Most children enjoy maths in the early primary stage, but as schooling continues this decreases. Learning without understanding leads to lack of confidence and frustration. Children need, not to "do" maths, but to be mathematicians; to be able to describe their world in mathematical language; to generate ideas and prove, or disprove them, by reasoned argument. The use of real investigation is important in reinstating their engagement with their own learning. Real situations are those that are meaningful to the child. In this article, the author describes her changing classroom practice. She suggests that real investigation, pupil dialogue, and reinforcing the connectedness of mathematical topics optimises the learning experiences in a classroom.