In this episode of The Primary Maths Podcast, Jon is joined by Sums of Anarchy co-founder Dominique Miranda to explore why so many people decide early on that maths “isn’t for them” – and what we can do about it.

Dominique shares her own journey from academic success through memorisation to realising, at university level, that understanding matters far more than recall. Together, Jon and Dominique unpack how early classroom experiences shape long-term confidence, why maths anxiety sticks for decades, and how cultural attitudes make it socially acceptable to opt out of maths altogether.

The conversation digs into the power of representations, colour, and visual thinking, drawing on Sums of Anarchy’s distinctive approach to making abstract ideas tangible. They explore times tables, fractions, curriculum sequencing, and the fine line between helpful shortcuts and hollow “tricks”.

Crucially, the episode reframes maths not as a set of procedures to follow, but as a way of thinking – a tool for knowing what to do when there isn’t a rule to apply. For teachers, leaders, and parents alike, this is a thoughtful discussion about how maths can become something learners participate in, rather than something they endure.

Guest Bio

Dominique Miranda is the cofounder of Sums of Anarchy, a platform dedicated to making maths fun and accessible to learners of all ages. Through their videos on social media and their range of books, courses and resources, they’re on a mission to kindle positive relationships with maths. Dominique has a Masters degree in Maths and Languages from UCL, and over ten years of tutoring experience, from early years to A-Level, as well as coaching teachers for the maths element of their teacher training exams. She now brings that experience to millions of people around the world, sharing fun tips and tricks for calculation, demystifying mathematical concepts, and telling the stories behind the numbers.

https://www.sumsofanarchy.com/

https://www.instagram.com/sumsofanarchy

In this week’s Aftermaths, Jon and Becky unpick two words that are everywhere right now — scaffolding and adaptations — and ask whether we’re accidentally reinventing differentiation under a new name. Then we share listener stories about children’s “money logic” (including the belief that you can simply tap your phone to summon infinite dinosaurs). Finally, Jon takes us down a brilliant history rabbit hole: the year Britain “lost” 11 days when the calendar changed — and we round off with quick takeaways from this week’s interview on problem solving.

1. Scaffolding vs adaptations: what scaffolding is (temporary, for everyone, faded), and what it isn’t (a permanent crutch or a euphemism for tiered tasks).
2. A construction-site analogy for scaffolding — and why “for all” matters if we care about access and equity.
3. Money follow-up: three listener stories that reveal how children can misunderstand money in a contactless world (“Santa pays for the expensive stuff”, “just tap your phone”, and “free cash”).
4. History of maths / time mystery: how Britain ended up going to bed on 2 September 1752 and waking up on 14 September 1752 — and why it links back to Julian vs Gregorian calendars (and a March New Year).
5. Problem solving takeaways from this week’s interview episode (Tom Manners & Steve Lomax): mindset, collaboration/communication before “strategies”, and the power of noticing and wondering — even when it’s hard to “evidence” in the moment.

1. Scaffolding should help learners reach the maths — then be removed. If the support becomes the method, we’ve stolen the thinking.
2. Not all support is scaffolding. Some needs require specific adaptations, but that’s different from whole-class scaffolds designed into instruction.
3. Children’s money misconceptions are completely rational given what they see: money as a tap, a beep, or a sign that literally says “free cash”.
4. Problem solving grows from culture as much as content: curiosity, talk, and collaborative habits aren’t bolt-ons — they’re prerequisites.

1. Next Tuesday’s interview: Dominique from “Sums of Anarchy” on engaging pupils in maths — worth checking out her content ahead of the episode.

Share your best child logic (money or otherwise), or tell us what “scaffolding” looks like in your school: primarymathspodcast@twinkl.co.uk (Twinkl without the “e”).

Follow/subscribe, leave a rating, and (on YouTube) like the video — it really helps more teachers and leaders find the show.

Problem solving is one of those phrases we all use in maths – but do we actually mean the same thing when we say it?

Too often, it becomes shorthand for a set of word problems at the end of a lesson, or a Friday afternoon activity once the “real maths” is done. But what if problem solving isn’t a type of task at all? What if it’s a way of thinking, behaving, and approaching mathematics – something that needs to be explicitly taught, modelled, and valued every day?

In this episode of The Primary Maths Podcast, I’m joined by Steve Lomax and Tom Manners for a wide-ranging conversation about what problem solving really is, and why so many pupils struggle with unfamiliar problems even when the maths content itself is secure.

We explore:

• the difference between giving children problems and teaching them how to be problem solvers
• why problem solving cannot be reduced to word problems or strategy posters
• the role of mathematical habits such as noticing, conjecturing, visualising, tinkering, and pattern spotting
• how metacognition and teacher modelling shape pupils’ willingness to have a go
• why curriculum design, classroom culture, and time allocation matter more than quick fixes
• how SATs, fluency, and mastery are often misunderstood in relation to problem solving

We also discuss resilience, safe classroom environments, cognitive diversity, and why struggle, when handled well, is not something to be avoided but something to be taught through.

About the guests

Steve Lomax has worked with headteachers, subject leaders, teachers, and pupils for over thirty years. He has held roles including Senior Lead for the GLOW Maths Hub, SCITT Maths Lead, Mathematics Adviser for Gloucestershire, AST, and SLE. Steve is also an NPQ and ECF Facilitator for the Balcarras Teaching School Hub. He co-founded CanDoMaths and is passionate about fostering inclusive “can do” attitudes so that all children can enjoy and achieve in mathematics.

Tom Manners works in school improvement across several roles, including Trust Maths Lead and Evidence Lead in Education for the Education Endowment Foundation. He is an NCETM PD Lead and Teaching for Mastery Specialist through the Central Maths Hub. Alongside this, Tom trains new teachers as a PGCE Tutor at Arthur Terry SCITT and Associate Lecturer for Birmingham City University. He also supports schools on a freelance basis and shares his writing and resources online.

Get in touch

If you have thoughts on this episode, questions you would like us to explore, or ideas for future guests or themes, email the show at primarymathspodcast@twinkl.co.uk