ABSTRACT
When Williams (2008) published his findings in the Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools an unequivocal message was delivered to those who are passionate about providing the best mathematical learning environment for our young people. His identification of the critical prerequisite of Primary teachers to be both confident and competent in teaching mathematics (Williams, 2008) confirmed the evidence in the Cockcroft Report (1982), which foregrounds the importance of children being exposed to as wide as possible a variety of mathematical experiences and to have had the opportunity to discuss mathematics with their teacher and their peers. Teachers who lack competence and confidence are more inclined to limit the experiences, particularly in problem solving and investigations that the children encounter due, in the main, to their own anxiety of being exposed as impotent during the process. Much of the report (Cockcroft, 1982) talks about being numerate, particularly in the sense of being able to participate in the world of work and using mental arithmetic in a variety of work contexts. In particular employers at the time the report was compiled found that newly hired teenagers who demonstrated little competence in arithmetic when employed soon gained competency once they learned why it was necessary to carry out specific calculations. The importance of context remains unambiguous and imposes on teachers from all sectors the need to engage learners in real enquiries and activities for which mathematics has a real purpose, which we propose can be more authentically created in a rich and challenging mathematical learning environment.
