Mathematics in the Lower Primary Years: A Research-based Perspective on Curricula and Teaching Practice

Drawing on current research the author explicates twelve assertions relating to curricula, teaching, learners and learning environments in lower primary school mathematics. Topics discussed include: unchanging and under-challenging curricula; the need for greater emphasis on developing children's verbal number strategies and number sense, and on activities specifically suited to prenumerical children; curriculum constraints on teachers; the ' role of problem solving and differing interpretations of problem solving; the need for a better understanding of how children learn mathematics; differences in children's knowledge; "anti-interventionism, " discovery learning,constructivism, children's autonomy and developmental learning; the need for compensatory programs; and learning in collaborative settings. The author concludes that learning and teaching lower primary mathematics continues to be an important area of focus and challenge for teachers and researchers. Children's difficulties with and dislike for mathematics seem to increase as they progress to higher grades and, as testing becomes more significant in terms o