ABSTRACT
Many teachers, adopting the structure of the daily mathematics lesson will require a substantial change in teaching style. This will undoubtedly prove challenging for those whose attitude to mathematics is even more phobic than their attitude to Information and communication technology (ICT). One important difference, however, is that the mathematics schemes on which they may have been dependent were at least designed specifically for use by children. It will probably be the case that being active participants in the daily mathematics lesson will eventually change many teacher's mathematical self-images for the better, as they belatedly discover, or rediscover, a joy in number. In particular, as they reinforce in their own minds the idea that many mathematical problems can be tackled in a variety of ways, they should increasingly find that resources that do not acknowledge this are unsatisfactory. Faith in the daily mathematics lesson will endure as long as teachers are able to see real improvements in pupil's mathematical capabilities.
