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In May 2006 the DfES produced a position statement describing their suggested approach to teaching calculations in KS2. What follows is the ATM response to this paper.
The documentation put forward can only be described as disappointing. The primary strategy (PNS) has made considerable gains over the years since its inception in the number of pupils achieving level 4 and above. These gains have been achieved using a consistent focus on children understanding the mathematics they are doing rather than just regurgitating rote-learnt rules. We had expected the new format to take us forward, not back. The methods suggested are outdated and have been superseded by more understandable methods that help pupils to move forward with confidence.
Initially, there was much concern from mathematics educators that there was little or no underlying pedagogy for the numeracy framework. However, the training delivered by consultants has increasingly emphasised the 'relational understanding' put forward by Skemp and the approach to teaching calculation in the Framework clearly makes most sense when viewed in this way. The proposed changes in the teaching of calculation would take us back to the 'instrumental understanding' that is of little use except as a short-term fix.
The review of the primary strategy was welcomed because there was a need to focus on some of the anomalies in the initial framework. Teachers who complain that there is too much to cover are not seeing the documentation as a whole. They are missing the big picture. Fundamental to the development of understanding is the way in which the modules and units build on each other. Calculation uses the content taught in Numbers and the Number System; Measures and Data Handling build on the work done in both of the other two units. A better model would be to demonstrate the importance of these links to 'relational understanding' and incorporate it into the new advice. In Ofsted 14-19 the following point was made and we believe that this is relevant to all age groups.
The quality of teaching was the key factor influencing students' achievement. The majority of the teaching seen was at least satisfactory in preparing students for examinations. However, in promoting a really secure understanding of mathematical ideas, in stimulating students to think...