Mathematics
The guidance will place a strong emphasis on active approaches to learning and the development of understanding in mathematics, including arithmetic, as well as skill in applying processes. In the early stages, there will be guidance on opportunities to explore mathematics through purposeful play.
There will be a strong emphasis on numeracy. Expectations in numeracy will be defined and outcomes will be specifically identified.
To emphasise that problem solving is fundamental to good learning and teaching in all aspects of mathematics and its applications, problem solving will be addressed within all lines of development rather than appearing as a separate element.
Expectations set for the revised levels will take into account the very good progress children are making in the early years, establish a more even gradient for progression and raise expectations where appropriate.
The contexts for learning will be updated. In particular, approaches to information handling will be revised in the light of the latest technologies, and their application in the world of work explored. The guidance will allow for updating as further technologies emerge.
Learning about the development of mathematics and its connections with other areas of learning will be included.
Development in mathematics
The main lines of development in mathematics will be:
Information handling:
exploring, understanding and developing secure skills in using
- data and analysis
- ideas of chance and uncertainty
Number, money and measurement:
exploring, understanding and developing secure skills in using
- basic arithmetical and other number processes, including estimation
- measurement
- patterns and relationships
- equations and expressions
Shape, position and movement:
exploring, understanding and developing secure skills in using
- properties of 2D shapes and 3D objects
- symmetry, angle and transformations.
Learning in mathematics should provide a base of knowledge, skills (such as problem solving) and understanding which will support learning in other areas of the curriculum. There are challenges in planning for coherent and progressive development of numeracy and mathematical concepts across the curriculum but it is very important that these connections are made. In that way children and young people can come to understand how learning in other areas has been influenced by, and uses, mathematical thinking and processes. This, in turn, can reinforce skills and understanding in mathematics.