Depth Of Knowledge for mathematics

Norman Webb explains why the teaching of maths should be aligned with the complexity of the subject

TEACHERS ARE FACED with a vast array of guidance on what pupils should know and should be able to do. The National Curriculum offers a framework and large scale assessments. Teachers use textbooks and planning guides. National organisations make recommendations, and researchers disclose greater insights into the learning sequence and process. Teachers need to make sense of how their own methods fit, and align their teaching with these expectations, so that pupils learn what they are expected to know and do. But how can they do this?

This article is available to subscribers only. If you are an existing subscriber, please login. New subscribers may register below.

Existing Users Log In


October 2009