1. Primary Mathematics

2. History The Cockcroft Report 1982
Commissioned by the British Government
Help to alleviate reliance on published schemes
the report argued the ability to solve problems is at the heart of mathematics
Recommended that problem solving be integrated into primary mathematics

3. Back to Basics
By the late 80s there was still a concern mainly in Industry but not only
Children in English schools were under-performing
The Conservative Government attempted to solve this by prescribing what and how children should be taught introducing a Back to Basics approach focusing on using and applying 1988

4. National Numeracy
By 1999 using and applying had become an integral part of teaching and learning
National Numeracy Strategy was introduced 1999 (DfEE,1999b)
Teachers had to follow a prescribed structure
Emphasis on calculating and number work
Many teachers felt this made using and applying no more than a bolt on.

5. Excellence and Enjoyment
2003 The now Labour Government introduced The Excellence and Enjoyment strategy
This was based on the theory of Vygotsky and creativity
The Williams review maintained that the curriculum was well balanced but recommended an increased focus on use and application of mathematics

6. The Rose Review
The Rose review was commissioned by the Labour Government 2009
Aim to examine the entire primary curriculum and if it was fit for purpose
Rose recommended a return to using and applying however these recommendations were disregarded due to a change in government

7. Ofsted – The report, Mathematics: Understanding the Score (2008)
Reported that during inspections children often had the ability to perform written calculations
However, they were not so good at applying that knowledge in unfamiliar and/or real life situations

8. Too often, pupils are expected to remember methods, rules and facts without grasping the underpinning concepts, making connections with earlier learning and other topics, and making sense of the mathematics so that they can use it independently. The nature of teaching and assessment, as well as the interpretation of the mathematics curriculum, often combine to leave pupils ill equipped to use and apply mathematics. Pupils rarely investigate open ended problems which might offer them opportunities to choose which approach to adopt or to reason and generalise. (Ofsted, 2008, p.5)

9. Present Day
Full circle emphasis on using and applying mathematics regarded as an integral part of the curriculum.
Expectations of children 2013
Solve problems by applying mathematics
Increase sophistication of using routine or non routine problems
Breaking down problems
Simpler steps
Persevering in seeking solutions

10. To sum up
The history of problem solving over the last 30yrs is perhaps best summed up by Burkart and Bell (2007) who write that the history of problem solving within the UK ‘…illustrates the way policy decisions, taking on possible grounds by people with good intentions but limited understanding, frequently have unintended consequences that undermine the very goals they seek to advance’ (p. 401).