The “great success” of Chinese maths in British schools (Report, 13 August) is neither controversial nor incredible. Whole-class mathematics teaching already takes place successfully in numerous British primary schools. It is a natural approach, particularly when new concepts and skills are being taught, and allows teachers to nip misunderstandings in the bud more readily. Our skilled teachers do it already. But when primary schools aim for differentiation (where different tasks for different abilities are the main priority) without achieving a match (where tasks match the needs of pupils), the result is often that weaker pupils fall increasingly behind.
Michael Heylings
Mitcheldean, Gloucestershire
• Rather than teaching the students maths, isn’t the “small improvement” found by researchers reminding us of the Hawthorne effect – showing interest in people’s boring work can in itself create temporary improvement?
John Crossman
Sherborne, Dorset
• There is no one-size-fits-all model for teaching maths. It may be some pupils could benefit from the Chinese approach, but others will learn better if more schools start teaching maths in other ways. Our national uptake of maths for post-GCSE aged students is the lowest in the industrialised world. We must innovate now if we are to get more pupils studying the subject.
Core maths, a new course, offers a practical approach that relates maths to real-life situations. Aimed at those with a grade C or above at GCSE, it will be available from September to all schools and colleges in England. It aims to prepare students for the maths they will encounter in work, study and life.
Mick Blaylock
CfBT Education Trust
