In today’s episode, Jon speaks to Patrick Renouf, an international maths educator whose journey is unlike almost any other. As a child, Patrick experienced what he later recognised as maths trauma — a mix of high-stakes testing, procedural teaching, and an early sense that maths “wasn’t for him.” But what followed was a remarkable transformation.Patrick now works with schools around the world helping teachers rebuild their relationship with maths, shift towards teaching for understanding, and create classrooms where thinking — not performing — is the centrepiece of maths learning.Together, Jon and Patrick explore:🔍 What’s Inside This EpisodePatrick’s early experiences of maths anxiety and streaming — and how this shaped his later work.Why traditional teaching left him “adrift” and almost caused him to fail his NQT year. The pivotal moment a maths coach walked into his classroom and asked, “What do you want to work on?”How Number Talks, introduced by Sherry Parrish, completely reframed his understanding of number, fluency, and strategy use. Why conceptual understanding isn’t a ‘nice to have’ — it’s the anchor for long-term learning.The difference between deductive (“Here’s the objective, now do examples…”) and inductive learning (“What patterns do you notice?”). How concept-based inquiry helps children generalise, connect ideas and think like mathematicians.Why productive struggle, the Learning Pit, and carefully crafted questions level the playing field for all learners. The cultural problems that fuel maths anxiety in adults and children — and why fast answers are not the goal.How teachers can regain confidence in maths, even if they’ve never felt strong at it.🧠 Key TakeawaysMaths anxiety often stems from performance-driven environments, rote learning, and fragile early foundations.Teachers frequently carry their own maths trauma — and it silently shapes classroom practice.Mathematical fluency is about being accurate, flexible and efficient — not just fast.Letting pupils invent strategies develops deeper number sense than teaching algorithms too early.Concept-based inquiry gives children ownership over the mathematics and levels out the power dynamic in class.Confusion isn’t failure — it’s the entry point into real learning.📚 Mentioned in This EpisodeNumber Talks – Sherry ParrishThe Learning Pit – James NottinghamMindset & Mathematical Mindsets – Jo BoalerConcept-Based Inquiry – Lynn Erickson, Lois Lanning, Carla Marshall, Rachel French🌍 Where to Find PatrickWebsite: patrickrenouf.comLinkedIn: Just search Patrick Renouf (there aren’t many!)

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