Poor grounding

20th October 1995 at 01:00
The "numeracy recovery" initiative ("More than adding up" (TES, October 6) is most praiseworthy. However, there could be far less need for such help at nine years old if key stage 1 children were not rushed on too rapidly to mathematical symbols in their early years. This is highlighted by the splendid article by Stuart Parker, "Signs and symbolism", in the same issue.

The national curriculum for maths at KS1 number requires far too much from teachers and children. If the programme of study for using and applying was allowed to develop and less "drill for skill" in sums was encouraged, children would have time to become numerate. Sadly, pressures on infant teachers to get to level 3 (or even level 4) are depriving the majority of young children of the enjoyment of numbers.

We need less "recovery" and better foundation-laying.

DR JULIA MATTHEWS 50 Sydney Road Bexleyheath Kent

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.
Subscribe now
Existing subscriber?
Enter subscription number

Comments

The guide by your side – ensuring you are always up to date with the latest in education.

Get Tes magazine online and delivered to your door. Stay up to date with the latest research, teacher innovation and insight, plus classroom tips and techniques with a Tes magazine subscription.
With a Tes magazine subscription you get exclusive access to our CPD library. Including our New Teachers’ special for NQTS, Ed Tech, How to Get a Job, Trip Planner, Ed Biz Special and all Tes back issues.

Subscribe now