Askew M, ‘Variation Theory’ Transforming primary mathematics : understanding classroom tasks, tools, and talk (Updated and revised edition, Routledge, Taylor & Francis Group 2016) <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, 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>
Barclay N, ‘Valid and Valuable: Lower Attaining Pupils’ Contributions to Mixed Attainment Mathematics in Primary Schools’ (2021) 23 Research in Mathematics Education <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 JM and SanGiovanni J, 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>
Boaler J, ‘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>
——, ‘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) <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, ‘Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School’ (2008) 110 Teachers College Record <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, ‘‘We’ve Still Got to Learn!’ Students’ Perspectives on Ability Grouping and Mathematics Achievement’ Issues in mathematics teaching (RoutledgeFalmer 2001) <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, ‘Mastery Mathematics: Changing Teacher Beliefs around in-Class Grouping and Mindset’ (2018) 75 Teaching and Teacher Education <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 GH, 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>
Cotton T, ‘Mathematics Teaching in the Real World’ Issues in mathematics teaching (RoutledgeFalmer 2001) <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, ‘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 C, Buettner G and Langfeldt H-P, ‘How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively?’ (2008) 3 Educational Research Review 101 <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 L, How Chinese Learn Mathematics : Perspectives from Insiders, v. 1 (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>
Foster, Colin, ‘The Convergent–Divergent Model: An Opportunity for Teacher–Learner Development through Principled Task Design’ 2 Educational Designer <https://nottingham-repository.worktribe.com/output/981818>
Francis B and others, ‘Attainment Grouping as Self-Fulfilling Prophesy? A Mixed Methods Exploration of Self Confidence and Set Level among Year 7 Students’ (2017) 86 International Journal of Educational Research <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.’ [2025] Mathematics Teaching 5
Gallagher MA, Parsons SA and Vaughn M, ‘Adaptive Teaching in Mathematics: A Review of the Literature’ (2022) 74 Educational Review <https://doi.org/10.1080/00131911.2020.1722065>
Gates P, Issues in Mathematics Teaching (RoutledgeFalmer 2001)
Haylock D, 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 S, Harris PL and Néher B, ‘Curiosity Can Influence Metacognitive Processes’ (2025) 20 Metacognition and Learning <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, ‘Arithmetic as Problem Solving’ (1989) 36 The Arithmetic Teacher <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 K, Tackling Misconceptions in Primary Mathematics: Preventing, Identifying and Addressing Children’s Errors (Routledge, Taylor & Francis Group 2017)
Marton F and Booth S, Learning and Awareness (Routledge 1997)
Mason J, ‘Only Awareness Is Educable’ <https://atm.org.uk/write/MediaUploads/Journals/MT120/MT120-87-29-32.pdf>
Mason J and Johnston-Wilder S, Designing and Using Mathematical Tasks (Tarquin 2006)
‘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 TE and others, ‘A Gradient of Childhood Self-Control Predicts Health, Wealth, and Public Safety’ (2011) 108 Proceedings of the National Academy of Sciences <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 L and Lee T, Teaching Mathematics Creatively (Third edition, Routledge, Taylor & Francis Group 2022)
‘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 E, Marshman M and McMaster N, ‘Teaching the Incidental Mathematics: How Integrated Tasks with Digital Technologies Unlocked Mathematics Concepts in Primary School Classrooms’ [2025] 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>
Schwartz DL and Bransford JD, ‘A Time for Telling’ (1998) 16 Cognition and Instruction <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 CL, 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)
——, 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)
——, 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)
——, 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)
——, 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)
——, 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)
Skemp RR, ‘Relational Understanding and Instrumental Understanding’ (2006) 12 Mathematics Teaching in the Middle School 88 <https://www-jstor-org.oxfordbrookes.idm.oclc.org/stable/41182357>
Swan M, Collaborative Learning in Mathematics : A Challenge to Our Beliefs and Practices (NRDC ; NIACE 2006)
Tabor PD and others, Numeracy for All Learners: Teaching Mathematics to Students with Special Needs (Corwin 2021)
Taylor B and others, ‘Factors Deterring Schools from Mixed Attainment Teaching Practice’ (2017) 25 Pedagogy, Culture & Society <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, ‘The Contribution of Educational Research to Teachers’ Professional Learning: Philosophical Understandings’ (2015) 41 Oxford Review of Education 202
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