Welcome to the very first official edition of The Aftermaths, our new Friday format where Jon and Becky unpack the week’s big ideas, share some classroom-ready reflections, and go off on the occasional mathematical tangent.

This week, Jon starts with an unexpected sideline into baby growth charts after overhearing a throwaway comment at his daughter’s netball match. What exactly does it mean to be on the 90th centile for length at birth? Behind that neat statistic lies a story stretching from 19th-century statisticians to American infant studies, British research in the 1960s, and the World Health Organization’s huge international project in the early 2000s. We trace the surprising history of how babies came to be measured against global charts, and why these centiles have become such an everyday part of parenting.

From there, the conversation turns to language. Becky introduces her latest instalment of etymathsology with a dive into the Latin roots of those tricky mathematical terms we all know but sometimes muddle. Ever wondered why we talk about a minuend, a subtrahend, or a dividend? It turns out the endings are not arbitrary at all. They come from the Latin gerundive form, meaning “that which must be done.” Suddenly a minuend is “that which must be made smaller,” and the subtrahend is “that which must be subtracted.” With this lens, the technical vocabulary of calculation makes far more sense, and even offers a neat way of helping children understand which number is which in a subtraction or division.

Along the way, Jon and Becky share listener questions, practical classroom strategies, and plenty of reflections on maths talk, pupil confidence, and the value of experiences like Forest School in developing spatial reasoning. They discuss why not every activity needs to end in the classroom to have mathematical value, and how contextual experiences outside can quietly boost attainment inside.

In this episode you’ll hear:

• The surprisingly recent history of baby growth charts and why the WHO stepped in
• How understanding Latin roots makes calculation vocabulary far easier to grasp
• Practical strategies for supporting children who freeze when asked to explain their maths out loud
• A discussion on mixed groupings, flexible pairings and why seating plans can be a tool for inclusion as well as behaviour
• Why memorisation without understanding can catch children out in the long run

As ever, we would love to hear your thoughts. Email us at [email protected] or drop a comment on YouTube.