Issues of Teaching of Arithmetic in Primary School

This essay will critically discuss issues relating to the teaching of arithmetic since 2007 within primary schools. It will highlight the implications that arise from these discussions for the newly qualified teacher.

With the introduction of the structured National Numeracy Strategy in 1999 mathematics began to improve. Research by the House of Commons (2008-9:1) getting better results states that in 2008, 79% of primary aged pupils in key stage 2 (11 year olds) met the Governments expected standards reporting that these results were the best ever recorded. Thus, supporting the notion that the introduction of the strategy had had a positive effect on the teaching and learning of mathematics. But, the report also suggests that vital improvements are still needed to be made, clearly, it suggests that there is still a substantial amount of gaps that need to be filled to enhance the performance of pupils at primary level.

Since the introduction of the National Numeracy Strategy there in1999 has not been any significant changes to the delivery of arithmetic in England’s Primary schools. Although the figures were promising the Government still felt that an improvement could be made. In light of the quality and performance of mathematics within primary schools the Government commissioned Sir Peter Williams (2008) to undertake an independent review of the teaching of mathematics which led, to many recommendations being made to improve the teaching of such a vital part of the education of primary aged children. The report suggests that the pedagogy of mathematics plays an important factor within the learning of children. The report expresses the implications and positives of teaching children and how this will have an effect on the futu...

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...oses many questions in relation to the teaching of arithmetic it promise positive changes in the way that teacher can deliver lessons. Yet contradicts this notion by setting out the way it should be taught especially with the introduction of the tradition pen and pencil methods. This suggests that mental arithmetic is not as important.

The new national curriculum promises so much to teaching mathematics as it has tried to ensure that teachers are not limited to how or what they teach suggesting that teacher will have the power to do what they think is right.

The teaching and learning of arithmetic is at the forefront of education, the new curriculum promises so much in the development of teachers but is it able to meet these expectations. One thing is for certain the debates and arguments surrounding the teaching and new curriculum will continue in the future.