An investigation to evaluate the effectiveness of a primary school’s improvement plan focusing on maths attainment and progress through problem solving.

Abstract

Mathematics is a fundamental skill which is required throughout life; children need to develop a fluency to enable them to be confident in using maths (Myatt 2018), however, maths anxiety within the British adult population shows that there is a belief that maths is hard and only for those who are clever (Haydock and Manning, 2019). Internationally, the UK performs well in reading and science, yet does not do as well in mathematics (OCED, 2016). This lower attainment in maths within the UK is reflected within the case study school. This report will look at how problem solving can help to improve maths attainment in primary school pupils. I will begin by looking at Piaget’s stages of development and his theories of when children can solve abstract problems and what other theorists have written. The literature review will then explore how teachers can facilitate problem solving in their class. The report will look at what the school’s improvement plan says and how this has improved learning, linking to the literature discussed. Implications on the practice of the school and how I can develop my knowledge and information further will be discussed.