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Mathematics Teaching Self-evaluation Tools

You are viewing a limited version of the NCETM’s self-evaluation tools. Any answers you save during this session will be removed after seven days. Log in or sign up to view, and use, the full version of the tools.
Send to printer Here you can see a summary of the areas in which you are confident and those in which you are less confident; there are some ideas and suggestions which may help you in your professional learning.

National Curriculum - Selecting Teaching Strategies

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National Curriculum - Selecting Suitable Learning Activities

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National Curriculum - Selecting and Using Resources for Learning

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National Curriculum - Selecting Suitable Learning Activities


Structured group work


Learning and Teaching using ICT - Practical Support Pack

Courses and Events

Developing Geometric Thinking ME627


What is the difference between a square and a rectangle?
Trapeziums and Parallelograms
Obstacles to Appreciating Angles
Authentic Mathematical Tasks



The Association of Teachers of Mathematics and The Mathematical Association both produce resources for primary teachers. The MA produces a journal called ‘Primary Mathematics’, and the ATM produce a journal called ‘Mathematics Teaching’

The National STEM Centre eLibrary has a huge range of resources. You will need to register with the site (email address and password required) in order to download resources from the website.

The National STEM Centre eLibrary has many of the old numeracy strategy guidance documents, documents that are still relevant.

Pupil Grouping Strategies and Practices at Key Stage 2 and 3

Shape and Space activities

Teaching mental calculation strategies: Guidance for teachers at Key Stages 1 and 2

Teaching written calculations

Guidance on calculator use

Booklet of calculator activities

Teaching written calculations

Oral and mental work in mathematics

Teaching and learning mathematics through ICT

Interactive Teaching Programs

Mathematical challenges for able pupils in key stages 1 and 2

Reasoning about numbers, with challenges and simplifications

Wave 3 materials for supporting children with gaps in their mathematical understanding

Primary National Strategy ‘Securing Level’ materials

Steps to success in mathematics: Securing progress for all children

The old SpringBoard Units for Maths in KS2 can be found by putting springboard maths into an internet search engine. These programmes aimed to help children who are making slower progress in their maths learning.

Centre for Innovation in Mathematics Teaching


Askew, M. (2012) Transforming primary mathematics, Routledge

Back, J., Foster, C., Tomalin, J., Mason, J., Swan, M. and Watson, A. (2012) Tasks and their place in mathematics teaching and learning.

Brissenden, T. Talking About Mathematics (1988). Basil Blackwell.

Brown, T. and Liebling, H. (2005) The really useful maths book: a guide to interactive teaching, Routledge

De Abreu, G. and Cline, T. (2005) Parents’ representations of their children’s mathematics learning in multiethnic primary schools. British Education Research Journal, 31 (6), pp.697-722

Fairclough, R. (2002) Developing problem solving skills in mathematics. Chapter 5 in V. Koshy and J. Murray (eds), Unlocking numeracy. David Fulton.

Haylock, D. (1997) Recognising mathematical creativity in schoolchildren. International Reviews on Mathematical Education. 3: 68–74.

Haylock, D. (2010) Mathematics explained for primary teachers, fourth edition. Sage.

Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K.C., Wearne, D., Murray, H., Olivier, A., & Human, P. (1998 ) Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.

Hopkins, C., Pope, S. and Pepperell, S. (2004) Understanding primary mathematics. David Fulton.

Mason, J. and Johnston-Wilder, S. (2004) Designing and using mathematical tasks, Tarquin

Myhill, D., Jones, S. & Hopper, R. (2005) Talking, listening, learning: Effective talk in the primary classroom. Open University Press.

Pirie, S.E.B. (1998) Crossing the gulf between thought and symbol: Language as (slippery) stepping stones. In H. Steinbring, M.G. Bartolini Bussi, & A. Sierpinska (Eds.), Language and communication in the mathematics classroom (pp. 7-29). Reston, VA: National Council of Teachers of Mathematics.

Pratt, N. (2006) Interactive maths teaching in the primary school, Paul Chapman

Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2009) Developing primary mathematics teaching, Sage

Ruthven, K. (1998). The use of mental, written and calculator strategies of numerical computation by upper primary pupils within a 'Calculator Aware' Number Curriculum. British Educational Research Journal 24(1): 21-41.

Slavin, R.E. (1990). Student team learning in mathematics. In N. Davidson (Ed.), Cooperative learning in math: A handbook for teachers. Boston: Allyn & Bacon.

Steele, Diana F. Using sociocultural theory to teach mathematics: A Vygotskian perspective. (2001) in School Science and Mathematics, December 2001, also online.

Thompson, I. (ed) (2010) Issues in teaching numeracy in primary schools, second edition, Open University Press

Vygotsky, L. S. (1994). Thought and language. Cambridge, MA: MIT Press.

Wood, T. (1999). Creating a context for argument in mathematics class. Journal for Research in Mathematics Education, 30, 171-91.

If you are registered and logged in, you can note down and save your own ideas, as well as a copy of these results: these 'snapshots' can be viewed in your Personal Learning Space. If you aren't registered or logged in, your saved answers will disappear after seven days. Log in or register to access the Self-evaluation tools in full.