Askew, M. (2016) ‘Variation Theory’, in Transforming primary mathematics : understanding classroom tasks, tools, and talk. Updated and revised edition. London: Routledge, Taylor & Francis Group, pp. 61–74. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2F9781315667256&linktype=best&jHomeSig=00859f2f98b2ae1f4a4e1d4edf3bcb530c2af541cf5b218df7ac5c5463e5d32d.
Austen, J. (2024a) Small numbers, big ideas : essential concepts for teaching early maths [print]. Woodbridge: John Catt. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9781036003722%26uid%3D%5Eu&linktype=best&jHomeSig=1eafe5f70f13cb5b499c1c8b3d653e98c4c015bfede8e145615d8ab42d442e7c.
Austen, J. (2024b) Small numbers, big ideas : essential concepts for teaching early maths [print]. Woodbridge: John Catt. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9781036003722%26uid%3D%5Eu&linktype=best&jHomeSig=1eafe5f70f13cb5b499c1c8b3d653e98c4c015bfede8e145615d8ab42d442e7c.
Barclay, N. (2021) ‘Valid and Valuable: Lower Attaining Pupils’ Contributions to Mixed Attainment Mathematics in Primary Schools’, Research in Mathematics Education, 23(2). Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.tandfonline.com%2Fopenurl%3Fgenre%3Djournal%26stitle%3Drrme20&linktype=best&jHomeSig=21139f738e682e4050d4c0710fd6247bacbc5402cd5533a874dfda7c63f45433.
Boaler, J. (2015a) ‘Giving children the best mathematical start in life’, in The elephant in the classroom : helping children learn and love maths. Revised and updated paperback edition. London: Souvenir Press Ltd, pp. 90–101. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9780285643192%26uid%3D%5Eu&linktype=best&jHomeSig=c17b06fd8d70a6e0f73434dbd99112d706efa6301294f2f0f854066d2141749e.
Boaler, J. (2015b) ‘Making “Low Ability” Children’, in The elephant in the classroom : helping children learn and love maths. Revised and updated paperback edition. London: Souvenir Press Ltd, pp. 57–66. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9780285643192%26uid%3D%5Eu&linktype=best&jHomeSig=c17b06fd8d70a6e0f73434dbd99112d706efa6301294f2f0f854066d2141749e.
Boaler, J. (2015c) ‘What’s going wrong in classrooms? Identifying the problems’, in The elephant in the classroom : helping children learn and love maths. Revised and updated paperback edition. London: Souvenir Press Ltd, pp. 27–35. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DOxfBrookes%26isbn%3D9780285643192%26uid%3D%5Eu&linktype=best&jHomeSig=c17b06fd8d70a6e0f73434dbd99112d706efa6301294f2f0f854066d2141749e.
Boaler, J. and Staples, M. (2008) ‘Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School’, Teachers College Record, 110(3). Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fjournals.sagepub.com%2Fhome%2FTCZ&linktype=best&jHomeSig=5fda26782dbc826aae8760370481669bf4192ce5fe3cefd7ac171a722e88c464.
Boaler, J. and Wiliam, D. (2001) ‘‘We’ve Still got to Learn!’ Students’ Perspectives on Ability Grouping and Mathematics Achievement’, in Issues in mathematics teaching. London: RoutledgeFalmer (Issues in subject teaching), pp. 77–92. Available at: https://www-taylorfrancis-com.oxfordbrookes.idm.oclc.org/chapters/edit/10.4324/9780203469934-9/ve-still-got-learn-students-perspectives-ability-grouping-mathematics-achievement-jo-boaler-dylan-wiliam?context=ubx&refId=f6109ce6-2939-4537-9aee-940bc4419160.
Boyd, P. and Ash, A. (2018) ‘Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset’, Teaching and Teacher Education, 75. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Fjournal%2F0742051X&linktype=best&jHomeSig=2598d98df2f6a6ca1718b25f0bb9904350bfc7dcc7c9b888f65444fb4b27ba6d.
