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Fluency Before Understanding? The Hidden Sequencing Problem in Maths Education

I’ve been reflecting recently on something I noticed during a lesson a few years ago: a Year 9 class working fluently through factorising quadratics by inspection. Every student could produce correct answers at speed — but when asked to explain what they’d actually done, or why their factorisation was correct, the room went quiet. What

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Teaching Adding Fractions: What the Research Suggests We Might Be Missing

I’ve been reflecting recently on one of the most persistent challenges maths teachers face: getting students to truly understand adding fractions, not just follow a procedure they’ll forget by next term. It’s something many of us circle back to in quiet frustration — you teach it, practise it, test it, and then watch as half

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