Are we sometimes making maths harder to learn than it needs to be?

In this episode of AfterMaths, Jon and Becky explore cognitive load theory and what it means for teaching primary maths. From trying to remember a recipe to learning a musical theatre routine, they consider why our working memory can become overwhelmed — and what that tells us about the demands we place on children in the classroom.

They revisit some of their own spectacularly overcomplicated lessons, question whether elaborate activities can distract from the mathematics, and explore why knowledge and experience make even difficult calculations feel easier.

Then, inspired by Oliver Burkeman's Four Thousand Weeks, Jon raises another question: are we so focused on preparing children for the maths they'll need in the future that we're forgetting to celebrate what they can do with it right now?

Along the way, they discuss problem-solving, mathematical puzzles, the importance of noticing and why making maths enjoyable doesn't have to mean adding more bells and whistles.

Resources and events

• PlanIt Maths: Explore Twinkl's flexible primary maths scheme – https://www.twinkl.co.uk/l/1djqmc
• Primary Maths Problem-Solving Resources: Discover the latest resources, including Changing the Process – https://www.twinkl.co.uk/l/1djqmc
• FREE Live Professional Development – Informal Approaches to Multiplication: Join Becky for practical ideas and strategies for the classroom – https://www.twinkl.co.uk/l/w7xeg

Also mentioned:

• John Sweller's cognitive load theory
• Richard Mayer's coherence principle
• Oliver Burkeman's Four Thousand Weeks
• Episode 30, featuring Phil Hurd

We'd love to hear from you! How do you help children enjoy and use the mathematics they're learning right now? Email us at primarymathspodcast@twinkl.co.uk.