The National Curriculum for Mathematics is an organisational framework which includes a broad set of statutory and non-statutory guidelines that outline what the government deems to be a natural progression in mathematical understanding and knowledge, throughout the primary stage. Although one often considers the curriculum in this way, it is important to consider why and how the curriculum subject matter has been chosen, to which analysing the aims of the curriculum can be a useful starting point. Since the creation of the National Curriculum in nineteen-eighty eight, the core objectives have changed in line with the political, social and economic agendas that the government felt were important at the time of its conception (Shauyb and O'Donnell,
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The ‘mastery’ approach adopted by these countries involves a strong focus on the recalling of facts, developing mathematical fluency, developing conceptual understanding, and providing opportunities for mathematical reasoning. It’s clear to see from international league tables and surveys conducted by the OECD that children make seemingly rapid developments in their understanding of mathematics through the implementation of these methods. It is with this surface level of understanding Gibb (2015, p. 1) England’s Minster of Schools declared the necessity that the New National Curriculum for Mathematics “reflects the mastery approach”. This essay aims to explore the mathematical pedagogies teachers adopt to meet the ‘mastery’ aims of the new National Curriculum for Mathematics. Secondly, the essay will explore closely the benefits and limitations of talk as a pedagogical approach to develop a child’s conceptual understanding in …show more content…
The Oxford English Dictionary (2015) defines fluency as an ability to express oneself easily and eloquently. More specifically, mathematical fluency refers to an individual’s ability to firstly recall and memorise facts and to work flexibly, accurately, efficiently and appropriately to solve the problem at hand (National Research Council, 2001). Conceptual understanding is similar to Skemp’s ‘relational understanding’ and is defined as the comprehension of mathematical concepts, operations and relations. In turn, this can help children “master mathematics” (Flanagan, Laing and Lombard, 1998; p. 48). Mathematical reasoning relates to the second aim, and in the earliest proposals of the National Curriculum it was considered a simple formalisation of common sense (Johnston, Chater and Bell, 2002). However, today the new curriculum highlights the importance of making logical decisions and judgments based on evidence. The third aim, relates to the importance of problem solving, and is almost universally observed in curricula worldwide (Berinderjeet., Yeap and Kapur, 2009). Problem solving can be simply defined as a task that provides a mental blockage during a task that a person or a group of persons cannot readily access through a known procedure (Hicks, 2004). In order for
The ‘mastery’ approach adopted by these countries involves a strong focus on the recalling of facts, developing mathematical fluency, developing conceptual understanding, and providing opportunities for mathematical reasoning. It’s clear to see from international league tables and surveys conducted by the OECD that children make seemingly rapid developments in their understanding of mathematics through the implementation of these methods. It is with this surface level of understanding Gibb (2015, p. 1) England’s Minster of Schools declared the necessity that the New National Curriculum for Mathematics “reflects the mastery approach”. This essay aims to explore the mathematical pedagogies teachers adopt to meet the ‘mastery’ aims of the new National Curriculum for Mathematics. Secondly, the essay will explore closely the benefits and limitations of talk as a pedagogical approach to develop a child’s conceptual understanding in …show more content…
The Oxford English Dictionary (2015) defines fluency as an ability to express oneself easily and eloquently. More specifically, mathematical fluency refers to an individual’s ability to firstly recall and memorise facts and to work flexibly, accurately, efficiently and appropriately to solve the problem at hand (National Research Council, 2001). Conceptual understanding is similar to Skemp’s ‘relational understanding’ and is defined as the comprehension of mathematical concepts, operations and relations. In turn, this can help children “master mathematics” (Flanagan, Laing and Lombard, 1998; p. 48). Mathematical reasoning relates to the second aim, and in the earliest proposals of the National Curriculum it was considered a simple formalisation of common sense (Johnston, Chater and Bell, 2002). However, today the new curriculum highlights the importance of making logical decisions and judgments based on evidence. The third aim, relates to the importance of problem solving, and is almost universally observed in curricula worldwide (Berinderjeet., Yeap and Kapur, 2009). Problem solving can be simply defined as a task that provides a mental blockage during a task that a person or a group of persons cannot readily access through a known procedure (Hicks, 2004). In order for