Getting the right answer does not mean a child has understood how to do a sum

When people experience mathematics, they feel empowered and capable.

Children need to repeat processes constantly so that their ideas mature from primitive to more sophisticated, writes <b>Aarnout Brombacher</b>.

Do not expect children to be able to do next year what they can do today if they don’t get a chance to practice what they learn.

Mental arithmetic cannot be taught simply by asking questions.

Helping children to recognise patterns in maths and repeating exercises often leads to better problem-solving skills,writes <b>Aarnout Brombacher</b>.

Allowing children to be curious and to develop their skills results in mathematics becoming a sense-making and problem-solving activity.

<b>Aarnout Brombacher</b> emphasises the importance of establishing a new classroom culture.

In the eighth column in his series, <b>Aarnout Brombacher</b> explains the important difference between real-life problems and abstracts.

Children often ask this question about mathematics and the teacher’s answer should be that we need it to help us solve problems in our daily lives.

<strong>Aarnout Brombacher</strong> presents the fifth in a series on teaching mathematics.

Trying to make young children less anxious about maths? Solving simple problems may be the answer, writes <b>Aarnout Brombacher</b>.

Mathematical literacy aims to develop more effective self-managing individuals, contributing workers, lifelong learners and critical citizens. With mathematical literacy we are…

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