The content of the mathematics curriculum is presented in a number of strands and strand units. Exemplars are shown in italic type throughout each strand. These are only limited suggestions. The treatment of content as suggested in the exemplars is common to both classes.
Teachers, when planning, should consider the following:
- the strands of the programme are not isolated areas. They should be seen and taught as interrelated units in which understanding in one area is dependent on, and supportive of, ideas and concepts in other strands
- children will use their knowledge of one area of mathematics to explore another. They may practise their knowledge of number facts when undertaking measurement activities, and geometrical concepts may be required in the presentation of data. This is called linkage.
- further opportunities should be identified to integrate mathematical concepts and skills with other areas of the curriculum, as those indicated in the content are merely suggestions
- there should be an appropriate balance between the different aspects of mathematics. While the area of number is important, its treatment should not be at the expense of the other strands, and the programme should ensure continuity and progression
- the revision of concepts and skills should be thoroughly undertaken before exploring new material
- the exploration of mathematical concepts and ideas using a wide variety of equipment should precede any form of written recording in mathematics
- emphasis should be placed on discussion, child with child and teacher with child. It should be an integral part of the work in each strand
- planning should consider individual difference in ability, attainment and learning style
- assessment should be seen as an integral part of the teaching and learning process
- it is important that children come to see mathematics as practical and relevant. Opportunities should be provided for them to construct and apply their mathematical understanding and skills in contexts drawn from their own experiences and environments.