Nathan Crook

Working with a Year 5/6 class & teachers in Oxford on this fantastic @gareth-metcalfe.bsky.social ‘Explore’ task. Children worked practically & commonly made connections between several concepts. They demonstrated varying degrees of mathematical reasoning, including in their journalling.

2/2: The consistent learning needs of children aged 5-9 were clear. Like many primary aged pupils in the UK, the need to move children on from counting in ones was evident - strengthening visualisation skills using structured manipulatives!

1/2: One week ago, I had the privilege of returning to Grace House Community School near Siem Reap in Cambodia.
As well as training the teaching team around how a 1-20 bead string can be used to develop children’s early maths learning, I was also able to work alongside one teacher with their class.

a beach scene with the words " happy summer have a great one " ALT: a beach scene with the words " happy summer have a great one "

3:3: …similarly with schools in 2025/26. To reach out, e-mail: nathan@njcedmaths.co.uk - but, for now, have a restful summer when any time off work arrives.

2/3: …Readiness Work Group has enabled me to build understanding of the SEND landscape, which included getting a Level 1 certificate in Attention Autism. As Helen prepares to start a new phase of work, supporting schools to diagnose learning needs of pupils, Joe and I look forward to working…

1/2: As another academic year draws to an end, our maths team are reflecting on a productive year and are are looking ahead. Joe and I have been inspired by attending @mobiusmathshub.bsky.social LLME sessions on human-centred system leadership, whilst my engagement with a @bbomathshub.bsky.social…

A highlight of the academic year!
Working with Year 4 children in Eton as part of a maths enrichment morning.
Exploring domino and die properties as preparation for later accessing problems of greater complexity. @nrichmaths.bsky.social

An iconic day for a visit to Windsor and Eton to run a Year 4 maths enrichment morning.

Working with Year 5 and 6 teachers, as well as pupils, in Reading this morning.
Which is the odd representation out and why?
Aiming to develop children’s understanding of different representations with links to multiplication.

Working with Year 2 children in Maidenhead - we explored the @nrichmaths.bsky.social investigation ‘Dice in a Corner’ & focused on efficient use of mental calculation strategies to support thinking. Observing trainee teachers noted how teaching experiences were shaped based on formative assessment.

This is excellent news as they do excellent work!

Great fun teaching Year 1/2 today - exploring how even numbers are composed of 2s and odd numbers are composed of 2s and one more. Using socks & then double-sided counters to open up language including ‘pair’ & ‘an odd one.’ The teacher saw equity in learning experiences offered. @ncetm.bsky.social

Can’t wait to network with friends and colleagues at this overnight event later in the month. It’s particularly a great opportunity for independent maths consultants to meet and share learning.

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Wishing all of my work colleagues and clients a restful school Christmas holidays. It's been a busy autumn term for me with 49 training sessions & numerous school visits - thanks to my Associate Consultants for their support with helping provide maths professional development.

Can’t wait to catch up with everyone during this two day conference. It’s a particularly valuable forum for independent consultants to network.

Totally agree!

I really like the use of bar models to then make connections with the fractions in the linear number system.
I wish I had been taught about fractions in such ways that I could have developed conceptual understanding whilst at school!

Fair point - my understanding is this example was worked through as a class experience with pairs of children collaborating during different stages of the mathematical thinking process.

A Lead Teacher on @bbomathshub.bsky.social’s Developing TRG has been using bar model representations to help children develop conceptual understanding of problems. This has been a TRG focus & was first explored during the Readiness year. Children’s mathematical thinking is clear. @ncetm.bsky.social