National Curriculum Implications for Teaching and Learning Mathematics

This chapter considers history of mathematics teaching and the research evidence in the light of the changes which the National Curriculum has introduced. The story of the pressure for change in mathematics teaching goes back to the Great Debate, which began with James Callaghan’s speech at Ruskin College in the autumn of 1976. In 1978 the Cockcroft Committee was set up to report upon the teaching of mathematics in schools, with particular regard to the mathematics needed in post-16 education, employment and adult life. The mathematics document identifies five main categories of objectives for successful mathematics teaching and learning. These are facts, skills, conceptual structures, general strategies and personal qualities. The evidence from Assessment of Performance Unit relates directly to the teaching and learning of the National Curriculum for Mathematics as it reports its evidence by Attainment Target title. The new requirements for the assessment of children’s achievements have led to the development of policies for assessing mathematics.