When we, as teachers, have mastered a concept, it’s easy to forget how difficult it once was. This leads to knowledge-induced blindness: we assume that pupils see the connections we see, understand the steps we skip, and grasp the language we use.
👉 Experienced teachers are especially vulnerable to this. Years of working with maths means certain processes become automatic—exchanging 10 ones for 1 ten, finding common denominators, or using efficient mental strategies. But what feels obvious to us is often invisible to our pupils.
🧠 How the Curse of Knowledge Shows Up in Maths Lessons:
Skipping over key steps because they feel ‘intuitive’
Using technical language without breaking it down (“Find the product of…”)
Assuming pupils will spot patterns without guidance
Setting tasks that rely on implicit knowledge rather than explicit instruction
🔎 Practical Ways to Overcome It:
✅ Make thinking visible – Use concrete models and visual representations to reveal hidden steps. For example, use place value counters to show why you ‘exchange’ in addition or subtraction.
✅ Use precise language and check for understanding – Instead of saying, “What’s the answer?” ask, “How did you get that answer?” This encourages pupils to surface their thinking and helps identify gaps.
✅ Plan from a novice perspective – When planning lessons, think about the knowledge and misconceptions a novice might have. Break down steps explicitly and anticipate where pupils might struggle.
✅ Encourage explanation and reasoning – Get pupils to explain their thinking out loud. This helps them process the steps and gives you insight into their understanding.
✅ Use worked examples and fade support gradually – Model the process step-by-step, then provide scaffolded practice before encouraging independent work.
Fluency comes from depth, not shortcuts. The curse of knowledge makes it easy to overestimate what pupils know—but by slowing down, making thinking visible, and checking understanding, we can help all pupils succeed in maths.
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