Calculators in Schools

Nick Gibb Excerpts

Wednesday 30th November 2011 Westminster Hall

[The Minister of State, Department for Education (Mr Nick Gibb)]

I begin by congratulating my hon. Friend the Member for South West Norfolk (Elizabeth Truss) on securing this interesting debate on a topic of great importance to us all. I take the point made by my hon. Friend the Member for North Swindon (Justin Tomlinson) about the importance of mathematics not just in providing progression to more sophisticated maths, but in day-to-day operation of haggling and securing a good deal. I know that what he said from his own business experience is absolutely right, and I am sure that that lack is more pervasive in our economy than people suspect.

My hon. Friend’s excellent opening speech reiterated many of the same points that she made in her article published in The Sunday Times last week entitled, “Cancel the calculators and make pupils think”. I broadly agree with her analysis, and in particular her astute observations on how calculators are overused in classrooms in England. I also agree with her suggestion that there is much that we can learn from the best-performing nations and regions around the world; her analysis of Britain’s position in international rankings when it comes to maths; and her conclusion that we need to look again at the way in which calculators are used in primary schools.

Getting mathematics teaching right at an early age is of prime importance, and securing the foundations of mathematical understanding early at primary school will help our pupils to gain mathematical fluency and achieve at GCSE level and beyond. The modern work force demands people with high levels of mathematical ability as employment opportunities become increasingly technological and the importance of the internet continues to grow. There is a growing demand for people with high-level maths skills to become the scientists and engineers of the future. There is an increasing need for people with intermediate maths skills in a whole range of disciplines. That is why the Secretary of State has said that it is the Government’s intention that within 10 years the vast majority of young people will study maths from the age of 16 to 19.

My hon. Friend for South West Norfolk is right that this country is an outlier in the number of students continuing to study maths beyond the age of 16. As my hon. Friend rightly pointed out, the UK is falling behind internationally. I make no apologies for reminding other hon. Members—it is my hon. Friend who I am reminding—that over the past 10 years the United Kingdom has dropped down the international league table of school performance, falling from eighth to 28th in maths. PISA results show that many countries are racing ahead of the UK in mathematical attainment. Pupils in Shanghai are working at a level in maths that is about two and a half years ahead of that of their peers in the UK. Pupils from Singapore and Hong Kong are regularly introduced to some mathematical concepts much earlier than their counterparts are in England.

[Justin Tomlinson]

I saw that happening on a visit to a Taiwanese school. The reason behind it was that the Taiwanese felt it was so essential to their economy to embrace new technologies. They thought that that was the way to improve mathematical and science skills, which was so important to them.

[Mr Gibb]

My hon. Friend makes his point very eloquently. The debate is not just about the individual’s success in life—there is much evidence that those with advanced mathematical skills secure better employment prospects and higher standards of living—but that as a country we need to get it right, which we have not yet done.

As the Trends in International Mathematics and Science Study—or TIMSS—study of maths has shown, those pupils in Singapore and Hong Kong go on to outperform pupils in England in international league tables. As has been said, if we are to compete internationally, it is crucial that we equip our young people with such essential maths skills.

The foundation for more advanced mathematical and scientific study is built in primary school, where pupils can develop a love of, and a fascination with, mathematics. Unfortunately, far too many children leave primary school convinced that they “can’t do” maths. Provisional key stage 2 data for the 2011 test year shows that only 80% of pupils reached the expected level in maths, and an even lower proportion reached level 5. Without a solid grounding in arithmetic and early maths in primary school, children go on to struggle with basic mathematical skills throughout their school careers and their adult lives. We cannot allow children to fall behind at that early stage. It is vital that pupils are fluent and confident in calculation before they leave primary school. We cannot expect children to be able to cope with the demands of complicated quadratic equations if they do not have quick and accurate recall of multiplication tables. Indeed, it is not possible to do long division, without being fluent in them.

[Elizabeth Truss]

Does the Minister agree that understanding basic operations enables one to check calculations? For example, when purchasing an item or considering a mortgage, people can check whether their calculator is right, which provides a sense check. When people have those basic skills, they are equipped for all such difficult situations in later life.

[Mr Gibb]

I am sure that my hon. Friend is right. Being fluent in the multiplication tables right up to 12 times 12—there are, after all, 12 months in the year and there are 12 in a dozen, which are still frequently used quantities regardless of decimalisation—gives people an instinct for numbers. They can therefore instinctively spot where something is wrong—for example, that the dosage a nurse gives to a patient is out by a factor of five, 10 or 20—because they are used to numbers and do not have to look things up on a chart or use a machine to calculate whether a number is right. It is to provide that instinctive understanding that such basic calculations and repeated practice at primary school are so important.

