Under-achievement and pedagogy

The superior performance of Continental schools in laying the foundations of mathematical competence is reviewed through the direct observations of English teachers and headteachers. As part of the Primary Mathematics Initiative in the London Borough of Barking and Dagenham, run in conjunction with researchers from the National Institute, over fifty teachers have visited schools in Switzerland and Germany for a week at a time in a programme which began in 1994. Their observations have contributed to experimental reforms in classes in the Borough which are now in their second phase. The reforms aim to combat under-achievement in mathematics through the introduction of successful Continental pedagogy in the teaching of number. The pedagogy and its introduction into the Borough's schools are discussed and some criticisms which have been levelled at the reforms are addressed.

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