ABSTRACT
There seems little need to argue that the distinctive nature of mathematics should be preserved in the infant curriculum. In respect of other subjects the need to consider this emphasis has been suggested. In the case of mathematics, this subject, from the days of the old elementary schools up to the present day, has been seen and taught very much as a separate subject. True, we have moved from arithmetic in the elementary schools through what were sometimes rather perfunctory nods at the whole of mathematics before the introduction of the National Curriculum, to a quite broad definition of what should be taught to children at Key Stage 1. It may be the case that mathematics, while preserving its place in its own right in the curriculum, also needs more of a shift than is common into topic work. Mathematics can both support topics and be a topic focus in itself. A topic focused on mathematics can enable children to explore certain areas of the subject to some depth. This benefit of topic work is one which has been stressed throughout this book. It is important that children use and apply mathematics, not only because use enhances understanding but also to enable them to make connections between different parts of mathematics and to see patterns. For example the principles of measurement in length, weight, volume, capacity and area are similar. At some point children need to understand this, and a topic bringing these elements together might be beneficial.
