The long‐term influence of a ‘calculator‐aware’ number curriculum on pupils’ mathematical attainments and attitudes in the primary phase

Abstract

This study examines the long‐term influence of a widely discussed ‘calculator‐aware’ approach to number on the mathematical attainments and attitudes of pupils in the primary phase. It focuses on a cohort of pupils aged 10/11 who entered reception class during the 1989/90 school year and had progressed to year 6, the final year of primary education in England, in the 1995/96 year. Data were gathered in six neighbouring primary schools. Three schools had participated in a pioneering project to develop a ‘calculator‐aware’ number (CAN) curriculum, while the further three matched them on other characteristics. The influence of the introduction of the National Curriculum and national assessment on the approach to number experienced by pupils was explored through interviews with their teachers. These indicated that the approach in the former project schools had remained distinctive during the earlier stage of primary education, but that there had been an important convergence during the later stage. In the main part of the study, levels of overall mathematical attainment in national assessment at ages 7 and 11 were examined. At age 11, further evidence was gathered on achievement of number concepts and on attitudes to number work and calculation. In general, the findings indicate that the ‘calculator‐aware’ approach had no long‐term influence on outcomes. There are two qualifications to this conclusion. At age 7, the approach