CHILDREN'S EXPERIENCES OF MATHEMATICS

Abstract

There is general acceptance that mathematics learnt in school should be useful to the learner, both in other school situations and away from the educational context. However, educational programmes have achieved only limited success in promoting children's use of mathematics beyond the classroom. This article reports the findings of a study of primary school children, that describes using and applying mathematics as the children experience it, capturing their experiences as faithfully as possible. Findings, in part, parallel those of other studies, providing an indication of their generality: in almost all cases primary children do not see mathematics as being a significant feature of the world beyond school. Further findings suggest that, if we are to improve children's use of mathematics beyond the classroom, we must promote their movement towards more productive beliefs about the nature of mathematics. A categorisation of metaphoric descriptions of such beliefs is provided and suggestions are made for improving practice.