676 is the new 243

Where is the mathematics in the new mathematics curriculum for primary schools in England?

Some of us in mathematics education will remember the significance of the number 243: not just because it is 3 raised to the power 5, although that helped us to remember it! Paragraph 243 in the hugely influential Cockcroft Report (1982) was very significant in defining what constituted a good and balanced mathematical experience for learners. This one paragraph had a great impact on mathematics teaching and learning and was for many years a positive influence on the mathematics curriculum. Do an internet search on 'Cockcroft 243' and you will see what I mean.

However, 243 is a long way back in history now, so instead I would like you to welcome and celebrate with me 676! I will explain.

The new primary mathematics curriculum for England, being introduced later this year, has an excellent statement of the purposes for learning mathematics. It also has a statement of aims that includes aspects that I would recognise as being real mathematics: in particular, the development of the distinctive ways of reasoning in mathematics and solving problems using mathematics (Aims 2 and 3). But these are then followed by pages of specific learning targets in the programmes of study that just do not seem to match the laudable aims and purposes. My fear has been (and still is) that teachers will focus just on the details in these programmes of study and real mathematical experience for our children will be neglected in favour of rote learning of routines, such as long division and calculations with fractions.

In particular, since there is no longer anything comparable to the 'using and applying' strand in the programmes of study and attainment targets for the current curriculum, there seemed a real possibility that the national assessments at the end of Key Stage 2 would focus just on the specific detail in the programmes of study.

The good news is: they won't!  Of the three papers, one (27% of the marks) will focus on context-free calculations, but the other two will contain a genuine focus on reasoning and problem-solving. And to make sure this happens we have paragraph 6.7.6 in the Key Stage 2 Mathematics Test Framework for National Curriculum Tests, published recently by the Standards and Testing Agency. This paragraph defines in detail what is expected of children at the end of Key Stage 2 in terms of mathematical reasoning and problem solving. This is where the real mathematics is in the mathematics curriculum! Maybe not in the programmes of study, but clearly there in the assessment criteria. And the hope is that if all this is going to be assessed it might just be taught!

Section 6.7.6 Solving Problems and Reasoning Mathematically

Children working at the expected standard are able to:

·            develop their own strategies to solve problems by applying their mathematics to a variety of routine and non-routine problems, in a range of contexts (including money and measures, geometry and statistics) using the content described above

·            begin to reason mathematically making simple generalisations, using mathematical language and searching for solutions by trying out ideas of their own

·            use and interpret mathematical symbols and diagrams, and present information and results in a clear and organised way; for example:

·            derive strategies to solve problems with a two or three computational steps using addition, subtraction, multiplication and division and a combination of these

·            solve problems involving numbers with up to two decimal places

·            select appropriate strategies when calculating depending on the numbers involved

·            use rounding and estimation to check their answers and determine, in the context of the problem, appropriate levels of accuracy

·            identify simple patterns and relationships, and make simple generalisations

·            draw their own conclusions and explain their reasoning in simple contexts using mathematical language

·            make simple connections between mathematical ideas

·            solve problems involving data 

So, hail 676, say I! Three cheers for 676! 676 is the new 243! Let's make sure that our primary school teachers are aware of 676. It justifies – and indeed requires – a proper focus in their mathematics teaching on genuine mathematical experiences for our children.

And, to cap it all, 676 is an interesting number, being the product of the squares of two primes (2 and 13)!