Mathematics - Curriculum
MathematicsTeacher GuidelinesPrimary SchoolCurriculumDUBLINPUBLISHED BY THE STATIONERY OFFICETo be purchased directly from theGOVERNMENT PUBLICATIONS SALE OFFICESUN ALLIANCE HOUSEMOLESWORTH STREETDUBLIN 2or by mail order fromGOVERNMENT PUBLICATIONSPOSTAL TRADE SECTION4-5 HARCOURT ROADDUBLIN 2(Tel: 01-6476834-5; Fax: 01-4752760)or through any booksellerDesign Consultancy:Bradley McGurk PartnershipDesigned by:The Identity BusinessPhotography:Christy McNamaraTypesetting:Spectrum Print ManagementPrinted by:Mozzon Giuntina - Florence andOfficine Grafiche De Agostini - Novara 1999 Government of IrelandMathematicsTeacher GuidelinesContentsMathematics in the primary curriculumIntroduction 2Mathematics in a child-centred curriculum3The content of the Mathematics curriculumStructure of the curriculum8Strand content9School planning for mathematicsCurriculum planning18Organisational planning20Classroom planning for mathematicsClassroom organisation24Section 1Section 3Section 4Section 2Mathematics Teacher GuidelinesApproaches and methodologiesTeaching approaches30Mathematical language30Estimation strategies for number32Problem-solving35Some activities with odd and even numbers37Paper-folding and fractions38Early mathematical activities40Place value notation boards42Integration, linkage and cross- strand planning46Mathematical trails47An example of cross- strand planning59Using techno
strand unit. It is envisaged that teachers will develop and extend these suggestions as they work through the programme • vocabulary relevant to the strand unit is shown in bold type, for example long/longer, short/shorter, positive/negative • the sequence of presentation of the strands in the content document is: Number, Algebra, Shape and ...
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