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[2] understanding of number, aiding the fluency of both written and mental methods and the accuracy of calculations. Whilst the government, supported by Ofsted (2012), indicate the responsibility of maths to enable such conceptual development and understanding of structures and relationships with number, it is in both areas of number and reasoning in the most recent Trend in International Mathematics and Science Study (TIMSS) survey that year five pupils performed below average (Sturman et al , 2012). Internationally, data from the most recent report by Programme for International Student Assessment (PISA), (OECD,2012) has shown a downward trend for the UK, identifying further cause for concern as the country’s comparative international performance has fallen further, despite marginal improvements in mathematics. Presently it is East Asian countries which dominate mathematical achievement and therefore, consideration should perhaps be given to the pedagogy of these highest performing nations. Askew, Hodgen, Hossain and Bretscher (2010) identify the strong emphasis on conceptual teaching and the development of basic knowledge and skills in countries such as Japan and China, whilst across the countries there is apparent use of carefully constructed textbooks which provide varieties of examples and representations. Furthermore, intervention for pupils falling behind is a key priority, in countries such as Finland, contributing to narrower gaps in attainment levels compared to England. This suggests we need to consider approaches to overcome barriers to learning in this country to reduce underachievement. Askew et al (2010) also recognised that children in China, Japan and Korea are more likely to represent quantities using tens and ones compared to lower achieving countries, demonstrating a good understanding of structure. This is likely supported by “extensive use of manipulatives and real -world mater ials or scenarios” during which children develop images through the parallel use of concrete and abstract representation instead of approaches focusing on the gradual withdrawal of concrete apparatus (2010,p.33). This may be key in considerations for long term approaches to the development of pedagogy in England, re-assessing the potential of structured resources such as Dienes Blocks and Cuisenaire materials, as the NNS currently appears to have a strong bias towards more abstract representations (Delaney,2003). This study is therefore undertaken giving consideration to these issues.
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