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Coping with mathematics in the National Curriculum: Pupil strategies and teacher responses
Author(s) -
DANIELS HARRY
Publication year - 1993
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.1993.tb00122.x
Subject(s) - confusion , curriculum , psychology , coping (psychology) , mathematics education , national curriculum , pedagogy , reciprocal , pupil , psychoanalysis , linguistics , philosophy , neuroscience , psychiatry
Harry Daniels examines a recent HMI report on the teaching of mathematics and notes the particular confusion in teaching the National Curriculum to children with learning difficulties. Anxious teachers, he posits, are falling back on old and dubious techniques. Examples of this are given. He argues for a greater understanding of the process of arriving at answers rather than the outcome itself. He advocates ‘reciprocal teaching’ and ‘instructional dialogues’ as a means of introducing children to the mathematical culture of the teacher.