Askew, Mike. ‘Variation Theory’. Transforming Primary Mathematics : Understanding Classroom Tasks, Tools, and Talk, Updated and Revised edition, Routledge, Taylor & Francis Group, 2016, pp. 61–74, 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. Print.
Austen, Jo. Small Numbers, Big Ideas : Essential Concepts for Teaching Early Maths. John Catt, 2024, 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. Print.
Barclay, Nancy. ‘Valid and Valuable: Lower Attaining Pupils’ Contributions to Mixed Attainment Mathematics in Primary Schools’. Research in Mathematics Education, vol. 23, no. 2, 2021, 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.
Bay-Williams, Jennifer M., and John SanGiovanni. Figuring out Fluency in Mathematics Teaching and Learning, Grades K-8 : Moving beyond Basic Facts and Memorization. Corwin, 2021, 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%3D2693602&linktype=best&jHomeSig=3f7ca004fb33265e535558d334b3173b21a25610df13eb7c091927b1009a45ee. Electronic resource, Corwin Mathematics.
Boaler, Jo. ‘Making “Low Ability” Children ’. The Elephant in the Classroom : Helping Children Learn and Love Maths, Revised and Updated paperback edition, Souvenir Press Ltd, 2015, 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. Print.
———. ‘What’s Going Wrong in Classrooms? Identifying the Problems’. The Elephant in the Classroom : Helping Children Learn and Love Maths, Revised and Updated paperback edition, Souvenir Press Ltd, 2015, pp. 27–35, 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. Print.
Boaler, Jo, and Megan Staples. ‘Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School’. Teachers College Record, vol. 110, no. 3, 2008, 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, Jo, and Dylan Wiliam. ‘‘We’ve Still Got to Learn!’ Students’ Perspectives on Ability Grouping and Mathematics Achievement’. Issues in Mathematics Teaching, RoutledgeFalmer, 2001, pp. 77–92, 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. Print, Issues in Subject Teaching.
Boyd, Pete, and Andy Ash. ‘Mastery Mathematics: Changing Teacher Beliefs around in-Class Grouping and Mindset’. Teaching and Teacher Education, vol. 75, 2018, 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, Anne, and G. H. Littler. Mathematical Misconceptions : A Guide for Primary Teachers. SAGE, 2008, 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. Print.
Cotton, Tony. ‘Mathematics Teaching in the Real World’. Issues in Mathematics Teaching, RoutledgeFalmer, 2001, pp. 23–37, 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. Print, Issues in Subject Teaching.
Department for Education. National Curriculum in England: Primary Curriculum. 2015, https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum.
———. Teaching Mathematics in Primary Schools: Guidance for Teaching Mathematics at Key Stages 1 and 2 to Help Pupils Progress through the National Curriculum. 2021, https://www.gov.uk/government/publications/teaching-mathematics-in-primary-schools.
Dignath, Charlotte, et al. ‘How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively?’ Educational Research Review, vol. 3, no. 2, 2008, pp. 101–29, https://doi.org/10.1016/j.edurev.2008.02.003.
Early Years Foundation Stage (EYFS) Statutory Framework for Group and School-Based Providers. https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2.
Education Endowment Foundation. Deployment of Teaching Assistants. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants.
———. Scaffolding Framework Metacognitive Strategies - Practitioner Tool. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition.
———. Setting and Streaming. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/setting-and-streaming.
Fan, Lianghuo. How Chinese Learn Mathematics : Perspectives from Insiders. World Scientific, 2004, https://linker2.worldcat.org/?jHome=https%3A%2F%2Foxfordbrookes.idm.oclc.org%2Flogin%3Furl%3Dhttps%3A%2F%2Febookcentral.proquest.com%2Flib%2Fbrookes%2Fdetail.action%3FdocID%3D227144&linktype=best&jHomeSig=443bbd01a7feb83c5fe17631a683775dae736dcbbaf09259e2ae4270378e2aad. Electronic resource, Series on Mathematics Education.
Foster, Colin. ‘The Convergent–Divergent Model: An Opportunity for Teacher–Learner Development through Principled Task Design’. Educational Designer, vol. 2, no. 8, https://nottingham-repository.worktribe.com/output/981818.
Francis, Becky, et al. ‘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, vol. 86, 2017, 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. ‘Everyone Can Think Mathematically.’ Mathematics Teaching, no. 296, 2025, pp. 5–12.
Gallagher, Melissa A., et al. ‘Adaptive Teaching in Mathematics: A Review of the Literature’. Educational Review, vol. 74, no. 2, 2022, https://doi.org/10.1080/00131911.2020.1722065.
Gates, Peter. Issues in Mathematics Teaching. RoutledgeFalmer, 2001.
Haylock, Derek. Mathematics Explained for Primary Teachers. 7th edition, SAGE, 2024.
———. Mathematics Explained for Primary Teachers. 7th edition, SAGE, 2024.
