Designing a deep and durable primary mathematics curriculum
By KEVIN HUBBARD
Following a report from the Organisation for Economic Co-operation and Development (OECD, 2014) into the findings of the 2012 PISA tests, it was suggested that 15-year-old students from education systems such as Shanghai and Singapore are, on average, up to three years ahead of 15-year-old students in England. Following this, the NCETM (National Centre for Excellence in the Teaching of Mathematics) created a national network of Maths Hubs, and has invested in supporting schools to develop a maths mastery approach – a methodology commonly used in high-performing jurisdictions in Asia that involves building conceptual understanding, language and communication and mathematical thinking to problem-solve effectively (Drury, 2014). So how do schools design a whole-school curriculum to enable the key elements of such an approach to be implemented effectively? This article provides key questions that any teac
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