The numeracy strategy: an evaluation of the implementation of the national numeracy strategy in a South Wales primary school.
University of Wales Institute, Cardiff.
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The study seeks to determine the importance of daily oral and mental work in primary mathematics. Added to this, whether it is important to devote a high proportion of lesson time to direct teaching. The instruments used to collect data included questionnaires, diaries, interviews and historical data. It was a small scale, action research study, based in one school. The study looked at the initiatives the school has implemented in the last four years to ensure standards in mathematics were maintained and whether they were helping in the drive to raise standards. The impact of local and central government initiatives are also considered and how they were affecting the teaching of mathematics at the school. The review of literature points to the changes that have taken place in what is regarded as best practice in the teaching of primary mathematics. It also cites how current thinking has been adopted into national strategies and the benefits pupils and teachers could embrace. The study reveals the findings of the school and states reasons for, and arguments against, the current findings. There are without doubt many features evident that would be found in other primary schools. Some of these features were in their infancy and were being introduced through well organised planning, for example, the three-part numeracy lesson. Some features are well established, such as the setting of pupils for mathematics in the junior department of the school.
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