Year 6 children: has the new British mathematics curriculum helped their mental computation?

References

• Adetula , L. O. 1996 . Effects of counting and thinking strategies in teaching addition and subtraction problems . Educational Research , 38 (2) : 183 – 198 .
   Web of Science ®Google Scholar
• Anghileri , J. 1999 . “ Issues in teaching multiplication and division ” . In Issues in teaching and numeracy in primary schools , Edited by: Thompson , I. 184 – 194 . Buckingham : Open University Press .
   Google Scholar
• APU . 1989 . Assessment matters: no. 3 APU mathematics monitoring 1984–88 (phase 2) , London : SEAC, HMSO .
   Google Scholar
• Askew , M. and Brown , M. The impact of the National Numeracy Strategy on mathematics attainment and learning in Year 4 . paper presented at the International Congress of Mathematics Education . July , Copenhagen.
   Google Scholar
• Basic Skills Agency . 1997 . International numeracy survey , London : Basic Skills Agency .
   Google Scholar
• Beishuizen , M. 1997 . Mental arithmetic: mental recall or mental strategies? . Mathematics Teaching , 160 : 16 – 19 .
   Google Scholar
• Beishuizen , M. 1999 . “ The empty number line as a new model ” . In Issues in teaching and numeracy in primary schools , Edited by: Thompson , I. 157 – 168 . Buckingham : Open University Press .
   Google Scholar
• Brown , M. , Askew , M. , Baker , D. , Denvir , H. and Millet , A. 1998 . Is the National Numeracy Strategy research based? . Research Review , 46 (4) : 362 – 385 .
   Google Scholar
• Callaghan , J. 1987 . Time and chance , London : Collins .
   Google Scholar
• Department for Education and Employment . 1998 . The National Numeracy Strategy Framework for teaching mathematics from reception to Year 6 , London : DfEE .
   Google Scholar
• Fuson , K. C. 1982 . “ An analysis of the counting‐on solution procedure in addition ” . In Addition and subtraction: a cognitive perspective , Edited by: Carpenter , T. P. 67 – 81 . Hillsdale, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Gray , E. M. 1991 . An analysis of diverging approaches to simple arithmetic: preferences and its consequences . Educational Studies in Mathematics , 22 : 551 – 574 .
   Google Scholar
• Gray , E. M. and Tall , D. O. 1991 . Duality, ambiguity and flexibility: a preceptual view of simple arithmetic . Journal for Research in Mathematics Education , 25 (2) : 115 – 141 .
   Google Scholar
• Macintyre , T. and Forrester , R. 2003 . Strategies for mental calculation . Proceedings of the British Society for Research into Learning Mathematics , 23 (2) : 49 – 54 .
   Google Scholar
• McIntosh , A. 1981 . “ When will they ever learn? ” . In Developing mathematical thinking , Edited by: Floyd , A. London : Addison‐Wesley, OUP .
   Google Scholar
• Murphy , C. 2004 . How do children come to use a taught mental calculation strategy? . Educational Studies in Mathematics , 56 (1) : 3 – 18 .
   Google Scholar
• Steinberg , R. M. 1985 . Instruction on derived fact strategies in addition and subtraction . Journal for Research in Mathematics Education , 16 (5) : 337 – 355 .
   Google Scholar
• Thompson , I. 1997 . “ Mental and written algorithms: can the gap be bridged? ” . In Teaching and learning early number , Edited by: Thompson , I. 97 – 109 . Buckingham : Open University Press .
   Google Scholar
• Thompson , I. 2000 . The National Numeracy Strategy: evidence‐ or experience‐based? . Mathematics Teaching , 171 : 23 – 27 .
   Google Scholar
• Thorndike , E. L. 1922 . The psychology of arithmetic , New York : The Macmillan Co. .
   Google Scholar
• Treffers , A. and Beishuizen , M. 1999 . “ Realistic mathematics education in the Netherlands ” . In Issues in teaching and numeracy in primary schools , Edited by: Thompson , I. 17 – 26 . Buckingham : Open University Press .
   Google Scholar