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Booking
Prices from $29
Date & Time
Thursday, 19 March - Thursday, 19 March 2026
7:30 am - 9:00 am AEDT
Location
CIS, Level 1, 131 Macquarie Street, Sydney, 2000, NSW
Join us in Sydney on Thursday, 19 March as we welcome Brian Poncy and Bruno Reddy for a breakfast discussion examining the role of fluency in early mathematics learning.
Many students can eventually “get the answer” in early maths – but accuracy can mask slow, effortful thinking. In the push to develop creative, flexible problem-solvers, it’s easy to overlook a simple constraint: students need a reliable base of fluent foundational knowledge to think, reason, and learn new skills efficiently. When that foundation is weak, keeping up with grade-level instruction becomes harder, confidence can drop, and learning gaps can widen. This discussion will consider how schools can strengthen fluent foundations as a pathway to higher maths achievement – while still supporting deep understanding and reasoning.
In this CIS breakfast event, we’ll be joined by Dr Brian Poncy, creator of Facts on Fire, and Bruno Reddy OBE, founder of Maths Circle and creator of Times Tables Rock Stars and NumBots. Together, they’ll explore what maths fluency is (and isn’t), how it connects with understanding and problem-solving, and what effective practice can look like across classrooms and schools.
Dr Brian Poncy is a Professor of School Psychology at Oklahoma State University. His research focuses on academic interventions and behavioural principles of learning, specifically in the area of mathematics. He is a co-author of Effective Math Interventions: A Guide to Improving Whole-Number Knowledge.
Bruno Reddy OBE is CEO of Maths Circle Australia and the creator of TT Rock Stars, which has reached over 18 million children worldwide. He was awarded an Honorary Doctorate in Education for his contribution to mathematics education.
Kelly Norris is a Senior Research Associate in the Education program at the Centre for Independent Studies. She leads CIS work on evidence-based maths instruction, early numeracy screening (Screening That Counts: Why Australia Needs Universal Early Numeracy Screening), and support for students at risk of maths difficulties.