Points to Consider

Is our approach teaching children to think, reason and make sense of the mathematics they are learning?

Are skills practised in engaging and challenging contexts?

Is persistence valued over speed?

Are problem solving and the search for pattern at the core of what children are asked to do?

Is numerical reasoning emphasised? Especially, that there is nearly always more than one way to solve a problem.

Does teaching present mathematics as relationships to be understood rather than recipes to be memorised?

Are the children the ones doing the thinking and sense making?