In this series of posts, we will explore the history, research and practice of two key strands of mathematical learning: procedural fluency and conceptual understanding (sometimes referred to as procedural knowledge and conceptual knowledge, respectively). An age-old conflict Education has long been embroiled in a fierce dispute around how students best learn mathematics. It is […]

September 2014 marked the dawn of the new national curriculum in all local authority schools in England. Change can be daunting and, unfortunately, these particular changes have caused a certain degree of confusion for some teachers. Do you feel prepared for the new curriculum? If you’re in agreement with the Secretary General of the National Association of Head Teachers, then […]