Cockburn, A. and Littler, G.H. (2008) Mathematical misconceptions : a guide for primary teachers [print]. London: SAGE. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fsk.sagepub.com%2Fbooks%2Fmathematical-misconceptions&linktype=best&jHomeSig=b165fcdf7ba6669f1d217536b0c1ce0ad5f2aa17757229a2695eac52dc2af840.
Cotton, T. (2001) ‘Mathematics teaching in the real world’, in Issues in mathematics teaching. London: RoutledgeFalmer (Issues in subject teaching), pp. 23–37. Available at: https://www-taylorfrancis-com.oxfordbrookes.idm.oclc.org/chapters/edit/10.4324/9780203469934-5/mathematics-teaching-real-world-tony-cotton?context=ubx&refId=04cfe21a-1b06-4f63-8331-854727f8627e.
Department for Education (2015) National curriculum in England: primary curriculum. Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum.
Department for Education (2021) Teaching mathematics in primary schools: Guidance for teaching mathematics at key stages 1 and 2 to help pupils progress through the national curriculum. Available at: https://www.gov.uk/government/publications/teaching-mathematics-in-primary-schools.
Dignath, C., Buettner, G. and Langfeldt, H.-P. (2008) ‘How can primary school students learn self-regulated learning strategies most effectively?’, Educational Research Review, 3(2), pp. 101–129. Available at: https://doi.org/10.1016/j.edurev.2008.02.003.
Early years foundation stage (EYFS) statutory framework for group and school-based providers (no date). Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2.
Education Endowment Foundation (no date a) Deployment of Teaching Assistants. Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants.
Education Endowment Foundation (no date b) Scaffolding framework metacognitive strategies - Practitioner tool. Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition.
Education Endowment Foundation (no date c) Setting and streaming. Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/setting-and-streaming.
Foster, Colin (no date) ‘The Convergent–Divergent Model: an opportunity for teacher–learner development through principled task design’, Educational Designer, 2(8). Available at: https://nottingham-repository.worktribe.com/output/981818.
Francis, B. et al. (2017) ‘Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration of self confidence and set level among Year 7 students’, International Journal of Educational Research, 86. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttp%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Fjournal%2F08830355&linktype=best&jHomeSig=3fa0c7466bfd792eb35d4aa4a136b489f5aaf6eae91dafefdfaf8f8ad04bef83.
Francome, Tom (2025) ‘Everyone can think mathematically.’, Mathematics Teaching, (296), pp. 5–12.
Gates, P. (2001) Issues in mathematics teaching. London: RoutledgeFalmer.
Haylock, D. (2024a) Mathematics explained for primary teachers. 7th edition. London: SAGE.
Haylock, D. (2024b) Mathematics explained for primary teachers. 7th edition. London: SAGE.
Initial teacher training and early career framework (no date). Available at: https://www.gov.uk/government/publications/initial-teacher-training-and-early-career-framework.
Kim, S., Harris, P.L. and Néher, B. (2025) ‘Curiosity can influence metacognitive processes’, Metacognition and Learning, 20(1). Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Flink.springer.com%2Fjournal%2F11409&linktype=best&jHomeSig=c0e9282cda3f2e1c3f3c5f18d7480b313fd47b74c0612824e71a99e5c4b5891c.
Lampert, M., Sowder, J. and Sowder, L. (1989) ‘Arithmetic as Problem Solving’, The Arithmetic Teacher, 36(7). Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.jstor.org%2Fjournal%2Faritteach&linktype=best&jHomeSig=3c82460121b9020ebb75c13246f2e53fa6da4a225ce931049eaee9f1aff0e1c9.
Learning Trajectories (no date). Available at: https://www.learningtrajectories.org/.
Mackle, K. (2017) Tackling misconceptions in primary mathematics: preventing, identifying and addressing children’s errors. London: Routledge, Taylor & Francis Group.
Marton, F. and Booth, S. (1997) Learning and awareness [print]. New York: Routledge (Educational psychology series).
Mason, J. (no date) ‘Only awareness is educable’. Available at: https://atm.org.uk/write/MediaUploads/Journals/MT120/MT120-87-29-32.pdf.
