Here at the Yorkshire and the Humber Maths Hub, we are well into our recruitment window for 2023.

As you settle into this academic year, have you thought about your own professional development needs? We have a programme to suit teachers of maths from all settings and at all stages of their career:

You can also download the flyer here:

A new subject report into maths teaching, 'Coordinating mathematical success', has been published by Ofsted this week. The full review identifies a range of points, including:

• Schools can benefit from adopting a consistent approach to designing and implementing the curriculum, with an emphasis on content and ‘small steps’ sequencing

• Pupils need to learn strategies to solve different types of problems, and teaching should be planned to allow them to develop a range of strategies over time so that they are able to select an effective and appropriate strategy

• Teachers, including non-specialists, should receive the necessary professional development, including subject knowledge and subject-specific pedagogical knowledge, to teach maths effectively

• Schools and teachers should focus on securing learning, only moving on to the next conceptual step when pupils are ready, whilst also not limiting access to further mathematical content based upon external assessment criteria.

Read the full review here:

Over on the NCETM website, NCETM Director, Charlie Stripp comments on recommendations. Here is a short video summarising the key findings:

Have you ever wondered how a number line can be used in different ways to support children to explore and reason with numbers? What other uses are there other than being used as a counting tool? 

In this podcast, the NCETM’s Director for Primary, Debbie Morgan, explores using number lines in Key Stage 1.

In the podcast episode, Debbie suggested five different ways teachers might use number lines to reason about the location of numbers within the linear number system.

Click the link below to read the full NCETM article outlining how the number line can be used in these different ways.

Have you ever wondered how we might inspire girls to be confident with maths or study the subject beyond GCSE?

In this podcast, the NCETM  speaks to Maths4Girls, who provide inspirational speakers and role models to talk to students about why girls can and should study maths.

Show notes

Taking part in the discussion:

• Beth Goodliff, Senior Comms Manager at the NCETM

• Mina Gerowin, founder of Maths4Girls

• Alison Rowan McEwan, executive director at Founders4Schools

• Noshin Begum, marketing and comms lead for Maths4Girls

• Lou Hoskyns-Staples, Research and Innovation Work Group Lead for ‘Girls and STEM’.

Episode chapters

• 00:20 – Introductions to the participants

• 05:43 – The founding and work of Maths4Girls to date

• 08:50 – Advice for girls about the importance of studying maths

• 14:02 – What Maths4Girls can provide

• 15:58 – Maths Hubs Work Groups exploring maths for girls and STEM

• 23:10 – The impact of role models

• 24:24 – Advice for teachers of girls to encourage them to be confident mathematicians

Useful links

• Maths4Girls

• Research and Innovation Work Groups

Here at the Yorkshire and the Humber Maths Hub, we are well into our recruitment window for 2023.

Here's an overview of all of our National Collaborative Projects for 2023-24 in one handy place: 

You can also download the flyer here:

As many secondary school teachers say goodbye to their Year 11 students, for a good number it may only be a temporary goodbye if the students have chosen to study Maths beyond GCSE. You may have been left wondering though "how do we support them as they transition to Post 16?"

The transition from GCSE is often challenging for some students so it’s crucial that Key Stage 4 students feel confident in their understanding of maths so that they feel well prepared for further study post-16.

The AMSP has two resources to help students to consolidate the skills and topics learned at GCSE in preparation for A level study: 

Essential skills material:

Who is this support for?

Year 11 students who intend to study maths at A level.

What is it?

Six sets of resources, each focused on consolidating an essential cross-topic skill from Higher Tier GCSE Mathematics. Each set of resources contains basic skills checks, problems to explore and enrichment and extension activities.

How is it designed to be used?

Originally the resources were designed for students to work through independently as part of a consolidation programme when they were not able to attend school. Alternatively, you can now direct the use of these resources with your students. Printable offline versions are now also available.

Transition to A-Level Maths resource:

Who is this support for?

Year 11 students in preparation for studying A level Mathematics. New Year 12 students at the beginning of their A level Mathematics course.

What is it?

A free, online, interactive course that aims to give students the confidence that they are ready to start A level Mathematics. The course covers the topics that are of most value at the beginning of the A level course and aims to improve understanding – not just fluency with skills – by delving deeper into GCSE content.

How is it designed to be used?

The course is designed for students to work through by themselves without input from a teacher over the summer between Years 11 and 12. Students can continue to access the resources and work through the topics to support them at the start of Year 12. Each of the seven topics is structured in the following way:

• Chapters containing videos and activities

• An assessment – scores will appear on a certificate of completion

• Going deeper – optional material to give students a head start at A level

You can find out more about any of these courses and much more using this link the the amsp website: 

Have you ever thought about ways in which to draw out mathematical thinking around number calculations? 

One of the beauties of maths—for those who teach it and those who learn it—is that a few simple digits and symbols on a board at the front of a classroom can open up a rich seam of thinking and discussion. Experienced teachers know that, even for outwardly simple calculations, the value for pupils lies not just in ‘getting the right answer’ but in seeing, explaining and discussing a range of ways that calculations can be approached. In their article, the NCETM, share some observations and comments to prompt thought and discussion among you and your colleagues. It may indirectly help you stimulate rich discussion in a primary or secondary classroom sometime.

The article explores the three examples above which were used by Gwen Ineson and Sunita Babbar, from Brunel University, in a recent session. 

To read the article in full click here:

Use this link to read a related chapter, part of a wider publication, by the two Brunel academics in Mental maths: just about what we do in our heads?.

Have you got students in your school who are curious about the history of mathematics? Are you considering an activity to share with your students in an enrichment session? 

The British Society for the History of Mathematics is holding its annual Schools Writing Prize in the History of Mathematics, open to 11-15-year olds and 16-19-year olds.

This year they are inviting students to write or make a presentation/film/song (or make a submission in any other medium) on historical aspects of the mathematics of recreation. This could include something new or interesting about, for example, the maths of sports, games, or music. No topic in the mathematics of recreation is off limits, but the story has to relate to a real historical development or event. 

In addition to broadening students' mathematical curiosity, there's two first prizes (£100) in the above groups, and as many runner-up prizes (£20 each) as they find appropriate. As a winner or a runner-up, apart from the financial reward, students will also get a certificate, and a free BSHM subscription for a year. 

The deadline is 14th July 2023 at midnight.