Mathematics year 1-10 (MAT01‑06)
Basic skills

Oral skills in mathematics refers to the creation of meaning through dialogue in and about mathematics. That is to say the communication of ideas and discussion of mathematical problems, strategies and solutions with others. The point of departure for the development of oral skills in mathematics is the use of everyday language which gradually transitions to the use of a more precise, mathematical language.

Writing in mathematics refers to describing and explaining relationships, discoveries and ideas using appropriate representations. The ability to write in mathematics is a tool that allows individual’s to develop their own thoughts and learning, thus allowing them to solve problems and present solutions that are adapted for the recipient and situation in question. The point of departure for the development of writing skills in mathematics is the use of everyday language which gradually transitions to the use of a more precise, mathematical language.

Reading in mathematics refers to the creation of meaning both in texts from everyday life and wider society, as well as in the field of mathematics. Being able to read in mathematics is the ability to sort information, analyse and assess form and content, and summarise information in complex texts. The development of reading skills in mathematics refers to finding and using information in increasingly complex texts featuring advanced mathematical notation and concepts.

Numeracy in mathematics refers to recognising and describing increasingly complex problems using mathematics. This involves using mathematical representations, concepts, strategies and approaches in work to formulate and solve problems. It also entails assessing and reflecting upon whether solutions are valid, and communicating such assessments and reflections both orally and in writing. Mathematics is a particularly important element in the teaching of numeracy.

Numeracy in years 1–4 involves the gradual development of number sense and the ability to identify and use numbers and measures during play and everyday situations. It calls for confident and flexible counting and pattern recognition. It also entails the ability to formulate problems and use numeracy strategies in a flexible manner when carrying out both written and mental arithmetic. Understanding the equals sign, the positional system, and the interrelationships between the four arithmetical operations are all aspects of the skill of numeracy. The skill requires the development of computational fluency and the ability to automatically carry out addition and subtraction using smaller numbers and for place-value units, and the gradual extension of automaticity to encompass multiplication and the use of it to support division. Numeracy in years 1–4 includes the ability to use different representations and mathematical concepts to formulate, solve and communicate mathematical problems and models. Furthermore, it also relates to an individual’s ability to detail whether or not their and others’ methods and results are reasonable, and to make adjustments where necessary.

Numeracy in years 5–7 involves the gradual expansion from arithmetic using positive integers to arithmetic with negative integers, fractions, decimals, and percentages. It entails an understanding of the positional system, equivalence, and relationships between representations in new number ranges. It also entails the ability to formulate increasingly complex problems and use appropriate numeracy strategies in a flexible manner when carrying out both written and mental arithmetic. The skill calls for computational fluency and the ability to automatically carry out multiplication and division, including for place-value units. Numeracy also includes the ability to use appropriate representations and mathematical concepts to formulate and communicate mathematical problems and models. Furthermore, it also relates to an individual’s ability to reason and critically assess their own and others’ methods and results, and to draw upon experience when further developing their arithmetic and problem-solving strategies.

Numeracy in years 8–10 involves the gradual expansion from arithmetic using integers, fractions, decimals, and percentages to factorisation, arithmetic using powers, scientific notation, and square roots. It involves the use and further development of effective and appropriate numeracy strategies pertaining to numbers and variables in order to solve both practical and abstract problems. It also relates to the interpretation of graphs, tables, models, and diagrams – and to the ability to critically assess presentations in light of the originator and purpose. The skill calls for the use of mathematical concepts and formal mathematical notation when working with algebraic thinking, generalisation, and modelling. Numeracy also includes the abilities to move flexibly and efficiently between different representations, to use appropriate tools, and for an individual to critically assess the validity of their own and others’ solutions.

Digital skills in mathematics refers to the ability to use graphing tools, spreadsheets, CAS, dynamic geometry software and programming in order to explore and solve mathematical problems. It also relates to finding, analysing, processing and presenting information with the assistance of digital tools. Increasingly, the development of digital skills refers to the ability to choose and use appropriate digital tools as aids for exploring, solving and presenting mathematical problems. In the case of pupils in years 1–4, there should only be cautious use of digital devices in the classroom and they should not dominate teaching.