[Maths-Education] Concern about possible changes to primary maths curriculum

[Ernest, Paul]

I'm circulating this with Ruth's permission

CONFIDENTIAL

We write in a state of some concern…

There is a strong possibility that the coalition government will seek to influence – or even prescribe – the ways in which we teach calculation algorithms in primary schools, and the stages at which we teach different things. We believe that proposals are likely to suggest a major change from a focus on teaching mental calculation strategies prior to written calculation procedures. Seriously proposed changes include teaching: 
 Vertical addition /subtraction in 3- or 4-place numbers in the infants
 All the multiplication tables up to 12 x 12 in KS1
 Long multiplication and long division using the standard written algorithms popular in the 50’s in Years 3 & 4
 Addition, subtraction, multiplication and division of vulgar fractions in Years 5 and 6. 

We urgently need evidence to inform this debate. Specifically do you know of any research on the following topics:
(a) 1950’s and 60’s results: In the 1950s and 60s when these algorithms were seriously taught to all UK primary children, what were the overall results for all children rich and poor? Data on success rates on specific items specially welcome
(b) The teaching of written algorithms:  How will teaching these prior to facilitating conceptual understanding and also prior to teaching mental strategies be likely to affect either overall standards in maths or the mathematical attainment/enjoyment of children?
(c) Teaching written addition/subtraction of large numbers in the infants – how does this help or hinder children’s mathematical development?
(d) Long division and full manipulation of fractions – is there evidence that these are better taught by subject specialists in KS3? 

Plus any other evidence you can think of which will help provide actual data in this wholly uninformed debate.

THIS IS REALLY, REALLY IMPORTANT 
Please can you ask colleagues and friends who may be able to suggest relevant research.
If you can pass on references to papers/articles with a short summary of findings or a link to the Abstract  to 
ali at hamilton-trust.org.uk
copied to me, ruth at merttens.co.uk ,  I will be MOST grateful.

--------------------------------------

Best wishes

Paul
__________________
Paul Ernest
Emeritus Professor
Graduate School of Education
University of Exeter
St Lukes, Heavitree Road
Exeter  EX1 2LU, UK
+44-(0)1392-264796
http://www.people.ex.ac.uk/PErnest/

Visiting Professor, University of Oslo, Norway
Adjunct Professor, Hope University, Liverpool

See http://www.people.ex.ac.uk/PErnest/  for Philosophy of Mathematics Education Journal - No. 25 on theme Critical Mathematics Education -- out now  (Oct 2010)
________________________________________
From: maths-education-bounces at lists.nottingham.ac.uk [maths-education-bounces at lists.nottingham.ac.uk] On Behalf Of David H Kirshner [dkirsh at lsu.edu]
Sent: 01 November 2010 22:25
To: Mathematics Education discussion forum
Subject: RE: [Maths-Education] Maths-Art Seminar at LKL: November 11,   Robert Reid and the Art of Spacefilling in Two and Three Dimensions

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