Mathematics Across the Curriculum: Problem-Solving, Reasoning and Numeracy in Primary Schools

200 Pages·2010·3.72 MB·English

by  Sue Fox

Mathematics Across
the Curriculum
Also available from Continuum
Developing Number Sense, Julia Anghileri
Primary Curriculum – Teaching the Core Subjects, Rosemary Boys, Russell Jones,
William Cooper, Ian Sugarman, Robert Davies, David Eccles, Kate Blacklock,
Nick Easingwood and Elaine Spink
Teaching Mathematics in the Primary School, Gill Bottle
Teaching Number Sense, Julia Anghileri
Mathematics Across
the Curriculum
Problem-Solving,
Reasoning and Numeracy
in Primary Schools
Sue Fox and Liz Surtees
Continuum International Publishing Group
The Tower Building 80 Maiden Lane
11 York Road Suite 704
London SE1 7NX New York, NY 10038
www.continuumbooks.com
© Sue Fox and Liz Surtees 2010
All rights reserved. No part of this publication may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying,
recording, or any information storage or retrieval system, without prior permission
in writing from the publishers.
Sue Fox and Liz Surtees have asserted their rights under the Copyright, Designs
and Patents Act, 1988, to be identified as Author of this work.

British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
ISBN: 978-1-4411-2356-5 (paperback)
978-1-4411-5940-3 (hardcover)
Library of Congress Cataloging-in-Publication Data
Fox, Sue. Mathematics across the curriculum : problem-solving, reasoning, and
numeracy in primary schools / Sue Fox and Liz Surtees.
p. cm. Includes index.
ISBN 978-1-4411-5940-3 (hardcover) -- ISBN 978-1-4411-2356-5 (pbk.)
1. Mathematics--Study and teaching (Primary) 2. Numeracy--Study and teaching
(Primary) 3. Education, Primary. 4. Curriculum planning. I. Surtees, Liz. II. Title.
QA135.6.F69 2010
372.7--dc22
2009037923
Typeset by Newgen Imaging Systems Pvt Ltd, Chennai, India
Printed and bound in Great Britain by CPI Antony Rowe Ltd, Chippenham, Wiltshire
Contents
Acknowledgements ix
Preface x
Introduction 1
Changes and developments in Primary Education as it applies
to mathematics since 1989 1
The focus of the book 2
Who this book is for 3
The organization of the book 3
Websites 5
1
The Principles of Good Teaching and Learning 6
Introduction to the principles of good teaching and learning 6
Progress towards a twenty-first-century curriculum 7
Planning issues including daily lessons 9
The requirement for inclusion 11
Differentiation of work within the class 12
Grouping 14
Assessment 15

The value of the use of resources 19
The role of ICT 23
The use of display 23
The role of the teacher 24
Websites 29
2
Using and Applying Mathematics Across the Primary Curriculum 31
Introduction to using and applying mathematics since 1989 31
Communicating 32
Reasoning 35
Enquiring 38
Representing 40
vi
Contents
How to develop mathematical work that gives children the
opportunity to use and apply their mathematical knowledge,
skills and understanding 42
Teaching style 43
Websites 45
3
Teaching Problem Solving 46
Introduction to problem solving 47
The process of problem solving 48
Teaching the skills and strategies of problem solving 49
Problem posing 50
Finding the right problems 52
The teacher as a problem solver 55
Making a problem accessible to children of different abilities 56
Group work 57
An example of a problem from a content-driven learning outcome
that supports collaborative learning 59
Teacher starting points, support and intervention during
problem-solving activity 60
What of the future? 65
Websites 66
4
Mathematics Across the Curriculum, an Introduction 67
The benefits of cross-curricular working 68
Why it is beneficial for children to use and apply their mathematical

skills, knowledge and understanding in new situations 69
Creativity checklist 69
Mathematics for its own sake 69
Outside the classroom 70
Adapting, combining and embedding mathematics within
the curriculum 70
How to combine/embed mathematics within other
curriculum areas 71
Checklist for successful cross-curricular work featuring mathematics 72
Websites 74
5
Mathematics and Scientific and Technological Understanding 76
Mathematics and science 76
Mathematics and design and technology 81
Websites 85
vii
Contents
6
Mathematics and Historical and Geographical Understanding 86
Mathematics and history 86
Mathematics and geography 89
Websites 94
7
Mathematics and Understanding the Arts 95
Mathematics and art and design 95
Mathematics and music 100
Story books linked with the art work 104
Websites 105
8
Mathematics and English, Communication and Languages 106
Mathematics and English 106
Mathematics and modern foreign languages (MFL) 116
Websites 120
9
Mathematics and Understanding Physical Development,
Health and Wellbeing 121
Mathematics and physical education 121
Mathematics and religious education 125
Websites 129
10
The Use of Open-Ended Resources to Develop Children’s
Mathematical Thinking in the Early Years 130

Lin Savage and Rachel Wilby
Introduction to the Early Years Foundation Stage (EYFS) 130
EYFS planning 131
Developments specifically related to developing children’s
mathematical thinking and skills 132
Case study – boxes and bags, buckets and buttons 134
11
The Impact of Extended Services on the Teaching and Learning
of Mathematics 146
Introduction to mathematics and extended schools facilities 146
Examples of the range of mathematical support and
activities available 148
Study support 148
Case Study – a mathematics trail based at a study support
centre attached to League 1 Football Club 149
viii
Contents
Family learning 151
Case study – course for parents of pre-school children 152
Two school-based courses involving parents 157
Provision of mathematical resources for parents and children 159
Websites 163
Appendices
1. Table of educational developments since 1989 and their
mathematical implications 164
2. NCETM exemplification of TDA standards (as they apply
to mathematics) for Qualified Teacher Status 168
3. Opportunities to use ICT within the National Curriculum for
Mathematics 182
4. Examples of story books to inspire, enhance and inform
mathematical work 184
Index 187
Acknowledgements
We would like to thank Rachel Wilby, Lin Savage, Michael Fox, Helen Faulder and Chris
Thompson for their help and support. We would also like to thank all the children whose
enthusiasm and engagement with the mathematics within this book provided a constant
source of inspiration.