Curriculum planning
A school plan should be comprehensive and balanced and reflect the particular needs of the school community. The implementation of this mathematics curriculum will require a review of the school plan at present in operation in schools. It will be necessary to determine how the school intends to incorporate the new aspects into its existing plan.
Teaching materials
Teaching materials will be required at all class levels and in every strand. As children develop their individual learning styles it is important that they have experience of a variety of materials and the freedom to choose from these when exploring a mathematical task.
Equipment
There should be enough equipment for the use of at least one group of children in the classroom. If children are to learn from doing they must do. A list of some mathematical equipment is given at the end of this document. Children can collect objects for counting and sorting, and these can be kept in a tray on a desk for use by a group or individual child as required.
Textbooks and worksheets
The use of teacher-developed worksheets is important. This encourages teachers to share expertise and adapt work to the needs of a particular class or school. Textbooks can be evaluated by the staff, and consideration should be given to how they reflect the objectives of the curriculum. In general, textbooks should include a balanced treatment of all the strands, varied presentation of problems and an emphasis on the use of manipulatives. They should encourage investigation and provide the child with structured opportunities to engage in exploratory activities. A variety of textbooks could be made available to the children based on the quality of their content in particular strands.
To implement this curriculum it will be necessary to present work to the children in a wide variety of ways. Having a selection of different mathematics books in the classroom or pockets of graded worksheets can help in providing extension work for children who have mastered a concept. Giving the children 'clue sheets' for approaching a problem helps them to work more independently.
Calculators and computers
Calculators and computers can enhance the implementation of this curriculum. Calculators are part of the programme from fourth to sixth class. Schools will need to have a common policy on the type of calculator used in the school, the quantity required and how they are allocated.
Mathematical language and methodologies
A common teaching approach to areas of difficulty such as subtraction, multiplication or fractions is very important in ensuring continuity and consistency. A school policy on such areas can be of great assistance to teachers transferring from one class to another or to long-term substitutes. This policy can be communicated to parents so that they can help children constructively with homework. Mathematics is a highly structured subject, and it is essential to have a solid foundation before moving from one level to another. Extension work on a unit or throughout severalunit s is encouraged rather than a strictly vertical progression through a topic. Using mathematical skills in a variety of ways helps reinforcement, as the child can see the reason for the transfer of those skills.
Mathematics can be viewed as a language in itself with its own vocabulary and grammar. It must be spoken before being read and read before being written. Some everyday words take on new meanings when used in mathematics and can cause confusion for children, for example odd, count and difference. It is important that the school as a whole encourages the accurate and effective use of mathematical language.
Assessment and record-keeping
Assessment and record-keeping are important factors in documenting the continuity of a child's progress. All the strands of the mathematics programme should be assessed. Schools should have a common policy on the format of and terminology used in record sheets. In addressing individual differences the school must have a policy on assessment, remediation and referral.
The manageability of assessment tools and the storage of information should be addressed at school level. Information arising from assessment must be treated with confidentiality. Consideration should also be given to the frequency of delivery of tests. Assessment can help the teacher and the child in a number of ways:
- it can show how children are progressing in the different strands of the mathematics curriculum and therefore provide a basis for planning future work in those areas
- it can help in the pacing of work by indicating the strengths and weaknesses of a particular group or indicate their readiness to proceed to a new topic
- it can have a diagnostic role in identifying particular areas of difficulty for a child who may need extra help.
Encouraging children to use self assessment techniques can enhance their enjoyment of the subject and make them more active participants in their learning. This can be achieved by asking them to look at how they arrived at a solution and verbalising how they can use this information in the future.
Organisational planning
Organisational planning in mathematics involves the whole school community. Planning should consider, for example resource requirements, homework policy and home-school links. Consultation with parents and the board of management is important for the successful implementation of this curriculum, as is discussion of issues that arise from curriculum planning in mathematics. Such planning should contribute to the overall school plan which will be reviewed by the board of management. The board, within the resources available to it, will provide support for the development and implementation of the school plan.
Resources
Access to an adequate supply of suitable teaching materials is essential for the development of an investigative approach to the teaching of mathematics. Decisions will have to be made about the purchase, storage and availability of equipment. Some class levels will require daily access to certain materials, while other items may only be required on an occasional basis. It is important that access to such equipment is clearly defined so thatmaximum use can be made of it. It isalso useful to have a policy on repair or replacement of damaged materials.
The staff could decide to have equipment stored centrally by class level or by strand, for example Measures, or Shape and space. Useful worksheets or workbooks on a topic could also be collected and stored with the equipment.
Homework
Homework should be seen as reinforcement, as it offers an opportunity to widen experiences begun in the classroom, for example work with capacity or finding the area of a room. It encourages organisational skills and the ability to work independently. In developing a school plan consideration must be given to a policy on homework. Homework creates a link between home and school. It is important to communicate with parents about the correct terminology and methods being used by the children and to make homework assignments realistic, practical and relevant. Teachers can set alternative forms of homework, for example research in the local library or using measuring skills in cookery.
Home-school links
Communication between teachers and parents about the content of the mathematics programme and the methods being used is important. Homework activities can be suggested and the importance of the child's readiness for new topics explained. Parents can help their children informally by encouraging the correct use of mathematical language and the use of number, estimation and mental strategies in everyday life. The importance for young children of play and exploration with, for example sand, water, bricks or blocks can be highlighted.
Parents can provide useful information for the teacher about the child's early number or mathematical experience. They will also be able to help the teacher's understanding of the child's attitudes to mathematics and his/her use of mathematics in daily life.