ABSTRACT
The fundamental elements of the mathematics curriculum have remained relatively unchanged over the past 100 years. The ‘Revised Code of 1862’, which primarily introduced ‘the three R’s’ (reading, writing and arithmetic) into schooling, has links with objectives in the current National Numeracy Strategy (NNS) (Brown 1999). What has been changed, however, is the impetus on mathematical understanding, teaching and delivery techniques. We will now develop a picture of the changes that have happened within the mathematics curriculum.
