Askew, M. (2016). Variation Theory [Print]. In Transforming primary mathematics : understanding classroom tasks, tools, and talk (Updated and revised edition, pp. 61–74). Routledge, Taylor & Francis Group. 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]. John Catt. 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. John Catt from Hodder Education.
Barclay, N. (2021). Valid and Valuable: Lower Attaining Pupils’ Contributions to Mixed Attainment Mathematics in Primary Schools. Research in Mathematics Education, 23(2). 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). The elephant in the classroom : helping children learn and love maths (Revised and updated paperback edition) [Print]. Souvenir Press Ltd. 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). The elephant in the classroom : helping children learn and love maths (Revised and updated paperback edition) [Print]. Souvenir Press Ltd. 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). The elephant in the classroom : helping children learn and love maths (Revised and updated paperback edition) [Print]. Souvenir Press Ltd. 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., & Staples, M. (2008). Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School. Teachers College Record, 110(3). 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
Boyd, P., & Ash, A. (2018). Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education, 75. 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., & Littler, G. H. (2008). Mathematical misconceptions : a guide for primary teachers [Print]. SAGE. 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
Department for Education. (2015). National curriculum in England: primary curriculum. 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. https://www.gov.uk/government/publications/teaching-mathematics-in-primary-schools
Deployment of Teaching Assistants | EEF. (n.d.). https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants
Early years foundation stage (EYFS) statutory framework for group and school-based providers. (n.d.). https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
Foster, Colin. (n.d.). The Convergent–Divergent Model: an opportunity for teacher–learner development through principled task design. Educational Designer, 2(8). https://nottingham-repository.worktribe.com/output/981818
Francis, B., Connolly, P., Archer, L., Hodgen, J., Mazenod, A., Pepper, D., Sloan, S., Taylor, B., Tereshchenko, A., & Travers, M.-C. (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. 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, 5–12.
Gates, P. (2001a). Issues in mathematics teaching. RoutledgeFalmer.
Gates, P. (2001b). Issues in mathematics teaching [Print]. RoutledgeFalmer. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2F9780203469934&linktype=best&jHomeSig=ce10ee690187bb96bc44947c6a346339910a44ba091480c0b4c91bfad721be26
Gates, P. (2001c). Issues in mathematics teaching [Print]. RoutledgeFalmer. https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2F9780203469934&linktype=best&jHomeSig=ce10ee690187bb96bc44947c6a346339910a44ba091480c0b4c91bfad721be26
Haylock, D. (2024a). Mathematics explained for primary teachers (7th edition). SAGE.
Haylock, D. (2024b). Mathematics explained for primary teachers (7th edition). SAGE.
How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. (n.d.). https://pdf.sciencedirectassets.com/273542/1-s2.0-S1747938X08X0003X/1-s2.0-S1747938X08000080/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEIr%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIAOLSlweYorSWZ0JQzHgudL%2FMymqQNKZom3BwISwAXrDAiEAjcj%2BjPNzABjdVvCEii6uzMoiDJ50C%2Bp8o7dfecbhpS4qswUIUxAFGgwwNTkwMDM1NDY4NjUiDPkHJm20NXnH2iQ%2F%2BSqQBUqQ8t4hfzhEhw1J8wDzIOfgvoRGt7U5%2FgFHX%2Bv1%2Byxb%2FqHbXkd0y2yR61dXFvFA2Cm%2FbFX7KB7LgQicUnBnN3oVBu8%2F8JMz%2FlRYhc1HAnQo2Nx6LDHgpSy6blRCuNl%2B0EqFWPnPyrLvzGEGjJta91Bncau9faLyP3xawgzMy7Dvsycma6X4b2IWLTnycSjMpqnetf1ihvPXOdhmBWKOH23a8Es2VjnjSjK5E4Qhv9rfN2TuLwJ4gX5Tb3vZ%2FRr5TW37IBCGvPU4KVifBrcu9XJDb8EZ6K1uAvd3ZI7FCqLAlKIPTbHpPa2NtbgckzbxHr8kNuFL8wlEUjTDVGOE2Q64LpP4mkYXle6RsGunKRdm23n3jQe5cGHAAFHr%2BRVCK5P4ZJMn%2BfYGeMcdxH5mXMEUDnn1nkb4vtNWvZR6dVGRwYhbm39Aa2%2B5OODDQDU9YcV%2FY10FSjCrYPDlq9XRPcF7ZdKCAzm5%2B3z0CpgW0QIrUzTWBlgImgeGTsC0LmRu6xEn2m185uFr1AovHwpI0eqaGS7ikV34bej2d6h931A55dSdOWJqOMt%2FRJdMNfCPfEqsR9H5A7AYpoC2D%2B5SjhGHv8DZ%2FF1gF8AOtB3Ey3k%2BCXwNAGjuRW%2Bx3%2Fzqtz%2Fvm2NoY9fayIl2a9AsjauHqh%2FzSwIIy1rteqmfYXfsuVKE5h1vUUoDYZVrv5OO4Ejk1HSG4A6RhKERdb%2B2MmK2CzAAscn3%2FRG5AJdpSQ7OoKbmtwvdFiPiu%2BfFSYiNfrA%2B95iRf4kNOzDkL8o4ysIHW5y4IMu2GjrPg03bx7LNoUjK3Ioxfdw1Yp%2BYYULB3JpdwkNLEJBc%2FT57kuvPwnvIRUR2Ti5UpEs1ntEP73mN1KOYMImY4ssGOrEBxbtV%2BUpnm%2BE2ufAj5OF8P5y3%2F08qsfnLgnfJJE0Pf8b9W9t3oEntKBL5dEYktVZ%2BYIW6RhfX4H36uFLo2owpP7pOQBroNqDlCa520B3agMRR1wGV1ztNzFkukVLSWrDwR0EJ%2FSjDuO1zFPJusJv042EhFGpzPo8hGQriRzKI6Ydrw6NSRLq%2BS%2BB06pQBSUDbDqu7eGM4VUdX3vfyfXMw8Me0NzdxFCmXDVl8tOEv8M0n&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20260127T102000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYZQZQDWHE%2F20260127%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=1f8b4fe89853ce70bf908d0913af878abb1324260bc0aa8fc7d64a91680017d5&hash=1a3705bf65cd55d6b2a62e977df496e2c2ae058a97b990237ba513a704e20b59&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1747938X08000080&tid=spdf-702f3b2c-9715-4b7b-b887-983e554681e5&sid=d96a19aa6bbe3943c6996a520d8c63a55b8fgxrqb&type=client&tsoh=d3d3LXNjaWVuY2VkaXJlY3QtY29tLm94Zm9yZGJyb29rZXMuaWRtLm9jbGMub3Jn&rh=d3d3LXNjaWVuY2VkaXJlY3QtY29tLm94Zm9yZGJyb29rZXMuaWRtLm9jbGMub3Jn&ua=0a0b57055654595d07&rr=9c4783d76f38b438&cc=nl&kca=eyJrZXkiOiJIVlBPdVdDMm92QVYxTGdmaEJNUENLUmR4alBtWFZXaGNBRm1TdEVnVzNUMmlNbmFhaElpZ0ZsaVJJZXhlc0ZibVZyaTd6R1RSYzlWWXVBbE0ybjJkWTNtU1VBTDh1bkQwL2FMRjZ6M1JyS1dIM0krekNCREUxYzAzWXFpMTloWDZZc0RkblNHaExDT20rVlNGS2RPUHZxQnF5a0FBMU04SyttUW5Sc3RkWnBXYVE4M1ZpWT0iLCJpdiI6IjY4NzY0NGQwZDdiMDcyMDhmMGI0ODkzZTM2ZWUwNmE2In0=_1769509210107
Initial teacher training and early career framework. (n.d.). https://www.gov.uk/government/publications/initial-teacher-training-and-early-career-framework
Kim, S., Harris, P. L., & Néher, B. (2025). Curiosity can influence metacognitive processes. Metacognition and Learning, 20(1). 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., & Sowder, L. (1989). Arithmetic as Problem Solving. The Arithmetic Teacher, 36(7). 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. (n.d.). https://www.learningtrajectories.org/
Mackle, K. (2017). Tackling misconceptions in primary mathematics: preventing, identifying and addressing children’s errors. Routledge, Taylor & Francis Group.
Marton, F., & Booth, S. (1997). Learning and awareness [Print]. Routledge.
Mason, J. (n.d.). Only awareness is educable. https://atm.org.uk/write/MediaUploads/Journals/MT120/MT120-87-29-32.pdf
Mason, J., & Johnston-Wilder, S. (2006). Designing and using mathematical tasks [Print]. Tarquin.
Metacognition and self-regulated learning: Summary of recommendations. (n.d.). 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., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7). https://doi.org/10.1073/pnas.1010076108
NCETM. (n.d.). Exemplification of ready-to-progress criteria. https://www.ncetm.org.uk/classroom-resources/exemplification-of-ready-to-progress-criteria/
Pound, L., & Lee, T. (2022a). Teaching mathematics creatively (Third edition) [Print]. Routledge, Taylor & Francis Group. 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
Pound, L., & Lee, T. (2022b). Teaching mathematics creatively (Third edition) [Print]. Routledge, Taylor & Francis Group. 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. (n.d.). https://www.resourceaholic.com/p/topics-in-depth.html
RICHARD R. SKEMP. (2006). Relational Understanding and Instrumental Understanding. Mathematics Teaching in the Middle School, 12(2), 88–95. https://www-jstor-org.oxfordbrookes.idm.oclc.org/stable/41182357
Ross, E., Marshman, M., & 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. 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
Scaffolding framework metacognitive strategies - Practitioner tool | Education Endowment Foundation. (n.d.). https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/metacognition/scaffolding-framework-metacognitive-strategies_practitioner-tool_v.1.0.0.pdf
Schwartz, D. L., & Bransford, J. D. (1998). A Time for Telling. Cognition and Instruction, 16(4). 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
Setting and streaming | EEF. (n.d.). https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/setting-and-streaming
Swan, M. (2006). Collaborative learning in mathematics : a challenge to our beliefs and practices [Print]. NRDC ; NIACE.
Tabor, P. D., Dibley, D., Hackenberg, A. J., & Norton, A. (2021). Numeracy for all learners: teaching mathematics to students with special needs. Corwin.
Taylor, B., Francis, B., Archer, L., Hodgen, J., Pepper, D., Tereshchenko, A., & Travers, M.-C. (2017). Factors deterring schools from mixed attainment teaching practice. Pedagogy, Culture & Society, 25(3). 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., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: philosophical understandings. Oxford Review of Education, 41(2), 202–216.