I also agree with my hon. Friend that we should not hinder pupils’ understanding of calculation by allowing them to become dependent on calculators too early. Ofsted recently conducted a survey of 20 top-performing primary schools in maths in the country. The resulting report, entitled “Good Practice in Primary Mathematics: Evidence from 20 Successful Schools”, clearly shows the importance of pupils knowing their times tables properly to develop fluency in calculation. Most of the top-performing schools visited for that study introduced calculators only at the very upper end of primary school, and then only to check the answers for calculations carried out by hand. That is often a time when pupils are practising written methods for long multiplication and long division, and adding, multiplying, dividing and subtracting fractions. Finding the common denominator when trying to add one seventh and one eighth—56—is significantly harder and more boring if children do not know their multiplication tables by heart.

The international evidence is also clear. High-performing jurisdictions around the world, as my hon. Friend so eloquently said in her well-researched speech and article, would limit the use of calculators in the primary mathematics classroom. Guiding principles for the Massachusetts, Singapore and Hong Kong curricula state that calculators should not be used as a replacement for basic understanding and skills. Moreover, the 4th and 6th grade state assessments in Massachusetts, which are the equivalent of years 5 and 7 in this country, do not permit the use of a calculator. Elementary students learn how to perform basic arithmetical operations without using a calculator. Evidence from the most successful educational systems around the world suggests that calculators should be introduced only once pupils have a thorough grounding in number facts or number bonds, including knowing their multiplication tables by heart, and that calculators should be used only to support the teaching of mathematics where the aim is to focus on solving a problem rather than on the process of calculation.

It is crucial that pupils are fluent in using efficient written methods to perform calculations and do not reach for a calculator when faced with a simple addition or multiplication. The most efficient written methods, such as columnar addition and subtraction, allow a pupil to perform calculations quickly. Pupils should be taught them as soon as possible, and not spend years using intermediate methods, such as chunking.

We are currently reviewing the national curriculum to give teachers greater professional freedom over how they organise and teach their subject, and my hon. Friend’s analysis of the key stage 2 curriculum was very revealing. The review will be informed by best international practice, and will draw on other evidence about the knowledge children need to deepen their understanding at each stage of their education. Alongside the review, we are looking at how arithmetic is taught in school by engaging in an informal dialogue with maths professionals. Some key areas of consensus are emerging—namely, that there needs to be a renewed focus on quick recall of number facts, such as multiplication tables, and on the importance of consistent, efficient methods of calculation being taught throughout the school.

I believe that technology can be used to enhance teaching across all subjects. In his speech to the Royal Society earlier this year, my right hon. Friend the Secretary of State highlighted the wonderful work being done by, among others, the Li Ka Shing Foundation and the highly respected Stanford Research Institute International on a pilot programme to use interactive software to support the teaching of maths. He also highlighted how computer games developed by Marcus du Sautoy are enabling children to engage with complex mathematical problems that would hitherto have been thought too advanced for them to tackle at such an age.

Children will not be able to cope with the more advanced maths that they will encounter in secondary school unless they are fully fluent in the basics, and introducing calculators too early can risk the development of that fluency. Our focus on getting maths right in primary school also requires a focus on teaching quality, as my hon. Friend hinted at in her analysis of what matters in education. One of the most important characteristics of the best performing education systems around the world is that they recruit the best possible people into teaching and provide them with high-quality professional development. There is clear consensus in the maths community that teachers must have a deep understanding of maths to be fully effective.

Our White Paper “The Importance of Teaching” set out the Government’s commitment to provide additional support for the uptake of mathematics and the sciences. In June, the Secretary of State announced that the Government will invest £135 million over the spending review period to support that aim. Much of that will go towards improving the skills of existing teachers. We have followed the example of Finland by expanding Teach First and by providing extra support for top graduates in maths and science to enter teaching.

We have also made the following commitments in the initial teacher training strategy published earlier this month. From 2012-13, we will prioritise the allocation of places to courses with a maths and science specialism over generalist primary courses. That will encourage ITT providers—universities—to offer specialist, rather than generalist, courses. We will fund £43 million in bursaries for new primary teachers, some of which will go to trainees who are training on primary courses that include a specialism. We will offer schools the opportunity to train their own primary specialist teachers, and then employ them as teachers. For 2013-14, we expect to introduce additional financial incentives for trainees who take a maths, science or language specialism as part of their primary ITT course and have a good A-level in maths, a science subject or a language.

The Government have just announced £600 million to be spent on building an additional 100 new free schools by the end of the Parliament. These new schools will include specialist maths schools for pupils between 16 and 18, and their aim will be to produce the outstanding mathematicians of the future. We are funding two cohorts of teachers to undertake the maths specialist teacher programme, which aims to improve the practice and efficacy of primary mathematics teaching. We are also part-funding two further cohorts of the programme.

Evidence around the world clearly shows that high-performing nations ensure that children receive a first-class maths education when it is based on a solid foundation of essential principles of number and calculation. That is why we are making primary-level maths a priority: we are encouraging early mastery of multiplication tables and written calculation methods, limiting the use of calculators, and raising the quality of teaching. Giving children a solid understanding of basic mathematical skills will encourage higher achievement and greater enjoyment in maths, and give every child the best possible start to their school career.

Question put and agreed to.