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Ollie Lovell is a maths teacher from sunny Australia. He is also a head of department, blogger, research ravager, pioneering podcaster, and best-selling author. He joins me to discuss the key ideas from his book: Tools for Teachers. We focus on two key areas: regulation & relationships, and leadership. Ollie offers his usual dose of practical, actionable takeaways that any teacher can try. 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/ollie-lovell-tools-for-teachers/

This episode of the Mr Barton Maths Podcast is a taster of my new project: Tips for Teachers (check out the website here: tipsforteachers.co.uk ) Each episode of the Tips for Teachers podcast features a guest sharing 5 tips to improve any aspect of teaching life. To get you in the mood, I wanted to share one tip from each of my first five guests: Adam Boxer: To reduce “choppy time” in lessons, use a Front Loaded Means of Participation and wait for Golden Silence Jo Morgan: Don’t forget the respond part of responsive teaching Tom Sherrington: Start with whoever got 8 out of 10 Jemma Sherwood: Plan sequences not lessons Harry Fletcher-Wood: Do less, but better Please help support the Tips for Teachers podcast by: 1. Subscribing on your podcast platform of choice (you can find links to the most common platforms here: tipsforteachers.co.uk/podcast) 2. Rating and reviewing the Tips for Teachers podcast 3. Telling your friends and colleagues about it 4. Visiting the Tips for Teachers website: tipsforteachers.co.uk Thanks so much!

Adam Boxer is a science teacher, author and creator of Carousel Learning. He joins me to discuss the key ideas from his book: Teaching Secondary Science: a complete guide, including What makes a good explanation? What role does silence play in Adam’s lessons, and how has this changed over the years? Is it important maths and science departments work together? If so, how? What role does technology have to play in terms of retrieval? Observation feedback, engaging with research, and so 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/adam-boxer-explanations-retrieval-and-maths-science-working-together/

I have been a big fan of Dan’s work for a few years now. Along with last episode’s guest, Paul Rowlandson, Dan’s blog is one of the few I have notifications on for new posts because I find it essential reading. I love the way Dan reflects on his thinking from the ideas he tries out in his lessons. In this episode we discuss overlearning and conceptual leaps. 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/dan-draper-overlearning-and-conceptual-leaps/

Paul is a maths teacher with a strong interest in research - so much so that he is now embarking upon a doctorate. He also holds the prestigious title of being Jo Morgan’s favourite maths blogger. In this conversation we discuss Paul's research into Interleaving - what is it, what is it not, and how can teachers harness its power? 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/paul-rowlandson-getting-mixed-up-with-interleaving/

Jo is a legend of the maths teaching community. Her website, resourceaholic, is the go-to site for many teachers to find hand-picked, curated, top-quality resources and her Maths Gems series of posts are a must read for the latest mathematical gold out there. Jo joins me to discuss the importance of depth and sequencing when thinking about maths curricula. 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/jo-morgan-depth-and-sequencing-of-the-maths-curriculum/

Tom is the CEO at Learning with Parents. Regular listeners might recall that I was lucky enough to attend Tom’s session at the virtual MA conference earlier this year, and I loved it. The session was all about how schools can engage parents in their children’s learning, and dispelled a few myths I held to be true. About 2 minutes into that session, I knew I wanted Tom on the show, and fortunately he was kind enough to accept my invitation. 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/tom-harbour-engaging-parents-in-their-childrens-learning/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. 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/research-in-action-19-teaching-mixed-attainment-with-tom-francome/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. 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/research-in-action-18-comparative-judgement-with-ian-jones/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. 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/research-in-action-17-executive-function-with-camilla-gilmore/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. 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/research-in-action-16-writing-a-maths-curriculum-with-colin-foster/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. 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/research-in-action-15-childrens-early-understanding-of-number-with-francesco-sella/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. 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/research-in-action-14-counting-in-the-animal-kingdom-with-krzysztof-cipora/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. 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/research-in-action-13-the-self-explanation-effect-and-how-experts-read-maths-differently-with-lara-alcock/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. 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/research-in-action-12-inquiry-as-a-way-of-being-with-barbara-jaworski/

This is an episode from season 2 of the Research in Action mini series, where I interview a researcher from the Mathematics Education Centre at Loughborough University about their chosen area of interest, and the implications for maths teaching and learning. 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/research-in-action-11-university-transition-and-oral-assessments-with-paola-iannone/

Christian is an Associate Professor of Maths Education at the University of Southampton. In this conversation we discuss the importance of coherence in a curriculum, why a god textbook is so important, and what are his best bets for education research? 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/christian-bokhove-coherence-textbooks-and-research-best-bets/

Anne Watson and Kris Boulton join me to discuss their answers to 8 big questions in maths education: 1. What do you see as the goals of mathematics education? 2. What does it mean to “be fluent” in something in mathematics, and is fluency important? 3. What does it mean to “understand” something in mathematics, and is understanding important? 4. Please tell us about one of your favourite maths resources/activities. Why do you like it? 5. What do you see as the key similarities and differences between variation theory and Engelmann's approach to direct instruction? 6. Is the distinction between a “novice” and an “expert” a useful one? If not, why not? If so, how might we tell if a student has moved from being one to being the other? 7. What - if anything - are the most important things for teachers to know and implement from cognitive science research? 8. What is an example of something important that you have changed your mind about? You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/anne-watson-and-kris-boulton-in-conversation/

Join Jo Morgan (@mathsjem) and I as we reflect on what we learned from Day 3 of the Mathematical Association 2021 virtual conference, discussing topics such as: Colin Foster's brilliant opening keynote about what it means to "understand" something Angles as a measure of turn TIMMS data Good tasks and how to adapt them And more! You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/conference-takeaways-mathematical-association-conference-2021-day-3/

Join Jo Morgan (@mathsjem) and I as we reflect on what we learned from Day 2 of the Mathematical Association 2021 virtual conference, discussing topics such as: Hannah Fry's keynote on communication Transition from GCSE to A Level this summer Talking maths with your children Parental support for learning in general My session on misconceptions with area and perimeter And more! You can access all the links on the episode show notes page here: http://www.mrbartonmaths.com/blog/conference-takeaways-mathematical-association-conference-2021-day-2/