How Children Learn Maths | EEF. https://educationendowmentfoundation.org.uk/early-years/maths/effective-pedagogy-mathematics.
Kim, Sunae, et al. ‘Curiosity Can Influence Metacognitive Processes’. Metacognition and Learning, vol. 20, no. 1, 2025, 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, Magdalene, et al. ‘Arithmetic as Problem Solving’. The Arithmetic Teacher, vol. 36, no. 7, 1989, 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. https://www.learningtrajectories.org/.
Mackle, Kieran. Tackling Misconceptions in Primary Mathematics: Preventing, Identifying and Addressing Children’s Errors. Routledge, Taylor & Francis Group, 2017.
Marton, Ference, and Shirley Booth. Learning and Awareness. Routledge, 1997. Print, Educational Psychology Series.
Mason, John. Only Awareness Is Educable. https://atm.org.uk/write/MediaUploads/Journals/MT120/MT120-87-29-32.pdf.
Mason, John, and Sue Johnston-Wilder. Designing and Using Mathematical Tasks. Tarquin, 2006. Print.
Metacognition and Self-Regulated Learning:  Summary of Recommendations. 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, Terrie E., et al. ‘A Gradient of Childhood Self-Control Predicts Health, Wealth, and Public Safety’. Proceedings of the National Academy of Sciences, From the Cover, vol. 108, no. 7, 2011, 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. Exemplification of Ready-to-Progress Criteria. https://www.ncetm.org.uk/classroom-resources/exemplification-of-ready-to-progress-criteria/.
———. Exemplification of Ready-to-Progress Criteria. https://www.ncetm.org.uk/classroom-resources/exemplification-of-ready-to-progress-criteria/.
Pound, Linda, and Trisha Lee. Teaching Mathematics Creatively. Third edition, Routledge, Taylor & Francis Group, 2022. Learning to Teach in the Primary School Series.
Primary Subject Knowledge Audit | NCETM. https://www.ncetm.org.uk/classroom-resources/pska-primary-subject-knowledge-audit/.
Procedural Fluency in Mathematics. Procedural Fluency in Mathematics - National Council of Teachers of Mathematics. https://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/.
Resourceaholic: Topics in Depth Project. https://www.resourceaholic.com/p/topics-in-depth.html.
Ross, Emily, et al. ‘Teaching the Incidental Mathematics: How Integrated Tasks with Digital Technologies Unlocked Mathematics Concepts in Primary School Classrooms’. Mathematics Education Research Journal, 2025, 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, Daniel L., and John D. Bransford. ‘A Time for Telling’. Cognition and Instruction, vol. 16, no. 4, 1998, 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.
Seeley, Cathy L. Faster Isn’t Smarter : Messages about Math, Teaching, and Learning in the 21st Century : A Resource for Teachers, Leaders, Policy Makers, and Families. Second edition, Math Solutions, 2015. Print.
———. Faster Isn’t Smarter : Messages about Math, Teaching, and Learning in the 21st Century : A Resource for Teachers, Leaders, Policy Makers, and Families. Second edition, Math Solutions, 2015. Print.
———. Faster Isn’t Smarter : Messages about Math, Teaching, and Learning in the 21st Century : A Resource for Teachers, Leaders, Policy Makers, and Families. Second edition, Math Solutions, 2015. Print.
———. Faster Isn’t Smarter : Messages about Math, Teaching, and Learning in the 21st Century : A Resource for Teachers, Leaders, Policy Makers, and Families. Second edition, Math Solutions, 2015. Print.
———. Faster Isn’t Smarter : Messages about Math, Teaching, and Learning in the 21st Century : A Resource for Teachers, Leaders, Policy Makers, and Families. Second edition, Math Solutions, 2015. Print.
———. Faster Isn’t Smarter : Messages about Math, Teaching, and Learning in the 21st Century : A Resource for Teachers, Leaders, Policy Makers, and Families. Second edition, Math Solutions, 2015. Print.
Skemp, Richard R. ‘Relational Understanding and Instrumental Understanding’. Mathematics Teaching in the Middle School, vol. 12, no. 2, 2006, pp. 88–95, https://www-jstor-org.oxfordbrookes.idm.oclc.org/stable/41182357.
Swan, Malcolm. Collaborative Learning in Mathematics : A Challenge to Our Beliefs and Practices. NRDC ; NIACE, 2006. Print.
Tabor, Pamela D., et al. Numeracy for All Learners: Teaching Mathematics to Students with Special Needs. Corwin, 2021.
Taylor, Becky, et al. ‘Factors Deterring Schools from Mixed Attainment Teaching Practice’. Pedagogy, Culture & Society, vol. 25, no. 3, 2017, 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, Christopher, et al. ‘The Contribution of Educational Research to Teachers’ Professional Learning: Philosophical Understandings’. Oxford Review of Education, vol. 41, no. 2, 2015, pp. 202–16.