What the science of learning teaches us about arithmetic fluency with John Jackson

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Click for tickets to TDaPE Conference Cymru ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ https://www.eventbrite.com/e/the-thinking-deeply-about-primary-education-conference-tickets-1295761139449For maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via [email protected] Episode 246: This week Kieran is joined by John Jackson to get under the skin of McNeil, Jordan, Viegut and Ansari’s new paper "What the science of learning teaches us about arithmetic fluency". The conversation tests common claims, separates principle from preference, and turns the paper’s recommendations into classroom moves that travel from early number through to secondary. Expect a forthright look at conceptual grounding, timed practice, retrieval, task design, and the perennial anxiety debate, with an eye on what school leaders should adopt, adapt, or abandon.