ABSTRACT
Children need to be taught a range of strategies and to be provided with opportunities for the consolidation and practice of new knowledge and skills. We need to look at ways of increasing children’s independence as mathematical thinkers. The more independent children become, the more time teachers can find to work with small target groups and support individual children who need guidance. Greater independence from the teacher is also essential if children are to develop both efficient personal approaches to calculation and also greater resilience and robustness as learners.
