#Whats a median geometry series#

All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. They must be assisted in making their thinking clear to themselves as well as others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. Information and communication technology (ICT)Ĭalculators should not be used as a substitute for good written and mental arithmetic. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. They should also apply their mathematical knowledge to science and other subjects. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.

#Whats a median geometry series#

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

The national curriculum for mathematics aims to ensure that all pupils: A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.