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Maximising opportunities for mathematical learning across the primary curriculum

Created on 22 October 2010 by ncetm_administrator
Updated on 25 September 2013 by ncetm_administrator

Mathematics and History Mathematics and Geography Mathematics and Art Mathematics and Religious Education Mathematics and Design and Technology Mathematics and Science Mathematics and Literacy


How can I ensure that the mathematics in the creative curriculum is both rigorous and relevant?

This was the key question that the NCETM set out to explore with seven primary schools across the country in one of its National Priority Projects. The schools had a range of experience of working in a creative way with the curriculum yet often found that mathematics was taught discretely in a traditional manner and that it was easier to make links to the other subjects and the topic for the term. Also links that were made were sometimes tenuous and needed to be more rigorous in terms of the mathematical learning. For example, linking measure to making a wooden balsa wood picture frame seems straightforward. The challenge is to select the part of the measuring skills and concept development that is relevant for that group of children and make the learning mathematically rigorous and explicit. Part of the planning is to decide whether the children are developing new skills and knowledge or if they are applying knowledge and skills that they have already learnt in a dedicated mathematics lesson.




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