Each of the below categories has been divided into sub categories to illustrate progression in key areas.
All programmes of study statements are included and some appear twice. This is indicated in the text. This occurs where:
- The statement has central relevance to more than one sub category within a topic;
- The statement has central relevance to more than one mathematics topic. This is done to reflect the aims of the curriculum that pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems (Mathematics programmes of study: key stages 1 and 2 page 3). However the connections made are not intended to be exhaustive and teachers should seek to support pupils in making other connections.
The definitions in the glossary refer to the words and terms as they are used in the programmes of study. This document is based on an earlier publication Mathematics glossary for teachers in key stages 1 to 4 published by the Qualifications and Curriculum Authority in 2003. It is intended to be used alongside the 2014 National Curriculum for teachers to check the meaning of the terms.