Mason, J. and Johnston-Wilder, S. (2006) Designing and using mathematical tasks [print]. St. Albans, U.K.: Tarquin.
Metacognition and self-regulated learning:  Summary of recommendations (no date). Available at: https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/metacognition/Summary_of_recommendations_poster_2021-10-27-151056_qiiz_2021-10-29-074723_miux.pdf?v=1706073246.
Moffitt, T.E. et al. (2011) ‘A gradient of childhood self-control predicts health, wealth, and public safety’, Proceedings of the National Academy of Sciences, 108(7). Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.jstor.org%2Fjournal%2Fprocnatiacadscie&linktype=best&jHomeSig=16d7b9691c6f323a0e9d01638dfae36eba8b0045743d06349d1328b09388fa7a.
NCETM (no date) Exemplification of ready-to-progress criteria. Available at: https://www.ncetm.org.uk/classroom-resources/exemplification-of-ready-to-progress-criteria/.
Pound, L. and Lee, T. (2022a) ‘Across the curriculum: putting mathematics at the heart’, Teaching mathematics creatively. Third edition. Abingdon, Oxon: Routledge, Taylor & Francis Group (Learning to teach in the primary school series). Available at: https://research-ebsco-com.oxfordbrookes.idm.oclc.org/c/j6cahn/ebook-viewer/pdf/nnr5cagvtj/section/lp_108.
Pound, L. and Lee, T. (2022b) Teaching mathematics creatively [print]. Third edition. Abingdon, Oxon: Routledge, Taylor & Francis Group (Learning to teach in the primary school series). Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fsearch.ebscohost.com%2Flogin.aspx%3Fdirect%3Dtrue%26scope%3Dsite%26db%3Dnlebk%26AN%3D3010225&linktype=best&jHomeSig=02f19121acdc28125c82abf6f10ff9db67b93104dbf99db907d5008edec257c6.
Resourceaholic: Topics in Depth Project (no date). Available at: https://www.resourceaholic.com/p/topics-in-depth.html.
Ross, E., Marshman, M. and McMaster, N. (2025) ‘Teaching the incidental mathematics: How integrated tasks with digital technologies unlocked mathematics concepts in primary school classrooms Teaching the incidental mathematics: how integrated tasks with digital technologies unlocked mathematics concepts in primary school classrooms’, Mathematics Education Research Journal [Preprint]. Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Flink.springer.com%2Fjournal%2F13394&linktype=best&jHomeSig=7a4f09aeacc0adedd04b5834dd61c12b3f67f777e8813d78b580316973a8d481.
Schwartz, D.L. and Bransford, J.D. (1998) ‘A Time for Telling’, Cognition and Instruction, 16(4). Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.tandfonline.com%2Fopenurl%3Fgenre%3Djournal%26stitle%3Dhcgi20&linktype=best&jHomeSig=4f6679db829111faa851781dd4c62eed944dbf8000972253d2d74da41af145be.
Skemp, R.R. (2006) ‘Relational Understanding and Instrumental Understanding’, Mathematics Teaching in the Middle School, 12(2), pp. 88–95. Available at: https://www-jstor-org.oxfordbrookes.idm.oclc.org/stable/41182357.
Swan, M. (2006) Collaborative learning in mathematics : a challenge to our beliefs and practices [print]. London, Leicester: NRDC ; NIACE.
Tabor, P.D. et al. (2021) Numeracy for all learners: teaching mathematics to students with special needs. Thousand Oaks, California: Corwin.
Taylor, B. et al. (2017) ‘Factors deterring schools from mixed attainment teaching practice’, Pedagogy, Culture & Society, 25(3). Available at: https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.tandfonline.com%2Fopenurl%3Fgenre%3Djournal%26stitle%3Drpcs20&linktype=best&jHomeSig=76225d3c2219971c0ef7870d877b00c65e6764ba42a6eae7e201baab291dde81.
Winch, C., Oancea, A. and Orchard, J. (2015) ‘The contribution of educational research to teachers’ professional learning: philosophical understandings’, Oxford Review of Education, 41(2), pp. 202–216.