Square bashing or free hand
I did a couple of primary supply covers this week in a different LEA. (It makes a change from filling shelves). Nothing exceptional except that I noticed that both schools had changed to plain paper maths exercise books in place of the traditional squared version.
I asked why and was told that is was on the basis or recomendations from the LEA numeracy team.
Using the web has proved little help in explaining the change, but I've found a few references and tried to make sense of the policy.
In key stages 1 and 2 a lot of maths work is based on pictorial presentation, the use of jottings, and techniques like using number lines for subtraction. By using squared paper the children are encouraged to see numeracy in terms of the traditional idea of columns of figures.
The problem with this is that the numeracy being taught in these key stages is often not presented in a way that fits well with squared paper. Maths ideas can be presented as pictures, as concept maps, as patterns and squared paper can be restrictive of the development of the mental methods and imagery that underpin effective mathematics learning. A number line, for example, does not need squares and the concept is horizontal rather than vertical.
It is also the fact that SaTs papers are all on plain paper.
My brief experience left me with mixed feelings. A year 2 class were sorting numbers into odd and even. Plain paper had no obvious advantages nor disadvantages.
Year 6 were doing division, and the lack of squares made it more dfficult for them to lay out their work. Numbers varied in size and place value columns were awry. This may simply be that they have acquired the habit of using the squares and not properly developed the skill of laying out their work without them.
I don't know how widespread this policy is. I leave it to others with more experience to add some meat to the bare bones I've been able to present.
http://www.aughtonchristchurch.lancs.sch.uk/index.php?category_id=62
http://www.leaonline.com/doi/abs/10.1207/S15327833MTL0401_3
I asked why and was told that is was on the basis or recomendations from the LEA numeracy team.
Using the web has proved little help in explaining the change, but I've found a few references and tried to make sense of the policy.
In key stages 1 and 2 a lot of maths work is based on pictorial presentation, the use of jottings, and techniques like using number lines for subtraction. By using squared paper the children are encouraged to see numeracy in terms of the traditional idea of columns of figures.
The problem with this is that the numeracy being taught in these key stages is often not presented in a way that fits well with squared paper. Maths ideas can be presented as pictures, as concept maps, as patterns and squared paper can be restrictive of the development of the mental methods and imagery that underpin effective mathematics learning. A number line, for example, does not need squares and the concept is horizontal rather than vertical.
It is also the fact that SaTs papers are all on plain paper.
My brief experience left me with mixed feelings. A year 2 class were sorting numbers into odd and even. Plain paper had no obvious advantages nor disadvantages.
Year 6 were doing division, and the lack of squares made it more dfficult for them to lay out their work. Numbers varied in size and place value columns were awry. This may simply be that they have acquired the habit of using the squares and not properly developed the skill of laying out their work without them.
I don't know how widespread this policy is. I leave it to others with more experience to add some meat to the bare bones I've been able to present.
http://www.aughtonchristchurch.lancs.sch.uk/index.php?category_id=62
http://www.leaonline.com/doi/abs/10.1207/S15327833MTL0401_3
.