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Notes on Mathematics in Primary Schools
Mathematical thinking starts before school
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A remarkable, seminal contribution to the understanding of the learning process.
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 Notes on Mathematics in Primary Schools - PDF
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Notes on Mathematics in Primary Schools
It is no longer possible to believe that the learning of mathematics properly begins in the secondary school, and that the only essential preparation for this stage is a certain minimum of computational skill in arithmetic. The learning of mathematics, in the widest sense, begins before the child goes to school and continues throughout the primary school and beyond.
We have written this book at a time when an increasing number of teachers accept this viewpoint and when changes are taking place in the mathematics taught in primary schools. We strongly support all those changes which are designed to enrich the mathematical experiences of young children, and which emphasise the central importance of their activity and their ways of thinking.
The aim of this book is not to provide a programme for primary school mathematics but to stimulate experiment. We have reported some classroom events as faithfully as we can; we have commented on some learning processes as we have understood them; and we have inserted some other material, in incomplete and suggestive form, in the hope that it will urge readers to make mathematical investigations of their own.
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We are re-discovering out-of-print publications like this with a timeless quality and are frequently requested. They are now available again as ATM Heritage publications.
If mathematics is not seen as restricted to a few conventionally accepted areas of experience, or constrained to follow a simple linear development, the teacher can encourage pupils to range far and wide in their mathematical activity. They can explore situations which are incredibly rich in their mathematical yield. It becomes obvious that the learning of mathematics is a complex activity and that children can work happily within this complexity.
We have chosen to avoid putting too tight a structure on the book, and the sequence of material does not follow logic or chronology or order of difficulty. It is a book to be dipped into rather than read straight through.
This book is offered as a contribution to the on-going research and development that every teacher should experience throughout his professional life.
