ABSTRACT
It is evident that the relationship between attainment and progress is complex and in practice is probably only understood by the teacher who is involved with the children as they work. A good knowledge of the children as people is needed if the teacher is to able to judge whether progress is appropriate in any given situation. When working on the development of the assessment process in school, the coordinator needs to take into account both attainment and progress, if there is to be any lasting development in the quality of maths education provided in the school.
