When kids get stuck and never catch up

Recently I’ve been pondering findings from a major report into Australian schooling that kids who are struggling in maths by the end of primary school often never catch up (Masters,

Why kids don’t get fractions

You may have noticed that kids have a few issues with fractions… but sometimes it can be tricky to understand what is going on, particularly when the difficulties only tend

Developing multiplicative thinking

Simple ideas for assessing and develop multiplicative thinking It can be tricky to work out what our students really understand, and what they struggle with.  Here are a few short

The power of confronting questions

When kids have persistent misconceptions it can be really hard to help them change their minds.  Try thinking of teaching like doing a science experiment, where they have to disprove

Fixing Misconceptions in Place Value to 1000

We have exciting news to share! Our new Interventions project, Fixing Misconceptions in Place Value to 1000, has been receiving some fantastic feedback from teachers as well as great improvement

The missing link from Place Value: Relative Size

Place value is one of the Big Ideas in number identified by Dr Dianne Siemon during the National Middle Years project as pivotal for later mathematical development. Students who are

Open Number Lines

Open number lines can be one of the best teaching tools ever.  Here are a few of our favourite ideas for how to use them: Use the line for base

Misconceptions in Maths

Download this article to print This article explains, with examples, the best process to address misconceptions and links you with resources to resolve the specific misconceptions found in your class. 

Relative Size of Numbers through Number Lines

This problem will help you check whether or not your students have the “base ten” concept. Adaptations for each grade follow the problem. 1. Draw a chalk line across your

Place Value and Base Ten

What comes after 100? 101, 102, 103… 109, 200!! We often use hundreds charts to help children understand place value, but these generally stop at 100. Many students think that

Which half is the biggest?

Take an A4 sheet of paper and hold it up in front of the class. Ask them if they could fold it to make one half. Ask for as many