# 4.2 Maths

Mathematics can be described as the study of quantity, shape and measures through a network of knowledge, concepts and skills. Beyond the school ‘subject’, mathematics is part of daily lives and is used in a range of practical ways. A numerate person is someone who is confident in their ability to use mathematical ideas needed in their life. However, mathematics is not just a collection of knowledge and skills, it is a way of thinking and a way of ‘doing’.

The National Curriculum in England talks about the ‘beauty and power of mathematics’ (DfE, 2013, p. 99). You may have been struck by the power of ‘mathematics’ in the real world, e.g. the ‘beauty’ of the motorway bridge approaching the River Severn, or the power of mathematics that allows us to put hundreds of cars, lorries and buses onto a boat without it sinking.

Figure 6 (a) The beauty of the Severn Bridge; (b) The power of mathematics.

Mathematics can be described as a language in itself. This may seem surprising but consideration of mathematics as language can provide some insight into implications for learning and teaching. It has its own vocabulary, structure and notation understood across the world. This means that children who understand mathematical ideas but do not speak English as their first language can engage successfully with some mathematical activities in school.

Dyscalculia is an additional learning need specific to mathematics with difficulties including: comparing quantity, remembering facts, problems with sequence and ordering, slow processing speed. However, in some cases learners develop negative attitudes or maths anxiety towards mathematics that stem from poor learning and teaching experiences, influences from others e.g. parents, grandparents, friends or societal influence. It’s important for practitioners to support young learners to develop enjoyment of and confidence in using maths alongside ability.

## Activity 11

Allow 10 minutes

Set a timer for 5 minutes and try to answer the questions below. Stop when you have been working for 5 minutes.

It doesn’t matter how many questions you answer in that time – nobody is going to check or ask you for the answers.

#### Task 1

Use the numbers in the left column in the table below to make 42. Note down your answers in the right column.

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Digits to be used | Answers
--- | ---
1 2 4 8 | (A text entry box would appear here, but your browser does not support it.)
1 2 4 6 | (A text entry box would appear here, but your browser does not support it.)
3 4 5 6 | (A text entry box would appear here, but your browser does not support it.)
2 5 3 7 | (A text entry box would appear here, but your browser does not support it.)

Interactive feature not available in single page view.

#### Task 2

Reflect on undertaking Task 1 using the questions below as prompts. In the discussion you can read an example of a student’s written reflections.

- Did you work on the questions for the full 5 minutes? If no, why not?
- Did the time seem to pass quickly or slowly? Why do you think that was?
- How did the instruction to time the activity make you feel?

(A text entry box would appear here, but your browser does not support it.)

### Discussion

These comments are provided by a student called Nutsa who shared a little about herself before she completed the task and gave her feedback:

> I like maths, but when I was at school I didn’t do very well in it, so I was put in a lower set. Since then, I always had anxiety about maths. Maths has always been a block for me career-wise. So in 2022 I finally did my GCSE at the age of 61, and it was a big deal for me because I found it difficult (I was also doing level 3 at the OU and taking care of family) and I am so happy that I did it.

> When I saw your task, I felt confident about it. The instruction to use the timer made me feel like it was going to be a challenge. When I started the task, the time went quickly and I kept going for 11 minutes and 30 seconds. Then the time started to do more slowly and I couldn’t think of any more ideas so I stopped.

It is important that children understand that ‘doing’ maths requires perseverance and it can be difficult, but without this they are not learning. One way of describing this perseverance is to use the term ‘mathematical resilience’. Practitioners have a responsibility to support children to develop not only skills in maths, but develop a positive attitude towards it by making connections between the abstract ‘language’ and the real world.

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