Pages 4 - 8: What we need to know about our learners

https://mathsanxietytrust.com/

https://www.gov.uk/government/publications/coping-with-exam-pressure-a-guide-for-students/coping-with-exam-pressure-a-guide-for-students

Pages 12 - 13: What I say when someone says "I can't do Maths"

https://www.et-foundation.co.uk/professional-development/maths-and-english/cfem/cfem-resources-and-evidence/teaching-for-mastery-classroom-resources/gcse-maths-re-sits-classroom-resources/ 

Pages 14 - 19: Using double number lines

https://rme.org.uk/

https://www.nottingham.ac.uk/maths-for-life/documents/teacher-resource.pdf

https://www.et-foundation.co.uk/wp-content/uploads/2022/10/15.-Leyton-Key-diagrams-for-Mastery-teaching.pdf

https://www.et-foundation.co.uk/wp-content/uploads/2023/02/Effective-use-of-representations-and-manipulatives-in-FE-maths_Leyton-Sixth-Form-College-CfEM-action-research-report-2021-22.pdf

Pages 20 - 24: Misunderstandings and misconceptions

Improving learning in mathematics: challenges and strategies, 2005 https://colleenyoung.files.wordpress.com/2010/04/improving_learning_in_mathematicsi.pdf

Capraro, R. M., Capraro, M. M., Yetkiner, Z. E., Corlu, M. S., Ozel, S., Ye, S., & Kim, H. G. (2011). An international perspective between problem types in textbooks and students” understanding of relational equality. Mediterranean Journal for Research in Mathematics Education: An International Journal, 10, 187-213.

https://www.ncetm.org.uk/media/qjpctp24/mastery_assessment_y1.pdf

https://freedomtoteach.collins.co.uk/primary-maths-pizza-fractions/

https://www.ncetm.org.uk/media/1qyn40y1/ncetm_spine3_segment01_y3.pdf

https://www.ncetm.org.uk/media/lp0o2lgv/mastery_assessment_y5.pdf

https://www.stem.org.uk/resources/elibrary/resource/26920/evaluating-statements-about-number-operations-n2