A Critical Analysis of the National Numeracy Strategy. This essay examines the national numeracy strategy, which is in place in schools in the uk.

The National Numeracy Strategy was implemented in September 1999, setting a target for 75% of all pupils reaching at least level four in mathematics by 2002. This essay will focus on the findings since the implementation of the strategy for both pupils and teachers. In order to do this I will examine the Numeracy Strategy Framework guidelines, which state how the teaching of mathematics should be carried out in primary education and evaluate some of the main criticisms since the implementation.

Since the implementation of the Numeracy Strategy, a maths lesson should occur on a daily basis in every class from reception to year six. According to the Framework of the Strategy, each lesson should last for about forty minutes in Key Stage 1 and fifty to sixty minutes in Key Stage 2. The lesson should consist of as much time as possible in direct teaching and questioning of the whole class.

Teacher in primary school in northern Laos

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The focus for teaching should be high-quality direct teaching, rather than drill and practice lecturing, asking children questions and encouraging them to share their answers and methods with the whole class. Greater emphasis is placed on effective teaching by the teacher, rather than children learning by themselves from exercise books.

The Framework states that a typical lesson will consist of oral work and mental calculation with the whole class for the first five to ten minutes of the lesson. This is seen as a warm up to motivate the children to practice and sharpen mental and oral skills, in preparation for the main teaching activity. It is suggested that the teacher should maintain a brisk pace, providing varied oral and mental activities throughout each week. Teachers should ensure that each child can see the teacher easily and interruptions should be avoided, encouraging all pupils to participate in the...