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Too much emphasis on maths is harming children's wellbeing and willingness to learn
The emphasis placed on maths by England's National Curriculum can be damaging for primary school children鈥檚 wellbeing, and obstruct opportunities for them to learn and participate fully at school.
30 October 2023
Context
The National Curriculum was developed in 1988 with an explicit policy aim of delivering a broad and balanced curriculum, to allow听all children to enjoy the full range of school subjects.听
However at the primary school stage, national assessments have never tested every subject and instead听focus on听measuring children's progress in 'core' subjects听of mathematics, English, and - in the early days - science. Over time this听has skewed the amount of time spent on听different subjects in favour of these core subjects,听with approximately half of curriculum time being devoted to maths and English.
A not-so-well-rounded听curriculum
Dramatic reductions have gradually been made to other subjects and in 2014听further cuts were made to creative and fine arts including music听despite evidence that these make a powerful contribution to children鈥檚 wellbeing, and听to environmental and nature studies听despite the urgency of climate change.听Leisure time and sports have been constantly reduced; and in 60% of primary and secondary schools, children might miss their entire break or lunchtime to help them 鈥榗atch up鈥� with schoolwork.
This all serves to reduce听opportunities for children to听develop other areas of strength and interest during the school day, as well as important opportunities to develop social interaction skills.
Maths aversion
Rather than improving competence, the National Curriculum鈥檚 increased focus on maths might inadvertently have the counterproductive effect of increasing children鈥檚 mathematics anxiety and intolerance.听Ofsted requires primary class teachers to officially differentiate between 鈥榟igh鈥�, 鈥榤iddle鈥�, and 鈥榣ow-attainers鈥� on the basis of English and maths test scores, which disadvantages those who don't perform well in test conditions听and听systematically depreciates听those whose interests and talents lie elsewhere by labeling them as听'low-attaining'.
Findings
Professor Hargreaves' research evidenced distress and devastation among those who were uncomfortable with maths: motivation was negatively affected by boredom and anxiety and the added difficulty of work in the 2014 curriculum听and continuing rigid, static forms of teaching that were used to cover heavy curriculum loads.
Recommendations
A socially just curriculum would support the development of every child鈥檚 personality, talents, and mental and physical abilities to their fullest potential as a human right. More opportunities must be provided, in school and in research, for all children to express their actual experiences and have their requests acted on. This would help validate all children as high-status individuals; and would also benefit teachers and policymakers who act on the evidence.
Assessment policy
Policy in England still fails to make the link between children鈥檚 fear and loathing at school with their declining intention to engage in learning. Children in the study wished for their value to be听recognised听on the basis of听their whole life history, not just on scores in attainment in tests of mathematics/English. The researchers also concluded that:
- Testing needs to be reduced as does physically dividing children up by attainment.
- An improved balance is needed between policy emphasis on mathematics/English and other subjects, for example, arts, sports, and humanities.
- Policy needs to encourage children鈥檚 agency over conformity听and employ more creative pedagogies than just sitting still, concentrating听and listening, which do not suit all children.
- Leisure times at school must be respected to provide relief from classroom pressure.听
Classroom practice
- Children鈥檚 marks need not be made public; differentiated work can be provided in private rather than public.
- All staff can challenge competitive language and derogatory behaviour among peers,听and reward engagement and collaboration rather than attainment or conformity.
- In the study, the children themselves recommended that teachers try not to hurry or threaten children in relation to formal schoolwork.听
- Other suggestions included allowing friendship seating in class wherever possible and providing quiet places for children to sit when appropriate.
By Sarah-Jane Gregori.
Image
Credit: Phil Meech.