50 – Can a textbook create the conditions for proper mathematical discussion and thinking? 12:30 – Tom muses about providing for students that want something more mechanistic 14:19 – Use of technology vs. written techniques 15:36 – Tom recounts teaching about a straight line crossing a circle 20:29 – Did A level maths prepare Doug well for his degree? 24:50 – Doug explains his research area – Ergodic theory 27:40 – Doug’s maths problem about a bicycle (originally from John Mason and published in the book ‘Thinking Mathematically’) Useful links Tom tweets as @CoreMathsTom
More from The NCETM Maths Podcast
In this episode of the NCETM Maths Podcast, Howard Astley-Jones talks with Professor Paul Glaister CBE about the origins, development and impact of Core Maths since its introduction in the mid-2010s. They discuss why the qualification was created to address the gap for students progressing beyond GCSE without taking A level Maths, and how it supports problem solving, quantitative reasoning, statistics and communication for higher education and employment. Paul reflects on policy drivers, including the Royal Society and other reports, and the importance of university support and universal provision. Howard shares recent entry trends and the role of the Core Maths Premium, and outlines AMSP and Maths Hubs professional development pathways and support for teachers. The episode also introduces AMiE and its mission for mathematics education. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion:
In this episode of the NCETM Maths Podcast, Debbie Morgan, Director for Primary at the NCETM, talks with Suzanne Mathews, primary maths adviser across a trust of 25 primary schools and Assistant Maths Hub Lead for Möbius Maths Hub. Suzanne explains how her trust approaches mathematics in Year 6. She discusses which learning to prioritise, how daily fluency and arithmetic routines are structured, and how reasoning is developed so that pupils are well prepared for secondary school. She also shares what secondary teachers value most when students move into Year 7. The episode highlights the free downloadable NCETM resources used across their Year 6 classrooms to secure learning and address gaps. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion:
In this episode of the NCETM Maths Podcast, Julia Thomson from the NCETM’s Communications Team discusses the STEM Ambassador programme with guests Michael Anderson, former education lead for mathematics at STEM Learning, and Garry Packer, a retired electronic engineer and STEM Ambassador. They explore how the programme supports maths education in primary and secondary settings, the roles and experiences of STEM Ambassadors, and practical advice for teachers on how to integrate STEM careers into their curriculum. The conversation highlights the impact of real-world connections on students’ mathematical understanding and career aspirations, providing insights for both educators and potential STEM Ambassadors. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion:
In this episode of the NCETM Maths Podcast, the NCETM’s Gaynor Bahan talks with Professor Dame Allison Peacock, Chief Executive of the Chartered College of Teaching, about the importance of teacher collaboration, professional learning, and the current state and future vision of teaching as a respected profession. They discuss the Chartered College's recent report on revisiting teacher professionalism and how initiatives like the Maths Hubs Programme contribute to building a culture of trust, ethics and knowledge sharing among teachers. A transcript (PDF) of this episode is available to download. Show notes Taking part in the discussion:
In this episode of the NCETM Maths Podcast, Jane Hawkins, the NCETM’s Assistant Director for Secondary, speaks to Geoff Barton, chair of the Oracy Education Commission. The conversation dives into the importance of oracy in the classroom, especially in mathematics, exploring how it can transform learning and teaching. They discuss the current state of oracy education, its potential to close the disadvantage attainment gap, and specific recommendations for embedding oracy into professional development for teachers. Geoff references valuable insights and case studies, including contributions from experts such as Tim Oates and David Thomas, as well as practical examples from schools successfully implementing oracy strategies. A transcript (PDF) of this episode is available to download. audio file here Show notes Taking part in the discussion: