Rules without reasons?: Some evidence relating to the teaching of routine skills to low attainers in mathematics

Abstract

Evidence gathered by the Schools Council Low Attainers in Mathematics Project and from HMI surveys of schools suggests a high priority is being placed on the practice of routine skills, especially for low attainers, in both primary and secondary schools. Data from the Concepts in Secondary Mathematics and Science Project, in the form of results from both individual interviews and large‐scale testing programmes, is reviewed to suggest that this policy is not an effective one. Reasons for this, relating to children's levels of conceptual understanding, are discussed.