Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.
Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings.
Within the mathematics framework, some statements of experiences and outcomes are also identified as statements of experiences and outcomes in numeracy. These form an important part of the mathematics education of all children and young people as they include many of the numerical and analytical skills required by each of us to function effectively and successfully in everyday life. All teachers with a responsibility for the development of mathematics will be familiar with the role of numeracy within mathematics and with the means by which numeracy is developed across the range of learning experiences. The numeracy subset of the mathematics experiences and outcomes is also published separately; further information can be found in the numeracy principles and practice paper.
The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions:
Number, money and measure
• Number and number processes;
• Multiples, factors and primes;
• Powers and roots;
• Fractions, decimal fractions and percentages;
• Money;
• Time;
• Measurement;
• Mathematics – its impact on the world, past, present and future;
• Patterns and relationships and
• Expressions and equations.
Shape, position and movement
• Properties of 2D shapes and 3D objects and
• Angle, symmetry and transformation.
Information handling
• Data and analysis and
• Ideas of chance and uncertainty.
• modelling and scaffolding the development of mathematical thinking skills;
• learning collaboratively and independently;
• opportunities for discussion, communication and explanation of thinking;
• developing mental agility;
• using relevant contexts and experiences, familiar to young people;
• making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies;
• using technology in appropriate and effective ways;
• building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevance of what they are learning and
• developing problem-solving capabilities and critical thinking skills.
Number Talks
A typical number talk lasts between 5 and 15 minutes, covering a range of topics in Numeracy and Mathematics. When problems are introduced at the beginning of a Number Talk, pupils look for number relationships to plan their strategies. They are encouraged to look at problems from multiple perspectives, to build flexibility. By sharing their answers and strategies, they must justify their ideas and approaches. As a class they then discuss the various approaches, evaluate their efficiency and are able to identify what they have learned from each other.
