Why stories make maths stick for SEND children
Stories are “psychologically privileged” according to Daniel Willingham, meaning they’re easier to understand, remember, and engage with. Stories provide structure, emotional connection, and context, making abstract ideas more relatable and memorable for children. Embedding concepts within narratives for the teaching of maths therefore supports understanding and retention.
With this in mind, Oxford University Press created Stories for Maths, character-led picture books for P1-3. They boost conceptual knowledge, encourage talk and the use of vocabulary; they also provide motivation to learn through the ‘safe space’ of a story. Exploratory talk helps to refine thinking and Stories for Maths utilise talk prompts, developed with Voice 21, to ensure opportunities are maximised when reading together. Technical vocabulary, accompanied by visual representations, is also modelled and defined within the books. Reading stories in school or at home that are aligned with the maths curriculum and rooted in real-life or engaging contexts for maths concepts can also be linked to age-appropriate play, further helping children with ALN to think, explore and refine their understanding. Pre-teaching through Stories for Maths provides an opportunity for the reignition of prior knowledge, concept familiarisation, and oral rehearsal, thus enabling a child to contribute to maths talk and be truly included in the lesson/s that follow. Learning maths through Stories for Maths becomes accessible and enjoyable for all.
About the Authors
Louise Pennington began her career as a teacher before becoming a Special Educational Needs and Disabilities Coordinator (SENDCo) and Local Authority lead maths and specialist teacher. She went on to lead the Local Authority Special Needs Teaching Team, supporting teachers, parents, and learners. Louise has also worked for a national not-for-profit organisation dedicated to improving outcomes for vulnerable children and young people, and has delivered the National Award for SENCOs as an Associate Tutor at Manchester Metropolitan University.
Helen Stacey has worked in education for over 20 years, beginning as a secondary English teacher before moving into educational publishing. Her work has shaped a wide range of impactful resources, including a bespoke series for SEND and wellbeing support, and the Stories for Maths series. Now a Commissioning Editor at Oxford University Press, Helen continues to champion research-informed, classroom-ready resources that empower teachers and inspire learners.
