ABSTRACT
Since the 1988 Education Reform Act and the development of a National Curriculum for mathematics, primary teachers have been required to provide children with opportunities to ‘explain their thinking’ and ‘develop their reasoning’ (DFE and Welsh Office, 1995). This focus on process skills as well as curriculum content is also given explicit attention in the National Numeracy Strategy (DfEE, 1998a) recommendations. For example, numerate pupils should ‘explain their methods and reasoning using correct mathematical terms’ as well as ‘explain and make predictions from the numbers in graphs, diagrams, charts and tables’ (p. 12). Moreover, as part of the daily mathematics lesson, children should receive ‘good direct teaching’ that ‘allows pupils to show what they know, explain their thinking and methods, and suggest alternative ways of tackling problems’ (p. 14). Children are also required to provide explanations and reasons as part of the end of Key Stage 2 national assessment tests (see Figure 12.1).
