GC Reports

How are we assessing learners' achievements and progress without the use of levels? - In what ways might the emphasis on fluency mean much more than rote learning, if we are to realise the other aims of problem solving, mathematical reasoning and conceptual understanding? - How do we enable lea...

Full description

Saved in:
Bibliographic Details
Published in:Mathematics Teaching 2015-01 (244), p.7
Main Author: Thorpe, Jim
Format: Article
Language:English
Subjects:
Conferences (Gatherings)
Mathematics
Mathematics Curriculum
Mathematics Education
Mathematics Instruction
Professional Training
Rote Learning
Student Evaluation
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:How are we assessing learners' achievements and progress without the use of levels? - In what ways might the emphasis on fluency mean much more than rote learning, if we are to realise the other aims of problem solving, mathematical reasoning and conceptual understanding? - How do we enable learners to think mathematically, as an aspect of learning which pervades the entire curriculum? - How can we ensure a meaningful and rich experience of the additional content in the primary curriculum for example large numbers, algebra, ratio and proportion, Roman numerals? - What strategies are you using to ensure that statistical reasoning is developed through opportunities across the curriculum? - ...
ISSN:0025-5785